Educational Research Review最新文献

{"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}

{"title":"Establishing a dynamic understanding of factors that influence university students’ leadership approaches, perceptions, and skills through a systematic literature review","authors":"Katherine K.W. Lee,&nbsp;Cecilia K.Y. Chan","doi":"10.1016/j.edurev.2023.100570","DOIUrl":"10.1016/j.edurev.2023.100570","url":null,"abstract":"<div><p>Leadership skills are an important area of students’ development and a key learning outcome of their university education. This systematic review aims to identify, summarise, and map out the various factors that influence university students’ leadership approaches, perceptions, and beliefs, in order to establish a more comprehensive understanding of how development in these areas can be better targeted and nurtured. Drawing on 54 empirical journal articles identified in the search stage, two main themes were identified: student-centric attributes, and environmental and contextual elements. Ranging from students’ internal self-beliefs to their immediate social situations and wider sociocultural conventions, findings from this review reveal a dynamic set of different factors that interact with one another. The findings of this review raise important implications for efforts targeting students’ leadership skills development, including the need to cultivate students’ sense of leadership self-efficacy and raise awareness of harmful social stereotypes.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"41 ","pages":"Article 100570"},"PeriodicalIF":11.7,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138297704","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":"The instructor presence effect and its moderators in instructional video: A series of meta-analyses","authors":"Maik Beege ,&nbsp;Noah L. Schroeder ,&nbsp;Steffi Heidig ,&nbsp;Günter Daniel Rey ,&nbsp;Sascha Schneider","doi":"10.1016/j.edurev.2023.100564","DOIUrl":"10.1016/j.edurev.2023.100564","url":null,"abstract":"<div><p>Researchers disagree on the extent to which social cues in instructional videos influence learning and learning-relevant outcomes and processes. The instructor presence effect states that visible instructors in instructional videos lead to increased social presence and higher scores in subjective ratings like motivation, social presence, or affect, but do not improve learning outcomes. In contrast, the Cognitive-Affective-Social Theory of Learning in digital Environments outlines how social cues not only enhance social, emotional, and motivational processes, but they also potentially promote learning outcomes. We conducted a series of meta-analyses to explore the effects of instructor presence in instructional videos on retention, transfer, social presence, motivation, cognitive load, affect, and visual dwell time. The meta-analyses include 35 studies, which contained 46 pair-wise comparisons and 6339 participants. Results revealed a small, statistically significant positive effect of including a visual instructor on retention outcomes, but no significant effect on transfer performance. A visible instructor also significantly enhanced social presence, affective, and motivational ratings. Furthermore, we found that a visible instructor significantly reduced dwell time on relevant visual material but also reduced subjective perception of extraneous cognitive load. Significant moderator effects could be found regarding prior knowledge, the instructional domain as well as the size of the instructor.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"41 ","pages":"Article 100564"},"PeriodicalIF":11.7,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X2300057X/pdfft?md5=ca6ecd608f5ce1da63d802a9438968cd&pid=1-s2.0-S1747938X2300057X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71511194","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":"Prerequisites for teachers’ technology use in formative assessment practices: A systematic review","authors":"Kristin Børte ,&nbsp;Sølvi Lillejord ,&nbsp;Jessica Chan ,&nbsp;Barbara Wasson ,&nbsp;Samuel Greiff","doi":"10.1016/j.edurev.2023.100568","DOIUrl":"10.1016/j.edurev.2023.100568","url":null,"abstract":"<div><p>While researchers promote the interactive learning potential of digital tools, studies reveal that teachers adapt technology to existing practice instead of using the tools' potential for student active learning. Researchers also argue that formative assessment enhances students' learning, while studies find formative assessment difficult to implement. To investigate these paradoxes and better understand how teachers use digital tools in formative assessment and with what result, we conducted a systematic review of teachers' technology use in formative assessment practices in primary and secondary education. Systematic searches identified 22 relevant articles that are included in the review. We found unclear definitions of formative assessment across studies and document challenges teachers encounter when they use technology for formative assessment purposes. We conclude with three prerequisites for teachers' successful technology use in formative assessment practices: 1) clear definitions of formative assessment, 2) alignment between digital tools and pedagogical practice, and 3) data literacy to examine and interpret information and use this to improve students’ learning. The review also documents knowledge gaps in current research.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"41 ","pages":"Article 100568"},"PeriodicalIF":11.7,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X23000611/pdfft?md5=04acfa9dd7d6d20a9ae340815680ca5f&pid=1-s2.0-S1747938X23000611-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72365727","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}