Educational Research Review最新文献

{"title":"Conceptualization, measurement, predictors, outcomes, and interventions in digital parenting research: A comprehensive umbrella review","authors":"Cheng Yong Tan ,&nbsp;Qianqian Pan ,&nbsp;Sisi Tao ,&nbsp;Qianru Liang ,&nbsp;Min Lan ,&nbsp;Shihui Feng ,&nbsp;Hoi Shan Cheung ,&nbsp;Dian Liu","doi":"10.1016/j.edurev.2024.100647","DOIUrl":"10.1016/j.edurev.2024.100647","url":null,"abstract":"<div><div>Digital parenting is being enacted in a rapidly digitalized context and it impacts different children's outcomes. The present study employs an umbrella review involving 31 reviews to derive insights on different aspects of relationships between digital parenting and child development. Results showed that digital parenting had been conceptualized as comprising three dimensions (parental mediation, parents' use of digital technologies, and parents' role-modeling the use of digital technologies) that encompassed what parents did at home and for supporting their children's school learning. Parents and children's media-related variables (e.g., attitudes, technological access and skills) predicted the enactment of digital parenting. Digital parenting was inextricably related to general parenting in that it extended general parenting in the digital environment and it facilitated general parenting. Research was characterized by the use of cross-sectional designs, examination of either a single or multiple aspects of digital parenting, the use of parent or child self-reported perceptions, and the application of exploratory factor analytical approaches. Digital parenting impacted children's online behaviors, exposure to online risks, psychological and emotional wellbeing, digital literacy, and privacy protection. The present study contributes to the scholarship by providing a comprehensive conceptualization of digital parenting, underscoring the protective and promotive functions of digital parenting in child development, and highlighting the need for methodological enhancements in the measurement of digital parenting. It also identifies areas in digital parenting research where the evidence has been mixed or inadequate and therefore, points the way forward for future research.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"45 ","pages":"Article 100647"},"PeriodicalIF":9.6,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142691087","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":"Data literacy of principals in K–12 school contexts: A systematic review","authors":"Jihyun Lee ,&nbsp;Dennis Alonzo ,&nbsp;Kim Beswick ,&nbsp;Cherry Zin Oo ,&nbsp;Daniel W.J. Anson ,&nbsp;Jan Michael Vincent Abril","doi":"10.1016/j.edurev.2024.100649","DOIUrl":"10.1016/j.edurev.2024.100649","url":null,"abstract":"<div><div>This systematic review aims to clarify the concept of principals' data literacy and its various components. After examining 56 empirical studies, we have defined principals' data literacy and identified 63 specific indicators, organized into seven dimensions. Our findings highlight the complex tasks and responsibilities principals undertake to effectively lead with data. Although some data-related activities overlap between principals and teachers, the nature, scope, and purposes of data use differ between these roles. While teachers’ data literacy focuses on hands-on data creation, collection, and analysis, principals' data literacy revolves around leading their school communities and beyond. We argue that three of the seven dimensions—Dimension 3 (“Data use for fostering a data-driven culture”), Dimension 4 (“Data use for school improvement”), and Dimension 5 (“Data use for informing own practices”)—are particularly relevant to school leaders, thereby distinguishing principals' data literacy from that of teachers. We conclude by suggesting several practical implications based on our review, which could benefit the professional development of both school leaders and teachers at various career stages.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"45 ","pages":"Article 100649"},"PeriodicalIF":9.6,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142691086","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":"Translating neuroscience to early childhood education: A scoping review of neuroscience-based professional learning for early childhood educators","authors":"Kerryann Walsh ,&nbsp;Lyra L'Estrange ,&nbsp;Rhiannon Smith ,&nbsp;Tanya Burr ,&nbsp;Kate E. Williams","doi":"10.1016/j.edurev.2024.100644","DOIUrl":"10.1016/j.edurev.2024.100644","url":null,"abstract":"<div><div>Over the past 20 years there has been a growing international focus within early childhood education sectors on the potential benefits of neuroscience-informed approaches. This has resulted in a burgeoning of initiatives that draw upon neuroscience to influence early childhood educator practice and, in turn, children's learning and development. This study reports an international scoping review of professional learning programs for early childhood educators that are based on the translation of neuroscience research to practice. A total of 15 studies were included with the professional learning approaches documented variously aiming to build educator knowledge, support educators to embed specific practices, and/or deliver a structured intervention with children. There were largely positive reports across studies of boosts in educator knowledge, attitudes, confidence, and self-efficacy in relation to neuroscience. In several studies, educators also reported changes to their practice, improvements in the quality of their relationships with children, and reduced stress levels. Child outcomes were less often reported, with two of the three studies reporting these documenting enhanced child social-emotional development from delivery of a specific intervention by educators. Implementation fidelity was an important aspect with high fidelity linked with better documented outcomes. Overall, the robustness of the evidence for neuroscience-based professional learning for early childhood educators is mixed, with the majority of included studies not including a comparison group, and thus causality cannot be claimed. We propose a theory of change model for this field of work, and note the current limited research focussed on outcomes beyond initial changes in educator attitudes and knowledge. There is potential for design of more comprehensive approaches to embed neuroscience in early childhood education. Future scaling up of effective programs, and design of new ones, requires deeper understanding of program implementation and points to the need for comprehensive evaluations incorporating both process and outcomes assessment.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"45 ","pages":"Article 100644"},"PeriodicalIF":9.6,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142417695","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 on how educators teach AI in K-12 education","authors":"Xiaofan Liu,&nbsp;Baichang Zhong","doi":"10.1016/j.edurev.2024.100642","DOIUrl":"10.1016/j.edurev.2024.100642","url":null,"abstract":"<div><div>Developing Artificial Intelligence (AI) education in K-12 contexts, i.e., teaching students about AI, is critical to promote students' AI literacy. However, the state-of-the-art of AI education is not clear enough. To this end, this study reviewed 45 high-quality empirical studies on K-12 AI education over the past decade from both research and instruction perspectives. Regarding the research design, this study revealed the relationship between publication year, sample size, learning stage, educational setting, research method, research focus and duration. Regarding the instruction design, this study revealed the relationship between learning stage, pedagogical strategy, learning tool, learning activity, learning content, assessment method and learning effect. Besides, this study also derived recommendations for research (i.e., time allocation, samples selection, longitudinal design, rigorous methodology and technical democracy) and instruction (i.e., group learning, authentic context, teacher involvement, triangular evidence and learning scaffolding). Overall, the main findings indicate that K-12 AI education has the potential to develop students’ AI literacy, which contains AI knowledge, AI affectivity, and AI thinking. However, deficiencies in research and instructional design still remain, including short durations, small sample sizes, non-standardized research methods, lack of long-term and cross-age AI curriculum, etc. This study also discussed several critical topics for future research and instruction.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"45 ","pages":"Article 100642"},"PeriodicalIF":9.6,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142417694","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":"What is next in mobile-assisted reading? Insights from a decade of eye tracking research into cognitive processes","authors":"Jiarui Hou ,&nbsp;James F. Lee ,&nbsp;Stephen Doherty","doi":"10.1016/j.edurev.2024.100643","DOIUrl":"10.1016/j.edurev.2024.100643","url":null,"abstract":"<div><div>Mobile-assisted reading research has seen a growing trend in the use of eye tracking to explore readers’ performance traditionally examined by offline accuracy measures. Through its ability to provide detailed records of online processing behaviours at a high temporal resolution, eye tracking offers new insights into real-time cognitive processes associated with mobile digital reading, which offline measures are unable to do. Despite its unique advantages, previous systematic reviews have mainly focused on offline performance to compare mobile-assisted versus traditional reading, with a lack of attention to online performance using eye tracking in the literature. As interest in and the availability of eye tracking continues to expand, a systematic review is timely to identify the issues that have already been addressed, if research gaps remain, and any warranted future work in this regard. In doing so, the current review aims to provide a comprehensive and systematic overview of mobile-assisted reading research using eye tracking from 2010 to 2022, including article information, research focus, technology, and method. Additionally, this review critically discusses the limitations of previous research and proposes the avenues for future endeavours.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"45 ","pages":"Article 100643"},"PeriodicalIF":9.6,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142438403","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":"Teaching for paradigm shifts: Supporting the drivers of radical creativity in management education","authors":"Ville Eloranta ,&nbsp;Esko Hakanen ,&nbsp;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}

{"title":"Systematic review of the operational definitions and indicators of teacher communities","authors":"Barbara Dzieciatko-Szendrei ,&nbsp;Nataša Pantić ,&nbsp;Srećko Joksimović ,&nbsp;Dragan Gašević ,&nbsp;Gil Viry","doi":"10.1016/j.edurev.2024.100640","DOIUrl":"10.1016/j.edurev.2024.100640","url":null,"abstract":"<div><p>Research on teacher communities (TCs) for professional development reports positive impacts on teachers' work and students' learning outcomes. However, the lack of conceptual clarity regarding the constitution of TCs has been highlighted by scholars. This ambiguity complicates the comparison and evaluation of the impacts claimed by different studies. This systematic review focuses on the operational definitions and indicators of TCs in empirical studies. Drawing on analytical models designed for TC comparisons, the review highlights the variance in the way studies have approached the concept, identifies gaps in explicit operational definitions and indicators of TCs and suggests areas for exploration in future research designs. This systematic review offers the range and the scope of definitions and indicators that exist in the empirical research and is useful in informing discussions about community development and future designs.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"45 ","pages":"Article 100640"},"PeriodicalIF":9.6,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142272293","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":"Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education","authors":"Johanna Schoenherr ,&nbsp;Anselm R. Strohmaier ,&nbsp;Stanislaw Schukajlow","doi":"10.1016/j.edurev.2024.100639","DOIUrl":"10.1016/j.edurev.2024.100639","url":null,"abstract":"<div><p>Visualization has a long tradition in mathematics education and research on this topic has become more widespread in recent decades. In a meta-analysis (41 studies, <em>N</em> = 10,562), we aimed to synthesize the effects of learning with external visualizations on mathematics outcomes. We analyzed intervention, learner, and outcome characteristics as moderators. Overall, results of a random-effects model indicated a medium effect (<em>g</em> = 0.504, 95% CI [0.379, 0.630]) of visualization interventions on mathematics learning, with significant heterogeneity. Moderator analyses revealed that effect sizes were higher in quasi-experimental studies and when compared with business-as-usual conditions. These results emphasize the effectiveness of external visualization as a powerful tool to support mathematics learning, with positive and lasting effects across age groups and mathematical topics.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"45 ","pages":"Article 100639"},"PeriodicalIF":9.6,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X24000484/pdfft?md5=7beb0dbec6e3cd832d693e31af123302&pid=1-s2.0-S1747938X24000484-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142246857","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 relationship between teacher talk and students’ academic achievement: A meta-analysis","authors":"Yang Tao,&nbsp;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}

{"title":"Self-regulated learning strategies in continuing education: A systematic review and meta-analysis","authors":"Yvonne M. Hemmler ,&nbsp;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}