Educational Research Review最新文献

{"title":"What can Implementation Science tell us about scaling interventions in school settings? A scoping review","authors":"","doi":"10.1016/j.edurev.2024.100620","DOIUrl":"10.1016/j.edurev.2024.100620","url":null,"abstract":"<div><p>Educational reform through the scaling of evidence-based practices has been extremely difficult to achieve in practice. This scoping review examines the extent to which Implementation Science (IS) has been used to investigate the scaling of interventions in school settings and what has or could potentially be learnt from these investigations.</p><p>Scopus, ProQuest, and EBSCO databases were searched for studies that involved scaling of an intervention in a school setting and made reference to IS. A wide range of methodologies (observational, quantitative, qualitative and mixed methods) in publications including journals articles, book chapters and reports was included. Extracted data were grouped and analysed under Nilsen's IS classification system of determinant frameworks, evaluation frameworks, process models, classic theories and implementation theories. Inductive analysis of recurring themes in the literature was performed.</p><p>The use of IS in the study of scaling interventions in school settings is in its early stages, with just 101 studies identified. Of those studies, there has been little systematic and considered use of IS in the scaling of interventions in schools. Twenty-eight factors considered important in the scaling of interventions in school settings were identified but only four in five papers nominated an IS framework, model or theory as a guiding principle for assessing implementation. Only two out of three studies reported an implementation outcome (66%) and, of those studies that did, one in three reported a single implementation outcome (33%). There was also a lack of consistency in terminology, variability in the application of IS tools, and limited longitudinal investigation. The large number of IS conceptual tools (<em>n</em> = 47) employed, combined with variability in application revealed that a fragmented approach to the use of IS currently exists in educational implementation research.</p><p>We argue that using a limited number of IS conceptual frameworks (preferably over at least a two-year period) would enhance the study of scaling interventions in schools. A reduced range of IS tools and consistent terminology to conceptualise and discuss implementation would enable a solid research base to be established.</p><p>To move beyond fidelity measurement, the following areas need to be examined and reported: (1) the range of contexts in which the intervention is being implemented; (2) the barriers and facilitators studied; (3) multiple implementation outcomes; and (4) the intervention outcomes.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":9.6,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X24000290/pdfft?md5=049321e8235fbddb9659fb3f833557b8&pid=1-s2.0-S1747938X24000290-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141692608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The definition and measurement of sense of belonging in higher education: A systematic literature review with a special focus on students’ ethnicity and generation status in higher education","authors":"","doi":"10.1016/j.edurev.2024.100622","DOIUrl":"10.1016/j.edurev.2024.100622","url":null,"abstract":"<div><p>Sense of belonging in higher education contributes to students' wellbeing and academic attainment. However, there is ambiguity about the definition and measurement of sense of belonging in higher education, and it is unclear how these definitions and measures are used in diverse student populations in terms of ethnicity and generation status in higher education. In this systematic review we investigated how students' sense of belonging in higher education is defined and measured and how this differs in studies addressing students' ethnicity or generation status in higher education. 89 quantitative, 55 qualitative, and 6 mixed method articles published between 2000 and 2021 were included, critically analyzed through an integrative approach, and their quality was appraised. Results revealed (a) a large variety in underlying concepts used to define of sense of belonging in higher education, including additional concepts from qualitative studies, (b) 52 separate used measures, and (c) misalignment between definitions and measures in quantitative studies. There was a substantial difference in cited definitions and used measures between studies that did and did not address students' ethnicity or generation status in higher education. Furthermore, from the findings it is implied to be explicit about the HE context in which sense of belonging is studied or focused on, alongside the deliberate inclusion of students’ representative intersecting identities.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":9.6,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X24000319/pdfft?md5=1c2fd714ad2a62fc49534def488a59f8&pid=1-s2.0-S1747938X24000319-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141853747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"AI-driven learning analytics applications and tools in computer-supported collaborative learning: A systematic review","authors":"Fan Ouyang,&nbsp;Liyin Zhang","doi":"10.1016/j.edurev.2024.100616","DOIUrl":"https://doi.org/10.1016/j.edurev.2024.100616","url":null,"abstract":"<div><p>Artificial intelligence (<span>AI</span>) has brought new ways for implementing learning analytics in computer-supported collaborative learning (CSCL). However, there is a lack of literature reviews that focus on AI-driven learning analytics applications and tools in CSCL contexts. To fill the gap, this systematic review provides an overview of the goals, characteristics, and effects of existing AI-driven learning analytics applications and tools in CSCL. According to the screening criteria, out of the 2607 initially identified articles between 2004 and 2023, 26 articles are included for final synthesis. Our results show that existing tools primarily focus on students’ cognitive engagement. Existing tools primarily utilize communicative discourse, behavioral, and evaluation data to present results and visualizations. Despite various formats of feedback are provided in existing tools, there is a lack of design principles to guide the tool design and development process. Moreover, although AI techniques have been applied for presenting statistical information, there is a lack of providing alert or suggestive information in existing tools or applications. Compared with the positive impacts on collaborative learning, our results indicate a lack of support for instructional interventions in existing tools. This systematic review proposes the following theoretical, technological, and practical implications: (1) the integration of educational and learning theories into AI-driven learning analytics applications and tools; (2) the adoption of advanced <span>AI</span> technologies to collect, analyze, and interpret multi-source and multimodal data; and (3) the support for instructors with actionable suggestions and instructional interventions. Based on our findings, we provide further directions on how to design, analyze, and implement AI-driven learning analytics applications and tools within CSCL contexts.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":9.6,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141593975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A systematic review of the role of dialogic leadership: Characterization and impacts","authors":"Shiza Khaqan,&nbsp;Gisela Redondo-Sama","doi":"10.1016/j.edurev.2024.100618","DOIUrl":"https://doi.org/10.1016/j.edurev.2024.100618","url":null,"abstract":"<div><p>As any model of educational leadership is expected to contribute to academic success, dialogic leadership has emerged as an essential model in this domain, providing compelling evidence of significant improvements in the academic outcomes of students, including reduced absenteeism among school children. Dialogic leadership is an emerging leadership approach that conceptualizes the role of members of the educational community (teachers, students, family members …) that develop leadership practices as they engage in dialogue with others. Research has already demonstrated the positive impacts of dialogic leadership in education as well as in other sectors, for example improving leadership skills in students or enabling the participation of community members in schools, but currently, there are no studies that synthesize these findings. The purpose of this paper is to review the impacts of dialogic leadership, consolidate its defining features, and contextualize it within educational leadership research. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) model was used for guidance in the reporting of this systematic review. We carried out an inductive thematic analysis on 27 articles that met the inclusion criteria. As a result, several themes emerged which describe dialogic leadership as an approach and its impacts. It is identified as an egalitarian and social justice-oriented approach that emphasizes inclusion in education. Its impacts are noted across two levels – individual and institutional. At the individual level, it has demonstrated synergies with improvements in the physical and mental wellbeing of adult learners; in self-confidence in children, staff in early education and adult learners, and in the quality of life of educational community members. While at the institutional level, among others, it has led to an improvement in the academic outcomes of students, and it has played the function of social cohesion - bringing society and community members closer and eliminating knowledge gaps through dialogue. We provide a discussion of these themes, along with the implications and suggestions for future research.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":9.6,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X24000277/pdfft?md5=b42432689d7faa925992f4370fc30fcf&pid=1-s2.0-S1747938X24000277-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141593111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does interest fit between student and study program lead to better outcomes? A meta-analysis of vocational interest congruence as predictor for academic success","authors":"Nicky de Vries ,&nbsp;Martijn Meeter ,&nbsp;Mariëtte Huizinga","doi":"10.1016/j.edurev.2024.100619","DOIUrl":"https://doi.org/10.1016/j.edurev.2024.100619","url":null,"abstract":"<div><p>Vocational interests are a commonly used concept to help students choose a study program in higher education. The underlying assumption is that a good choice reflects congruence of the program with a student's vocational interests. This assumption however remains controversial, given the lack of conclusive evidence due to methodological problems, mixed results, and absence of meta-analyses using multiple indicators of academic success. Therefore, we aimed to provide reliable meta-analytic evidence regarding the relationship between interest congruence and three indicators of academic success in higher education, along with the sources of variation moderating this relationship. We first performed a systematic search in three databases, which included 23 studies. We then used psychometric meta-analysis and narrative analysis to synthesise these studies. The meta-analytic results revealed that interest congruence is a positive, albeit small, predictor of academic achievement, persistence in the study program, and satisfaction with the study program. Interestingly, the manner in which interest congruence was operationalised moderated this relation: congruence measures that were operationalised with the full interest profile showed larger effects. The outcomes of the narrative review showed a great variety of methodological approaches, rendering it difficult to draw a firm conclusion. However, the general observation based on the review is that the congruence-outcome relationship is affected by individual characteristics of students, such as prior achievement, gender, first-generation status, and race. In conclusion, the results of this meta-analysis and subsequent narrative review indicate that the concept of interest congruence has the potential to be a helpful tool for adolescents for reflection on study choice. However, the relationship between interest congruence and academic success is influenced by a complex interplay of measurement variables and other individual characteristics, which should be considered in future research.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":9.6,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X24000289/pdfft?md5=433fc430a07f7983af9aab72a692a3f6&pid=1-s2.0-S1747938X24000289-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141607748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of shared text reading for students with intellectual disability: A meta-analytical review of instructional strategies","authors":"Rachel Sermier Dessemontet,&nbsp;Megan Geyer,&nbsp;Anne-Laure Linder,&nbsp;Myrto Atzemian,&nbsp;Catherine Martinet,&nbsp;Natalina Meuli,&nbsp;Catherine Audrin,&nbsp;Anne-Françoise de Chambrier","doi":"10.1016/j.edurev.2024.100615","DOIUrl":"https://doi.org/10.1016/j.edurev.2024.100615","url":null,"abstract":"<div><p>Although they are an important part of learning to read, listening comprehension skills are often hindered among students with intellectual disability (ID). An increasing number of studies have shown that they can be enhanced through shared text reading interventions. In the current multilevel meta-analysis, we aimed to measure the effect of shared text reading on the listening comprehension skills of students with ID and to identify efficient instructional strategies. The meta-analysis included 19 single-case experimental studies encompassing 67 participants with ID. We found a significant average effect size of shared text reading on the listening comprehension skills of students with ID (log response ratio [<em>LRR</em>] = 1.05, 95% CI [0.87, 1.24]) whether or not they needed alternative or augmentative communication systems to communicate effectively. We found no significant moderator, but instructional strategies backed up by sufficient solid evidence to be considered evidence-based could be identified, with clear implications for practice.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X24000241/pdfft?md5=a5a1192181a66e3e87909523e5ddd73f&pid=1-s2.0-S1747938X24000241-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141322996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does adult-child co-use during digital media use improve children's learning aged 0–6 years? A systematic review with meta-analysis","authors":"Gemma Taylor ,&nbsp;Giovanni Sala ,&nbsp;Joanna Kolak ,&nbsp;Peter Gerhardstein ,&nbsp;Jamie Lingwood","doi":"10.1016/j.edurev.2024.100614","DOIUrl":"https://doi.org/10.1016/j.edurev.2024.100614","url":null,"abstract":"<div><p>Young children spend a significant and increasing amount of time using digital media. Thus, a clear understanding of how best to support children's learning from digital media is important. A specific recommendation by some professional bodies is that parental co-use should be applied to scaffold children's learning from digital media. The aim of this meta-analysis was to assess the association between adult-child co-use on 0–6-year-old children's learning from digital media. The analysis was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. We identified 17 studies investigating typically developing 0–6-year-old children's learning outcomes from digital media use with an adult for inclusion in this meta-analysis. We extracted 100 effect sizes (N_total = 1288) from studies published between 1977 and 2022. Our meta-analysis found a small positive association of adult-child co-use on children's learning from digital media (<em>g</em> = 0.198, 95% CIs: 0.059–0.337, <em>p</em> = 0.009); none of our moderator analyses were significant. While the evidence suggests a positive role of adult-child co-use, support for this conclusion was limited by small sample sizes and a lack of variety in study design. These issues limited the statistical power of our moderator analyses. The effect is, however, clearly significant and suggests that a real effect exists in the practice of co-use, but future research systematically exploring the mechanisms by which adult-child co-use supports children's learning is warranted.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X2400023X/pdfft?md5=6fb73ec8f502e363adbde60b655d53e3&pid=1-s2.0-S1747938X2400023X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141322995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A meta-analysis of the antecedents of teacher turnover and retention","authors":"Hugh A.D. Gundlach,&nbsp;Gavin R. Slemp,&nbsp;John Hattie","doi":"10.1016/j.edurev.2024.100606","DOIUrl":"10.1016/j.edurev.2024.100606","url":null,"abstract":"<div><p>High teacher turnover in schools is a problem in many countries. Many studies have investigated various antecedent effects of turnover in isolation; however, few comparative assessments of the antecedents have been conducted. A meta-analysis was conducted to ascertain the relative power of effects between various antecedents, and turnover and retention behaviors and intentions. We observed variations in the strength of associations between antecedents and real turnover and retention compared to the associations between the same factors and intended turnover and retention. This discrepancy is likely attributed to the fact that involuntary turnover and retention, which may play a significant role in the teacher turnover crisis, cannot be adequately captured in studies focusing solely on intentions.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":9.6,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X24000150/pdfft?md5=6879240cf42370026fc60d5fde392b54&pid=1-s2.0-S1747938X24000150-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141037529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Higher education teachers’ understandings of and challenges for inclusion and inclusive learning environments: A systematic literature review","authors":"Tisja Korthals Altes ,&nbsp;Martijn Willemse ,&nbsp;Sui Lin Goei ,&nbsp;Melanie Ehren","doi":"10.1016/j.edurev.2024.100605","DOIUrl":"10.1016/j.edurev.2024.100605","url":null,"abstract":"<div><p>Since the 1990s, there is a rise in attention to inclusion in education encompassing inclusion in Higher Education (HE), which is an important element of-/and leads to equity in society. HE-teachers are a key factor in improving inclusion in higher education, but little is known about 1) their understanding of inclusion, 2) the challenges they experience for establishing inclusion, and 3) how they characterize inclusive learning environments. In this study, these three aspects were explored using a systematic literature review. From the selected 36 peer-reviewed articles was concluded that even though there is a rise in attention to inclusion in HE in recent years, most attention is still on integrating students with disabilities in regular education instead of the newer broader definition of inclusion ‘for every student’. When HE-teachers’ understanding of inclusion was discussed, they more often had a positive attitude toward inclusion, but it is unclear what this attitude was against (and what is meant by positive/negative) due to the neglect of mentioned definitions of characteristics. HE-teachers’ challenges for inclusion in higher education are internal (lack of knowledge, skills, experience, and confidence) and institutional (lack of resources, support, information, and training). These findings demonstrate the necessity of cooperation between teachers and HE-institutions, in addition to the role of scholars in studying teachers' understanding of inclusion, to improve the inclusive learning environment of students in HE.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X24000149/pdfft?md5=0871f66c23f2f1c1f5c16bbc58d5f4d7&pid=1-s2.0-S1747938X24000149-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140637741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Neurodiversity and cognitive load in online learning: A systematic review with narrative synthesis","authors":"Anne-Laure Le Cunff,&nbsp;Vincent Giampietro,&nbsp;Eleanor Dommett","doi":"10.1016/j.edurev.2024.100604","DOIUrl":"https://doi.org/10.1016/j.edurev.2024.100604","url":null,"abstract":"<div><p>This systematic review with narrative synthesis aimed to examine the available evidence on the relationship between neurodiversity and cognitive load in online learning. Despite the known relationship between working memory impairments and neurodiversity, there has been a lack of systematic investigation into how cognitive load impacts neurodivergent students in online learning environments. This review, which includes 90 studies conducted in 21 countries, reveals that the majority (92%) did not consider neurodiversity as a potential factor influencing cognitive load in online learning. The few that did suggest distinct patterns of cognitive load in online learning for neurodivergent students, suggesting a need for more research in this area. The results also point to the potential for methodological advancements in measuring cognitive load in online learning, highlighting that 80% of studies with only neurotypical participants and 60% of studies including neurodivergent participants relied solely on subjective measures of cognitive load. This review contributes to the field by offering a comprehensive overview of our current knowledge of the relationship between neurodiversity and cognitive load in online learning, identifying significant gaps and suggesting directions for future studies.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X24000137/pdfft?md5=40528b3b3aa0328fb47fd1bfc9281314&pid=1-s2.0-S1747938X24000137-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140309392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}