Educational Research Review最新文献_第3页

Teaching for paradigm shifts: Supporting the drivers of radical creativity in management education 教学促进范式转变：在管理教育中支持激进创造力的驱动力

IF 9.6 1区教育学

Educational Research Review Pub Date : 2024-09-30 DOI: 10.1016/j.edurev.2024.100641

Ville Eloranta , Esko Hakanen , Claire Shaw

{"title":"Teaching for paradigm shifts: Supporting the drivers of radical creativity in management education","authors":"Ville Eloranta , Esko Hakanen , Claire Shaw","doi":"10.1016/j.edurev.2024.100641","DOIUrl":"10.1016/j.edurev.2024.100641","url":null,"abstract":"<div><div>In a rapidly evolving technological and societal environment, businesses and business education face paradigm shifts, characterized by significant transformations in shared mindsets, assumptions, and practices. This study emphasizes the necessity for leaders to know what capabilities and traits are needed for paradigm-breaking creative thinking—and for management educators how to teach those skills. We report the results of our integrative literature review, which investigated how management education addresses creativity, especially paradigm-breaking radical creativity. The results show that radical creativity is scarcely identified as a distinct type of creativity among business educators—instead, paradigm-preserving incremental creativity is discussed more. Our findings shed light on both the accomplishments and potential areas of improvement in teaching practices, curriculum design, and management education research regarding radical creativity. The goal is to guide educational leaders toward fostering a deeper integration of radical creativity within management education as well as to identify the boundaries of radicality, ensuring that the future management domain is equipped to creatively instigate and inhibit paradigm shifts when appropriate.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"45 ","pages":"Article 100641"},"PeriodicalIF":9.6,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142417693","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}

引用次数: 0

Systematic review of the operational definitions and indicators of teacher communities 对教师群体的业务定义和指标进行系统审查

IF 9.6 1区教育学

Educational Research Review Pub Date : 2024-09-17 DOI: 10.1016/j.edurev.2024.100640

Barbara Dzieciatko-Szendrei , Nataša Pantić , Srećko Joksimović , Dragan Gašević , Gil Viry

引用次数: 0

Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education 利用可视化学习有帮助：数学教育中可视化干预措施的荟萃分析

IF 9.6 1区教育学

Educational Research Review Pub Date : 2024-09-12 DOI: 10.1016/j.edurev.2024.100639

Johanna Schoenherr , Anselm R. Strohmaier , Stanislaw Schukajlow

引用次数: 0

The relationship between teacher talk and students’ academic achievement: A meta-analysis 教师谈话与学生学业成绩之间的关系：荟萃分析

IF 9.6 1区教育学

Educational Research Review Pub Date : 2024-09-10 DOI: 10.1016/j.edurev.2024.100638

Yang Tao, Gaowei Chen

{"title":"The relationship between teacher talk and students’ academic achievement: A meta-analysis","authors":"Yang Tao, Gaowei Chen","doi":"10.1016/j.edurev.2024.100638","DOIUrl":"10.1016/j.edurev.2024.100638","url":null,"abstract":"<div><p>Teacher talk is an integral part of classroom dialogue. However, emerging empirical research has shown inconsistent correlations between specific teacher talk moves (TTMs) and student achievement, motivating us to synthesise previous results to provide robust evidence. Using three-level meta-analytic techniques, this study examined the associations between teacher talk (dialogic and monologic orientations), specific TTMs, and student achievement in K–12 classrooms. Based on a synthesis of 16 studies with 51 effect sizes, we found a significant positive correlation between teacher talk and student achievement (<em>r</em> = .19). For the two orientations of teacher talk, dialogic teacher talk was moderately correlated with student achievement (<em>r</em> = .25), whereas monologic teacher talk was not significantly related to student achievement (<em>r</em> = .05). In terms of specific dialogic TTMs, analyses revealed significant and moderate associations of inviting students to share ideas and asking uptake questions with student achievement (<em>r</em> = .40 and <em>r</em> = .26, respectively), whereas high-quality feedback from teachers was not significantly related to student achievement (<em>r</em> = .26). Furthermore, the relationship between dialogic teacher talk and student achievement was mediated by student engagement, but not moderated by geographical region, grade level, achievement domain, or measure of teacher talk. This study sheds light on the importance of dialogic pedagogical approaches in relation to academic achievement, as well as the centrality of teachers’ encouragement of students to share, articulate, and co-construct ideas in creating dialogic educational environments.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"45 ","pages":"Article 100638"},"PeriodicalIF":9.6,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142233831","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}

引用次数: 0

Self-regulated learning strategies in continuing education: A systematic review and meta-analysis 继续教育中的自我调节学习策略：系统回顾与荟萃分析

IF 9.6 1区教育学

Educational Research Review Pub Date : 2024-08-14 DOI: 10.1016/j.edurev.2024.100629

Yvonne M. Hemmler , Dirk Ifenthaler

{"title":"Self-regulated learning strategies in continuing education: A systematic review and meta-analysis","authors":"Yvonne M. Hemmler , Dirk Ifenthaler","doi":"10.1016/j.edurev.2024.100629","DOIUrl":"10.1016/j.edurev.2024.100629","url":null,"abstract":"<div><p>Self-regulated learning (SRL) has been considered a key competence for continuing education (CE). The present systematic review and meta-analysis investigated factors associated with learners’ use of SRL strategies in CE. Synthesizing a total number of 58 studies, we identified learning process-related, learner-related, CE-related, and work-related factors associated with SRL strategies in CE. Three-level random-effects meta-analyses revealed significant relationships between SRL strategies and achievement motivation (<em>r</em> = .30), learning performance (<em>r</em> = .36), learner engagement (<em>r</em> = .39), learner satisfaction (<em>r</em> = .30), avoidance behavior (<em>r</em> = −.14), prior knowledge (<em>r</em> = .05), CE experience (<em>r</em> = .08), organizational learning culture (<em>r</em> = .26), job control (<em>r</em> = .28), and job demands (<em>r</em> = .21). Operationalization of variables as well as setting and work-relatedness of the CE activity were identified as moderators. Our investigations help understand the nature of <span>SRL</span> in <span>CE</span> and provide a sound basis for designing interventions to support <span>SRL</span> in <span>CE</span>. Future research should identify moderators to explain heterogeneity in effect sizes.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"45 ","pages":"Article 100629"},"PeriodicalIF":9.6,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X24000381/pdfft?md5=642198863de2292e7593d5c6c02b6cf4&pid=1-s2.0-S1747938X24000381-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142097053","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}

引用次数: 0

The effect of teacher training programs on pre-service and in-service teachers’ global competence: A meta-analysis 教师培训项目对职前和在职教师全球能力的影响：荟萃分析

IF 9.6 1区教育学

Educational Research Review Pub Date : 2024-08-08 DOI: 10.1016/j.edurev.2024.100627

Yanan Zhang , Shenji Zhou , Xi Wu , Alan C.K. Cheung

{"title":"The effect of teacher training programs on pre-service and in-service teachers’ global competence: A meta-analysis","authors":"Yanan Zhang , Shenji Zhou , Xi Wu , Alan C.K. Cheung","doi":"10.1016/j.edurev.2024.100627","DOIUrl":"10.1016/j.edurev.2024.100627","url":null,"abstract":"<div><p>In the era of globalization, the role of teachers is evolving to encompass global competence, prompting the need for teacher training programs dedicated to enhancing and expanding this competence. To comprehend the effect of current training initiatives on teachers’ global competence and guide future design, a research synthesis was undertaken through meta-analysis. This comprehensive meta-analysis, incorporating 105 effect sizes from 37 independent studies, unveiled a moderate to large effect (<em>g</em> = 0.46) of training programs on teachers’ global competence. Notably, we found that the training effects varied across different domains of global competence, with a more pronounced impact on the development of teachers’ knowledge and skills compared to their attitudes. Our findings also indicated some differences and similarities between in-service and pre-service training programs. For in-service teachers, specific attributes of training programs (i.e., delivery by districts and support for ICT) were found to have more significant positive effects. For pre-service teachers, training with a professional guide and solid knowledge building (e.g., courses and workshops) was found to be more effective in fostering their global competence, indicating that establishing a knowledge base should not be undervalued for pre-service teachers. This meta-analysis proposes that teacher training programs can be improved by incorporating “stage-appropriate” learning experiences that enhance teachers’ global competence.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"45 ","pages":"Article 100627"},"PeriodicalIF":9.6,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142049014","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}

引用次数: 0

New section “Discourses and Rejoinders” in the Journal Educational Research Review 教育研究评论》杂志新增 "论述与再论述 "栏目

IF 9.6 1区教育学

Educational Research Review Pub Date : 2024-08-01 DOI: 10.1016/j.edurev.2024.100626

Hans Gruber

引用次数: 0

Effects of performance-based financial incentives on higher education students: A meta-analysis using causal evidence 基于绩效的经济激励对高校学生的影响：利用因果证据进行元分析

IF 9.6 1区教育学

Educational Research Review Pub Date : 2024-08-01 DOI: 10.1016/j.edurev.2024.100621

Tomáš Lintner

{"title":"Effects of performance-based financial incentives on higher education students: A meta-analysis using causal evidence","authors":"Tomáš Lintner","doi":"10.1016/j.edurev.2024.100621","DOIUrl":"10.1016/j.edurev.2024.100621","url":null,"abstract":"<div><p>Many institutions provide financial incentives for higher education students contingent on their performance, hoping to increase their motivation and achievement. The aim of this meta-analysis was to evaluate the effects of performance-based financial incentives on higher education students using causal evidence. A total of 18 randomized controlled trials involving 20,286 students were included. Performance-based financial incentives increased the number of college credits earned, marginally improved student grade point averages, and improved exam scores when targeted at a single subject. No evidence was found for differential effects on student populations by gender or first-generation college status. Neither the incentive amount nor a focus on low-income students influenced the incentive effectiveness in improving student grade point averages or credits earned. Tentative evidence suggests that incentive designs in which the number of reward recipients is limited are more beneficial to students from the upper median level of high school grade point average. Hence, the study implies that it is more beneficial to provide lower-amount incentives attainable by a larger number of students than to provide higher-amount incentives attainable only by a small number of students. The results of this meta-analysis are of interest for researchers, policymakers, and stakeholders in higher education involved in designing financial incentive schemes for higher education students – providing a substantial step toward evidence-based practice.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"44 ","pages":"Article 100621"},"PeriodicalIF":9.6,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X24000307/pdfft?md5=667c6dbefc43e3993c240a79b2c8bbae&pid=1-s2.0-S1747938X24000307-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141841570","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}

引用次数: 0

Interdisciplinary teaching and learning at the K-12 level in the humanities, arts, and social sciences: A scoping review K-12 阶段的人文、艺术和社会科学跨学科教学：范围审查

IF 9.6 1区教育学

Educational Research Review Pub Date : 2024-08-01 DOI: 10.1016/j.edurev.2024.100617

Etan Cohen , Nurit Novis-Deutsch , Shiri Kashi , Hanan Alexander

{"title":"Interdisciplinary teaching and learning at the K-12 level in the humanities, arts, and social sciences: A scoping review","authors":"Etan Cohen , Nurit Novis-Deutsch , Shiri Kashi , Hanan Alexander","doi":"10.1016/j.edurev.2024.100617","DOIUrl":"10.1016/j.edurev.2024.100617","url":null,"abstract":"<div><p>Interdisciplinary teaching and learning (ITL), also termed cross-curricular teaching and learning, and curricular integration, is a prevailing trend among K-12 educational practitioners and policymakers. However, with the exclusion of specific disciplinary combinations such as Science, Technology, Engineering, and Mathematics (STEM) or Content and Language Integrated Learning (CLIL), the empirical scholarship on ITL in K-12 settings is unsystematic, leading to difficulties in knowledge integration. In this article, we take stock of the existing empirical literature on ITL at the K-12 level within the humanities, arts, and social sciences, examining how educational scholars have understood and implemented ITL in peer-reviewed research articles. We show how existing scholarship on ITL includes a broad range of definitions and conceptual framings of interdisciplinarity; discuss the portrayal of the process for designing and implementing ITL curricular units; and categorize the scholarly objectives of ITL research. We conclude by offering recommendations to guide the future development of this burgeoning field of study.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"44 ","pages":"Article 100617"},"PeriodicalIF":9.6,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141714808","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}

引用次数: 0

A meta-analysis of the impact of COVID-19 on student achievement COVID-19 对学生成绩影响的元分析

IF 9.6 1区教育学

Educational Research Review Pub Date : 2024-08-01 DOI: 10.1016/j.edurev.2024.100624

Nathan Storey , Qiyang Zhang

引用次数: 0