Educational Research Review最新文献_第5页

A meta-analysis of the antecedents of teacher turnover and retention 教师离职和留任的前因元分析

IF 9.6 1区教育学

Educational Research Review Pub Date : 2024-05-09 DOI: 10.1016/j.edurev.2024.100606

Hugh A.D. Gundlach, Gavin R. Slemp, John Hattie

引用次数: 0

Higher education teachers’ understandings of and challenges for inclusion and inclusive learning environments: A systematic literature review 高等教育教师对全纳和全纳学习环境的理解与挑战：系统文献综述

IF 11.7 1区教育学

Educational Research Review Pub Date : 2024-04-17 DOI: 10.1016/j.edurev.2024.100605

Tisja Korthals Altes , Martijn Willemse , Sui Lin Goei , Melanie Ehren

{"title":"Higher education teachers’ understandings of and challenges for inclusion and inclusive learning environments: A systematic literature review","authors":"Tisja Korthals Altes , Martijn Willemse , Sui Lin Goei , 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":"43 ","pages":"Article 100605"},"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}

引用次数: 0

Neurodiversity and cognitive load in online learning: A systematic review with narrative synthesis 在线学习中的神经多样性和认知负荷：系统回顾与叙事综述

IF 11.7 1区教育学

Educational Research Review Pub Date : 2024-03-25 DOI: 10.1016/j.edurev.2024.100604

Anne-Laure Le Cunff, Vincent Giampietro, Eleanor Dommett

{"title":"Neurodiversity and cognitive load in online learning: A systematic review with narrative synthesis","authors":"Anne-Laure Le Cunff, Vincent Giampietro, 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":"43 ","pages":"Article 100604"},"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}

引用次数: 0

Morphological assessment features and their relations to reading: A meta-analytic structural equation modeling study 形态评估特征及其与阅读的关系：元分析结构方程模型研究

IF 11.7 1区教育学

Educational Research Review Pub Date : 2024-03-19 DOI: 10.1016/j.edurev.2024.100602

Gal Kaldes , Elizabeth L. Tighe , MaryAnn Romski , Therese D. Pigott , Christina Doan Sun

{"title":"Morphological assessment features and their relations to reading: A meta-analytic structural equation modeling study","authors":"Gal Kaldes , Elizabeth L. Tighe , MaryAnn Romski , Therese D. Pigott , Christina Doan Sun","doi":"10.1016/j.edurev.2024.100602","DOIUrl":"10.1016/j.edurev.2024.100602","url":null,"abstract":"<div><p>Morphemes are the smallest meaningful units of language (e.g., affixes, base words) that express grammatical and semantic information. Additionally, morphological knowledge is significantly related to children's word reading and reading comprehension skills. Researchers have broadly assessed morphological knowledge by using a wide range of tasks and stimuli, which has influenced the interpretation of the relations between morphological knowledge and reading outcomes. This review of 103 studies used meta-analytic structural equation modeling (MASEM) to investigate the relations between commonly occurring morphological knowledge assessment features (e.g., written versus oral, spelling versus no spelling) in the literature to reading outcomes, including word reading and reading comprehension. Meta-regression techniques were used to examine moderators of age and reading ability. Morphological assessments that used a written modality (e.g., reading, writing) were more predictive of word reading outcomes than those administered orally. Assessments of morphological spelling were more predictive of both word reading and reading comprehension outcomes than those that did not examine spelling accuracy. Age was a significant moderator of the relation between morphology and word reading, such that the relation was stronger for the younger than the older children. Younger children also demonstrated higher relations between multiple task dimensions and reading comprehension, including oral tasks, tasks without decoding, and tasks that provided context clues. These findings have important implications for future morphological intervention studies aimed to improve children's reading outcomes, in particular the use of orthography and spelling within the context of teaching morphology.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"43 ","pages":"Article 100602"},"PeriodicalIF":11.7,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140182404","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

Mathematic skills in low birth weight or preterm birth: A meta-analysis 低出生体重儿或早产儿的数学能力：荟萃分析

IF 11.7 1区教育学

Educational Research Review Pub Date : 2024-03-19 DOI: 10.1016/j.edurev.2024.100603

Mónica Gutiérrez-Ortega , Verónica López-Fernández , Javier Tubío , Sandra Santiago-Ramajo

引用次数: 0

The impacts of open inquiry on students’ learning in science: A systematic literature review 开放式探究对学生科学学习的影响：系统文献综述

IF 11.7 1区教育学

Educational Research Review Pub Date : 2024-03-02 DOI: 10.1016/j.edurev.2024.100601

Norsyazwani Muhamad Dah , Mohd Syafiq Aiman Mat Noor , Muhammad Zulfadhli Kamarudin , Saripah Salbiah Syed Abdul Azziz

{"title":"The impacts of open inquiry on students’ learning in science: A systematic literature review","authors":"Norsyazwani Muhamad Dah , Mohd Syafiq Aiman Mat Noor , Muhammad Zulfadhli Kamarudin , Saripah Salbiah Syed Abdul Azziz","doi":"10.1016/j.edurev.2024.100601","DOIUrl":"10.1016/j.edurev.2024.100601","url":null,"abstract":"<div><p>Open inquiry is the fourth and highest level of an inquiry-based approach in science teaching and learning. Although previous research has highlighted several benefits of open inquiry, thus far, <em>no</em> studies have comprehensively reviewed its impacts using systematic and rigorous methodologies. Thus, the central aim of this review study was to develop a better understanding of the impacts of an open inquiry approach on students' learning in science. The search strategy was restricted to articles published in established scholarly databases (WOS, Scopus and ERIC), following the seven steps in conducting a systematic literature review process in educational research. As a result, 24 articles were extracted and qualified for inclusion in this review study. Finally, a thematic analysis was conducted to analyse the articles and five themes were generated: i) students' conceptual understanding, ii) students' motivation, iii) students' attitudes towards science, iv) students' scientific and thinking skills, and v) students' science literacy and other science-related skills. Although open inquiry positively impacted students' learning in science, the reviewed article also reported some challenges in its implementation, notably the need for classroom management, flexible teaching and learning, teacher-student interaction and teacher support. This review study provides a significant contribution to science education research, indicating that the highest level of an inquiry-based approach may <em>not</em> be the ‘best’ approach. However, this review offers a future opportunity for policymakers, teacher educators, science education academics, NGOs, science teachers, and other interested parties to promote inquiry pedagogy to improve students' learning in science.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"43 ","pages":"Article 100601"},"PeriodicalIF":11.7,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X24000101/pdfft?md5=31442efd1e02a076f7d10dc700f7263e&pid=1-s2.0-S1747938X24000101-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140043749","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

A meta-analysis of almost 40 Years of research: Unreleasing the power of written expression in students with learning disabilities 近 40 年研究的荟萃分析：释放学习障碍学生书面表达的力量

IF 11.7 1区教育学

Educational Research Review Pub Date : 2024-02-01 DOI: 10.1016/j.edurev.2024.100592

Vasiliki Kokkali, Faye Antoniou

{"title":"A meta-analysis of almost 40 Years of research: Unreleasing the power of written expression in students with learning disabilities","authors":"Vasiliki Kokkali, Faye Antoniou","doi":"10.1016/j.edurev.2024.100592","DOIUrl":"10.1016/j.edurev.2024.100592","url":null,"abstract":"<div><p>The current meta-analysis aims at identifying the most effective interventions for students with Learning Disabilities (LD) in improving writing expression over the last 40 years. Specifically, the main purpose of this review was to evaluate the efficacy of interventions focused on writing and integrated reading and writing for students in Grades PreK-12. The review examined a total of 39 experimental and quasi-experimental studies to determine which interventions demonstrated greater effectiveness in enhancing student outcomes. An average effect size (ES) was calculated for all 44 interventions. Additionally, average effect sizes were calculated for 12 intervention categories: sentence combining instruction, pre-writing activities and strategy instruction, process writing without modeling, adding self-regulation to strategy instruction, feedback, no feedback, goal setting, no goal setting, peer tutoring, no peer tutoring, self-efficacy and no self-efficacy. The findings demonstrated that the interventions consistently improved students' writing quality, with the addition of self-regulation to strategy instruction proving highly effective. Moreover, it was found that multicomponent programs incorporating different practices demonstrated their effectiveness in enhancing written expression. Positive outcomes were obtained by implementing interventions into practice in small groups through systematically organized sessions and encouraging cooperation between researchers and educators.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"42 ","pages":"Article 100592"},"PeriodicalIF":11.7,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139511046","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

Interpersonal educational neuroscience: A scoping review of the literature 人际教育神经科学：文献综述

IF 11.7 1区教育学

Educational Research Review Pub Date : 2024-02-01 DOI: 10.1016/j.edurev.2024.100593

Yimeng Zhang , Yinying Hu , Fanshu Ma , Haichan Cui , Xiaojun Cheng , Yafeng Pan

{"title":"Interpersonal educational neuroscience: A scoping review of the literature","authors":"Yimeng Zhang , Yinying Hu , Fanshu Ma , Haichan Cui , Xiaojun Cheng , Yafeng Pan","doi":"10.1016/j.edurev.2024.100593","DOIUrl":"10.1016/j.edurev.2024.100593","url":null,"abstract":"<div><p><span>Education neuroscience merges insights from education, psychology, and neuroscience to understand how the brain learns, processes information, and retains knowledge. While this field entails aspects like individual cognitive development and skill acquisition, it lacks clarity on the mechanisms for true social learning and teaching. To fill this gap, our article examines how the rapidly growing area of </span><em>interpersonal educational neuroscience</em><span>, which shifts the focus from single learners to learning interactions between individuals, is (and could be) contributing to a refined account for learning in social settings. We conducted a literature review of interpersonal neuroscience in relation to learning and instruction, through databases including Pubmed, Scopus, and Google Scholar. We found that interpersonal brain synchronization (IBS), within a widespread fronto-temporo-parietal network, between teachers and students and among students, can predict learning performance and is biased by characteristics of teaching. The functional implications of IBS, its challenges, and future opportunities for its applications to pedagogical practices are discussed.</span></p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"42 ","pages":"Article 100593"},"PeriodicalIF":11.7,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139573854","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

Response to De Jong et al.’s (2023) paper “Let's talk evidence – The case for combining inquiry-based and direct instruction” 对 De Jong 等人（2023 年）的论文 "让我们谈谈证据--探究式教学与直接教学相结合的理由 "的回应

IF 11.7 1区教育学

Educational Research Review Pub Date : 2024-02-01 DOI: 10.1016/j.edurev.2023.100584

John Sweller , Lin Zhang , Greg Ashman , William Cobern , Paul A. Kirschner

{"title":"Response to De Jong et al.’s (2023) paper “Let's talk evidence – The case for combining inquiry-based and direct instruction”","authors":"John Sweller , Lin Zhang , Greg Ashman , William Cobern , Paul A. Kirschner","doi":"10.1016/j.edurev.2023.100584","DOIUrl":"10.1016/j.edurev.2023.100584","url":null,"abstract":"<div><p>De Jong et al. (2023) objected to the evidence presented by Zhang et al. (2022) to support their concerns about the unreserved acceptance and promotion of inquiry-based learning and problem solving in current policy documents related to the teaching of science. In their response, De Jong et al. (2023) reiterated their advocacy for inquiry approaches, arguing that an emphasis on a mixture of inquiry learning and explicit instruction is needed. The present article rebuts De Jong et al. (2023), in which we: 1) challenge their view of and approach to scientific methods in establishing the efficacy of different instructional approaches; 2) indicate that an underpinning theory to explain the cognitive machinery that drives inquiry-based instructional approaches is missing from their argument; and 3) address the empirical issues arising in their argument. We also highlight potential agreement with De Jong et al. (2023) on the essential role of explicit instruction and thus raise a call to the field to revise current science educational policies and standards to reflect such a role. Our agreements and disagreements advance the debate to a new focus concerning when and how inquiry-based learning and explicit instruction should be used and combined. While De Jong et al. (2023), in their theory-free paper, provided no answer to how explicit instruction and inquiry learning should be combined, we offer our suggestions based on evolutionary psychology and the expertise reversal effect from cognitive load theory.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"42 ","pages":"Article 100584"},"PeriodicalIF":11.7,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X23000775/pdfft?md5=c58809fd5ab1ab4dac376031279ab6f8&pid=1-s2.0-S1747938X23000775-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138679119","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

Computer-based assessment of collaborative problem solving skills: A systematic review of empirical research 基于计算机的协作解决问题技能评估：实证研究系统回顾

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-12-30 DOI: 10.1016/j.edurev.2023.100591

Huanyou Chai , Tianhui Hu , Li Wu

{"title":"Computer-based assessment of collaborative problem solving skills: A systematic review of empirical research","authors":"Huanyou Chai , Tianhui Hu , Li Wu","doi":"10.1016/j.edurev.2023.100591","DOIUrl":"10.1016/j.edurev.2023.100591","url":null,"abstract":"<div><p>Given the widespread concern on collaborative problem solving (CPS) skills, there has been an increasing interest in the last few years to explore how to assess them with digital technologies. This study systematically reviewed how CPS skills have been assessed with digital technologies in the literature. A total of 40 articles were reviewed to analyze specific computer-based assessment instruments of CPS skills from four perspectives: research context, theoretical model for assessment, assessment type, and reliability and validity evidence. The results indicate that most tests target a sample of less than 500 junior students. Nine theoretical models are employed for assessing CPS skills, most of which treat these skills as an explicit combination of social and cognitive skills and are applied to a limited range of participants' age levels, collaboration features, and team compositions. A total of 22 tests have been employed and fallen into four types, i.e., the ones with specific predefined messages in human-agent mode, and those with online chat box, videoconferencing, and face-to-face collaboration in human-human mode. Each type of these tests demonstrates great diversities in participants’ age levels, types of CPS task(s), team compositions, types of assessment data, and methods of data recording and scoring. A certain number of tests lack reliability and validity evidence. Our findings are expected to benefit relevant researchers and test developers in terms of providing suggestions for future research which include testing the applicability of theoretical models for assessing CPS skills across a wide range of assessment contexts. In addition, future researchers should improve the development, data processing, and report of those four types of computer-based assessment instruments of CPS skills through different approaches, respectively.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"43 ","pages":"Article 100591"},"PeriodicalIF":11.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139061362","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