Educational Research Review最新文献

{"title":"Effective master's thesis supervision – A summative framework for research and practice","authors":"Therese Grohnert ,&nbsp;Lena Gromotka ,&nbsp;Inken Gast ,&nbsp;Laurie Delnoij ,&nbsp;Simon Beausaert","doi":"10.1016/j.edurev.2023.100589","DOIUrl":"10.1016/j.edurev.2023.100589","url":null,"abstract":"<div><p>Each year, more students worldwide enter graduate school to complete their master's degree. A cornerstone of their education is the master's thesis. Respectively, master's thesis supervisors hold a key role in higher education teaching, yet no evidence-based overview currently exists of elements that make thesis supervision effective. Based on a systematic literature review, this study presents a summative framework of what is currently known about elements and their relationships that constitute effective master's thesis supervision, focusing on the interactions between individual students and supervisors. We develop an input-process-outcome framework based on 36 existing studies, identifying student and supervisor outcomes, characteristics of an effective student-supervisor relationship along with actions that students and supervisors can take to create and maintain it, along with student and supervisor characteristics that serve as critical inputs for an effective supervision process. We find that current research emphasizes the role of supervisor attitudes and actions in relation to the student-supervisor relationship, while future research is needed on student actions, supervisor learning over time, and contextual characteristics. Following our framework, we generate avenues for future research and summarize effective supervision practices in the dynamic and complex context of master's thesis supervision.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"42 ","pages":"Article 100589"},"PeriodicalIF":11.7,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X23000829/pdfft?md5=5f7915e11414fafc950649e7cb83f463&pid=1-s2.0-S1747938X23000829-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139041673","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":"Improving the utility of non-significant results for educational research: A review and recommendations","authors":"Peter A. Edelsbrunner ,&nbsp;Christian M. Thurn","doi":"10.1016/j.edurev.2023.100590","DOIUrl":"10.1016/j.edurev.2023.100590","url":null,"abstract":"<div><p>When used appropriately, non-significant <em>p</em>-values have the potential to further our understanding of what does not work in education, and why. When misinterpreted, they can trigger misguided conclusions, for example about the absence of an effect of an educational intervention, or about a difference in the efficacy of different interventions. We examined the frequency of non-significant <em>p</em>-values in recent volumes of peer-reviewed educational research journals. We also examined how frequently researchers misinterpret non-significance to imply the absence of an effect, or a difference to another significant effect. Within a random sample of 50 peer-reviewed articles, we found that of 528 statistically tested hypotheses, 253 (48%) were non-significant. Of these, 142 (56%) were erroneously interpreted to indicate the absence of an effect, and 59 (23%) to indicate a difference to another significant effect. For 97 (38%) of non-significant results, such misinterpretations were linked to potentially misguided implications for educational theory, practice, or policy. We outline valid ways for dealing with non-significant <em>p</em>-values to improve their utility for education, discussing potential reasons for these misinterpretations and implications for research.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"42 ","pages":"Article 100590"},"PeriodicalIF":11.7,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X23000830/pdfft?md5=063747efd81d8e3476507e46e203cf79&pid=1-s2.0-S1747938X23000830-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139041670","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 systematic review of the key components of online peer feedback practices in higher education","authors":"Xingshi Gao ,&nbsp;Omid Noroozi ,&nbsp;Judith Gulikers ,&nbsp;Harm J.A. Biemans ,&nbsp;Seyyed Kazem Banihashem","doi":"10.1016/j.edurev.2023.100588","DOIUrl":"10.1016/j.edurev.2023.100588","url":null,"abstract":"<div><p>There is a growing body of literature acknowledging peer feedback as a crucial learning practice in online settings. However, the literature is sparse and lacks an overall picture of the variety of key components for the successful implementation of peer feedback practices in online settings. To address this gap, we built our systematic literature review on the MISCA model, which is a well-known theoretical framework for evaluating feedback practices. This model outlines five components to evaluate feedback practices, including content, function, student characteristics, presentation, and source. Based on this model, we aim to present a comprehensive overview of the current state of research on online peer feedback practices in higher education, with a focus on the role of content, function, student characteristics, presentation, and source. A thorough search was conducted across three databases (Scopus, ERIC, and Web of Science), resulting in the analysis of 73 articles published between 2000 and 2022. The main results of this review indicate that cognitive feedback comments were the most frequently identified content in online peer feedback studies. Regarding function, most studies used peer feedback in function to improve students' task performance. Less than a quarter of the reviewed studies evaluated the role of individual student characteristics, while students’ ability level and gender were the most explored factors. Rubrics and training were the most frequently implemented presentation modes of the online peer feedback studies. Only six studies combined feedback from peers with feedback from other sources. Overall, our findings make a valuable contribution to the literature by offering a comprehensive overview of the recent research on key components that impact online peer feedback practices in higher education. They also illuminate several potential interrelations that influence the implementation and effectiveness of online peer feedback practices. These findings can inspire instructors, practitioners, and scholars to gain a deeper understanding of the nature of peer feedback and how to make better use of it, thus fostering the effectiveness of their educational practices.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"42 ","pages":"Article 100588"},"PeriodicalIF":11.7,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X23000817/pdfft?md5=b301ccefb43851815cb835521cf0274b&pid=1-s2.0-S1747938X23000817-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139034821","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":"Exploring the impact of personalized and adaptive learning technologies on reading literacy: A global meta-analysis","authors":"Ghaida S. Alrawashdeh ,&nbsp;Shea Fyffe ,&nbsp;Renato F.L. Azevedo ,&nbsp;Nathan M. Castillo","doi":"10.1016/j.edurev.2023.100587","DOIUrl":"10.1016/j.edurev.2023.100587","url":null,"abstract":"<div><p><span>Fostering proficient reading literacy among students has long been a central educational pursuit, considering that it is one of the most cognitively demanding skills to acquire. Technology that tailors learning experiences<span> to fit students’ strengths and needs (i.e., personalized and adaptive learning; PAL) can be more effective than the traditional curricular approaches. However, the literature on PAL effectiveness presents an inconclusive assessment of its impact on student reading achievement, and a global synthesis has not been conducted. This meta-analysis sought to assess the degree for differences in effect estimates, and to explore reasons for the differences across a wider range of populations and interventions. Twenty-seven studies were reviewed and an effect size of </span></span><em>g</em> = 0.29 was found. Implications for future policy and practice are presented.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"42 ","pages":"Article 100587"},"PeriodicalIF":11.7,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138943543","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":"Eye-tracking research on teacher professional vision: A meta-analytic review","authors":"Özün Keskin ,&nbsp;Tina Seidel ,&nbsp;Kathleen Stürmer ,&nbsp;Andreas Gegenfurtner","doi":"10.1016/j.edurev.2023.100586","DOIUrl":"10.1016/j.edurev.2023.100586","url":null,"abstract":"<div><p>An increasing number of research groups worldwide use eye tracking to study the professional vision and visual expertise of pre-service and in-service teachers. These studies offer evidence about how teachers process complex visual information in classrooms. Focusing on this growing evidence, the present meta-analytic review (<em>k</em><span> = 98 studies) aims to systematically aggregate and integrate past eye-tracking research on teacher professional vision and teacher noticing. Four goals are addressed. First, we review the methodological characteristics of past eye-tracking studies in terms of their sample, stimulus, and eye movement characteristics. The results show that most studies use mobile eye-tracking devices in action or remote eye trackers with classroom videos on action; less frequently used are photographs and virtual classroom simulations. The average sample size of the reviewed studies is 13 in-service and 13 pre-service teachers per study, indicating the benefit of meta-analytic synthesis. Second, we meta-analyze expertise-related differences between experienced and inexperienced teachers in two frequently used eye movement measures—teacher gaze proportions and the Gini coefficient as a measure of teachers’ equal gaze distribution in the classroom. Results suggest that experienced teachers had higher gaze proportions on the students in the classroom than inexperienced teachers (</span><em>g</em> = 0.926) who, in turn, gazed more often on instructional material and other objects in the classroom. Experienced teachers distributed their gaze more evenly than inexperienced teachers between students in the classroom (<em>g</em><span> = 0.501). Third, we synthesize the results reported in eye-tracking research on the processes of teacher professional vision using the cognitive theory<span> of visual expertise as an organizing framework; the review also discusses boundary conditions of eye-tracking research with regard to student, teacher, and instructional characteristics. Fourth, we review studies exploring the use of gaze replays and eye movement modeling examples as an instructional tool to support reflection in teacher education and teacher professional development.</span></span></p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"42 ","pages":"Article 100586"},"PeriodicalIF":11.7,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138943528","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":"Assessment as a matter of inclusion: A meta-ethnographic review of the assessment experiences of students with disabilities in higher education","authors":"Juuso Henrik Nieminen ,&nbsp;Anabel Moriña ,&nbsp;Gilda Biagiotti","doi":"10.1016/j.edurev.2023.100582","DOIUrl":"10.1016/j.edurev.2023.100582","url":null,"abstract":"<div><p>Assessment plays a crucial role in student learning in higher education. Until rather recently, the role of assessment in relation to inclusion has been unexplored. In this study, we conduct a research synthesis of 42 studies published between 2010 and 2022, including 868 student participants, to map the assessment experiences of students with disabilities<span> in higher education. Specifically, we conduct a meta-ethnographic review to synthesise qualitative studies<span><span> and capture the participants' lived experiences of assessment. Our analysis considers how these experiences reflect both inclusion and exclusion. We theorise these elusive terms through the ideas of access and participation. Most of the studies considered the students' imminent physical, perceptual and social access to assessment, such as in the cases of inaccessible examination halls or digital assessment systems. A smaller subset of the studies considered inclusion/exclusion as a matter of students’ social participation as fully accepted members of academia. In these studies, assessment was described as providing the students with opportunities to belong to academia, whereas experiences of exclusion portrayed assessment as a mechanism for </span>social segregation and discrimination. Overall, our review shows that assessment is a primary barrier to the inclusion of students with disabilities in higher education. We propose that the predominant discourse of inclusion in assessment needs to widen from considering immediate access to assessment into considering how assessment regulates the full participation of diverse students in higher education. We discuss the implications of inaccessible assessment for all students and suggest that, ultimately, both access and participation are matters of student identity. Our review has important practical implications for the design of inclusive assessment in the current higher education contexts in which student cohorts are becoming increasingly diverse.</span></span></p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"42 ","pages":"Article 100582"},"PeriodicalIF":11.7,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138571538","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":"Which domain-specific skills at the beginning of formal schooling predict later mathematical achievement? A systematic review and meta-analysis","authors":"Carola Ruiz ,&nbsp;Saskia Kohnen ,&nbsp;Alexa von Hagen ,&nbsp;Fu Yu Kwok ,&nbsp;Rebecca Bull","doi":"10.1016/j.edurev.2023.100583","DOIUrl":"10.1016/j.edurev.2023.100583","url":null,"abstract":"<div><p><span>This systematic review examines which domain-specific numeracy skills in the first year of formal schooling most reliably predict achievement in mathematics during primary school. </span>Longitudinal studies that assessed domain-specific skills in the first year of formal schooling and mathematical outcomes at a later grade in primary school were included. Databases were searched in July 2020. Fifty-four studies were included, representing 13,453 participants. We investigated the strength of the associations between different types of domain-specific skills and mathematical outcomes through correlated effects models and random effects univariate meta-analyses. Results showed small to large significant positive correlations. The strength of the evidence is limited by the small number of studies and the variability found in measures. The findings are analyzed in light of theoretical models of numerical cognition. Implications for future research are discussed.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"42 ","pages":"Article 100583"},"PeriodicalIF":11.7,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138559446","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":"Knowledge sharing among academics in higher education: A systematic literature review and future agenda","authors":"Zhenyu Fan,&nbsp;Loo-See Beh","doi":"10.1016/j.edurev.2023.100573","DOIUrl":"10.1016/j.edurev.2023.100573","url":null,"abstract":"<div><p>The current literature on knowledge sharing among academics in higher education institutions is still fragmented and loosely focused. A systematic literature review was conducted to understand how much has been studied on this topic, to map out what are the major factors that influence knowledge sharing, and to make a chart for future research. A total of 50 articles from 2001 to 2021 have been selected and synthesized from an initial identification of 558 articles by employing electronic databases, backward searching, and forward searching. From the findings, three groups of antecedents emerged: individual, organizational, and technological factors. Among all factors, technological factors were understudied compared to individual and organizational factors. Specifically, more efforts have been put into examining the extrinsic and intrinsic benefits of knowledge sharing, organizational culture/climate, and leadership support whereas costs of knowledge sharing, organizational structure, and technology-related factors are rarely discussed. The findings provide implications for management in higher education institutions to design appropriate strategies to promote knowledge sharing among faculty staff.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"42 ","pages":"Article 100573"},"PeriodicalIF":11.7,"publicationDate":"2023-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138475722","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":"Effects of additions to independent silent reading on students’ reading proficiency, motivation, and behavior: Results of a meta-analysis","authors":"Stephan Merke ,&nbsp;Lesya Ganushchak ,&nbsp;Roel van Steensel","doi":"10.1016/j.edurev.2023.100572","DOIUrl":"10.1016/j.edurev.2023.100572","url":null,"abstract":"<div><p>One often used approach to increase students' reading frequency is investing in independent silent reading (ISR) at schools: regularly scheduling time during which students read silently in books of their own choice. However, evidence for the impact of ISR is inconclusive and there appear to be important barriers to its effects on students' reading frequency, motivation, and proficiency: particularly struggling readers have difficulties choosing appropriate books, simply allotting time for reading does not guarantee that students read, ISR lacks accountability, and students are not always given the opportunity to interact about what they read. The aim of the current meta-analysis was to test whether additions to ISR that aim to overcome these barriers contribute to the effects of ISR on students' reading. Using outcomes of 51 effect studies covering 56 samples of students in primary and secondary education, we established a small but significant positive short-term intervention effect on overall reading proficiency (Cohen's <em>d</em> = 0.27). We additionally found that additions to ISR were particularly effective for students at risk of reading failure; for stronger readers, effects were absent. Finally, we found a negative effect of help or instruction by the teacher, which suggests that activities during reading might interfere with students' engagement with texts.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"42 ","pages":"Article 100572"},"PeriodicalIF":11.7,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X23000659/pdfft?md5=2f38ee23edce60527d90d89d7bdad8f9&pid=1-s2.0-S1747938X23000659-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138297705","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 association between morphological awareness and reading comprehension in children: A systematic review and meta-analysis","authors":"Yazhi Liu,&nbsp;Margriet Anna Groen,&nbsp;Kate Cain","doi":"10.1016/j.edurev.2023.100571","DOIUrl":"10.1016/j.edurev.2023.100571","url":null,"abstract":"<div><p>This systematic review and meta-analysis examined the association between morphological awareness and reading comprehension, taking into account critical factors that could affect its strength. Following NIRO guidelines, we included 44 studies involving 63 independent samples, and 126 correlations between morphological awareness and reading comprehension. Overall, we found a significant association between morphological awareness and reading comprehension (<em>r</em> = 0.565), but also large heterogeneity (81.37%), supporting the need for analysis of potential moderators: age, type of morphologically complex word, characteristics of morphological awareness and reading comprehension tests were examined. We found that type of morphologically complex word was the only significant moderator of this association. In sum, we have demonstrated that morphological awareness influences reading comprehension across a wide age range. Implications for educational practice, as well as recommendations that future studies report more detailed information about participants and measures, are discussed.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"42 ","pages":"Article 100571"},"PeriodicalIF":11.7,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X23000647/pdfft?md5=c6533f1d299b1caee724e8685b5e0b39&pid=1-s2.0-S1747938X23000647-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138297663","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}