Educational Research Review最新文献_第9页

Young Children’s mealtimes and eating practices in early childhood education and care: A scoping review of 30 years of research from 1990 to 2020 幼儿早期教育和护理中的用餐时间和饮食习惯：1990年至2020年30年研究的范围回顾

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-02-01 DOI: 10.1016/j.edurev.2022.100503

Annerose Willemsen, Sally Wiggins, Jakob Cromdal

{"title":"Young Children’s mealtimes and eating practices in early childhood education and care: A scoping review of 30 years of research from 1990 to 2020","authors":"Annerose Willemsen, Sally Wiggins, Jakob Cromdal","doi":"10.1016/j.edurev.2022.100503","DOIUrl":"10.1016/j.edurev.2022.100503","url":null,"abstract":"<div><p>Young children’s eating practices and mealtimes within early childhood education and care have attracted considerable attention over the past 30 years, with an increasing focus on nutrition and family-style meals. Research in this field is typically conducted in parallel strands that would benefit from an overview perspective and critical discussion. This article addresses that need, reviewing international research from 166 empirical papers published between January 1990 to December 2020. A scoping literature review was used to inductively identify three core areas of research: i) factors influencing children’s eating practices, ii) teacher’s and children’s perspectives on mealtimes, and iii) situated meal practices. Key trends included a focus on repeated exposure, modeling behavior, teachers’ feeding practices, rules and norms vs. playfulness, and participation in the meal as event. Future research could work across disciplinary boundaries and combine a focus on nutritional concerns with an examination of the multimodal interaction within the mealtimes.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50166827","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: 1

A Worthwhile Endeavor? A meta-analysis of research on formalized novice teacher induction programs 一个值得奋斗的人？形式化新手教师入职培训项目研究的荟萃分析

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-02-01 DOI: 10.1016/j.edurev.2022.100505

Jeffrey Keese , Christopher G. Thompson , Hersh C. Waxman , Karen McIntush , Megan Svajda-Hardy

引用次数: 0

Transition to formal schooling of children with disabilities: A systematic review 残疾儿童向正规学校教育的过渡：系统综述

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-02-01 DOI: 10.1016/j.edurev.2022.100492

Daniel Then, Sanna Pohlmann-Rother

{"title":"Transition to formal schooling of children with disabilities: A systematic review","authors":"Daniel Then, Sanna Pohlmann-Rother","doi":"10.1016/j.edurev.2022.100492","DOIUrl":"10.1016/j.edurev.2022.100492","url":null,"abstract":"<div><p>Since the adoption of the UN Convention on the Rights of Persons with Disabilities in 2006, the educational trajectories of children with disabilities have increasingly become the focus of public interest and the subject of empirical research. The transition to school has received special attention in this research. Yet a systematic overview of current research in this area is not available. The present article therefore offers a systematic review of the state of research on the transition to formal schooling of children with disabilities. The review is based on an understanding of educational transitions derived from ecological systems theory and a model of inclusive transition developed by the authors, which is used as a conceptual framework for the analysis. The evaluation of the studies included (N = 55) shows that various research methods are used, with interview and questionnaire surveys being the most prevalent. In terms of content, most studies focus on the subjective perspectives of parents, teachers, and external service providers involved in the transition to school. It becomes clear that the perspectives of these three groups are largely similar regarding perceived barriers and facilitators of successful transitions. Studies examining the perspectives of the children and their peers are sparse, however, as are studies that focus on the general social conditions and moderating processes in the transition. Finally, the results are discussed and perspectives for further research are derived.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50166842","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: 2

Building the expert teacher prototype: A metasummary of teacher expertise studies in primary and secondary education 构建专家型教师原型：中小学教师专业知识研究的元综述

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-02-01 DOI: 10.1016/j.edurev.2022.100485

Jason Anderson , Gülden Taner

{"title":"Building the expert teacher prototype: A metasummary of teacher expertise studies in primary and secondary education","authors":"Jason Anderson , Gülden Taner","doi":"10.1016/j.edurev.2022.100485","DOIUrl":"https://doi.org/10.1016/j.edurev.2022.100485","url":null,"abstract":"<div><p>While expert teachers remain a frequent focus of research in education, to date there have been very few attempts to conduct systematic reviews of this literature. This paper presents the findings of the first systematic metasummary of research on teacher expertise in K12 education (primary/elementary and secondary levels), based on analysis of 106 empirical studies from 16 countries involving 1124 teachers identified as experts. The inductively-developed coding framework was applied independently by both authors to the dataset to generate agreement counts for specific coding themes, firstly for specific domains of teacher expertise, and then stratified to compare primary and secondary studies. We present 73 specific features organised into six domains in our expert teacher prototype. Salient findings indicate that, with regard to professional practice, expert teachers reflect extensively and often critically on their practice, help their colleagues frequently, and are continuous learners throughout their careers. Concerning knowledge, we find that expert teachers have well-developed pedagogical content knowledge and knowledge about their learners. In the domain of pedagogic practice, we observe that expert teachers display flexibility in the classroom, build strong interpersonal relationships with their learners, whom they engage through their choice of activities and content, and frequently make use of strategies typically emphasised in both constructivist and learner-centred education literatures. We offer our prototype as a useful initial sketch of family resemblance among expert teachers rather than a checklist of necessary or expected features of expertise, also cautioning that the prototype remains far from complete.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50178895","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: 9

Students coping with change in higher education: An overview 应对高等教育变革的学生：综述

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-02-01 DOI: 10.1016/j.edurev.2023.100508

Mary Jesselyn Co , Samira Hamadeh Kerbage , Georgina Willetts , Loretta Garvey , Ananya Bhattacharya , Glen Croy , Bruce Mitchell

{"title":"Students coping with change in higher education: An overview","authors":"Mary Jesselyn Co , Samira Hamadeh Kerbage , Georgina Willetts , Loretta Garvey , Ananya Bhattacharya , Glen Croy , Bruce Mitchell","doi":"10.1016/j.edurev.2023.100508","DOIUrl":"10.1016/j.edurev.2023.100508","url":null,"abstract":"<div><p>Higher education institutions implement purposeful change to improve their performance or impose changes in response to their external environments. To deal with these changes, students are expected to develop their coping capacity – the emotional and cognitive ability to manage the demands of adverse situations. Student coping is composed of four interdependent core elements – self-efficacy, engagement, resilience and anxiety. This article synthesizes the evidence on the effect of higher education changes on student's ability to cope. Using Polanin et al.’s (2017) overview process, our search generated 551 articles, and after three rounds of screening, the remaining 12 reviews were analyzed using the narrative descriptive synthesis approach. We found that the quality assessment within the included reviews were inconsistent and, sometimes not clearly defined. From the analysis of the reviews, four key themes emerged: (1) change is complex; (2) the nature of change is varied; (3) there is an interdependent relationship between the coping elements; and (4) the measurement of change is not sophisticated. Our findings highlight the need for higher education institutions to adopt a principle-based approach to purposefully develop students' coping capacity, by improving their self-efficacy, engagement, and resilience, and reducing anxiety. Limitations and future research directions are outlined.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50166537","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: 2

Unpacking equity. Educational equity in secondary analyses of international large-scale assessments: A systematic review 解封股本。国际大规模评估的二次分析中的教育公平：系统综述

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-02-01 DOI: 10.1016/j.edurev.2022.100494

Lies Appels, Sven De Maeyer, Jerich Faddar , Peter Van Petegem

引用次数: 2

Beneficial outcomes and features of playgroup participation for children and adult caregivers: A systematic review of the literature 儿童和成人照顾者参与游戏小组的有益结果和特征:文献的系统回顾

IF 11.7 1区教育学

Educational Research Review Pub Date : 2022-11-01 DOI: 10.1016/j.edurev.2022.100493

Karen McLean , Susan Edwards , Timothy Katiba , Jacinta Bartlett , Michele Herrington , Maria Evangelou , Michael Henderson , Andrea Nolan , Helen Skouteris

{"title":"Beneficial outcomes and features of playgroup participation for children and adult caregivers: A systematic review of the literature","authors":"Karen McLean , Susan Edwards , Timothy Katiba , Jacinta Bartlett , Michele Herrington , Maria Evangelou , Michael Henderson , Andrea Nolan , Helen Skouteris","doi":"10.1016/j.edurev.2022.100493","DOIUrl":"10.1016/j.edurev.2022.100493","url":null,"abstract":"<div><p>Playgroups are a unique form of early childhood education<span> and care provision involving children and their adult caregivers attending and participating in shared play. Playgroups are known to promote positive social and educational outcomes for children and adult caregivers (e.g., parents, carers, or kinship members), however, the playgroup research is not well summarised for confirming beneficial outcomes for children and their caregivers, alongside insight into the features of provision pertaining to playgroups in practice. To advance the field, this systematic literature review sought to identify the beneficial outcomes of playgroup participation for children and their adult caregivers and any indicated primary and secondary features of playgroup provision in practice. Forty studies met the inclusion criteria. Findings indicated several beneficial outcomes for children and adult caregivers, including amongst others, social and emotional beneficial outcomes for children and social connections and support for adult caregivers. Findings also suggested four primary and three secondary features of provision. Primary features were facilitator, play activities, safe welcoming space and routines and structure. Secondary features were service networks, materials and venue. Analysis of the reported measures used in the studies to establish beneficial outcomes for children and adult caregivers show a reliance on interviews and non-validated measures. Further research is needed using validated measures and to establish how beneficial outcomes of playgroup participation for children and adult caregivers are related to features of provision in practice.</span></p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50166839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A critique of the internship measurement scales in higher education 高等教育实习测量量表的批判

IF 11.7 1区教育学

Educational Research Review Pub Date : 2022-11-01 DOI: 10.1016/j.edurev.2022.100491

Şuayyip Çalış, Emrullah Tan, Sevgi D. Maç, Şule A. Turan

{"title":"A critique of the internship measurement scales in higher education","authors":"Şuayyip Çalış, Emrullah Tan, Sevgi D. Maç, Şule A. Turan","doi":"10.1016/j.edurev.2022.100491","DOIUrl":"10.1016/j.edurev.2022.100491","url":null,"abstract":"<div><p>This article is a critical review of the internship measurement scales in higher education. Although the importance of internships is widely acknowledged in the literature, there is a scarcity of attempts to construct a scale to measure internship outcomes. In fact, a thorough examination of the internship literature reveals that there are only two internship measurement scales, which are relatively recent. It is a widespread practice that empirical studies in this area use job-related scales in their endeavour to measure internship-related constructs such as internship satisfaction and internship effectiveness. This is mostly due to the lack of available internship scales and partly due to the naive assumption that job-related scales can be somehow altered and may readily be adapted to internship-related contexts, disregarding the contextual and contractual differences between a job and an internship. This casts doubt on the validity of the findings in those studies. However, the valid measurement of internships is not only necessary to meet the highest academic standards but also to make evidence-based employability policies in higher education institutions. Therefore, this article aims to highlight the need to measure internship processes more effectively based on a sound method and bring this issue to the attention of the research community worldwide. To that end, the existing scales of internship are critically examined and areas for improvements are highlighted.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167223","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: 1

Embodied learning and teaching approaches in language education: A mixed studies review 语言教育中的具身学习与教学方法:综合研究综述

IF 11.7 1区教育学

Educational Research Review Pub Date : 2022-11-01 DOI: 10.1016/j.edurev.2022.100480

Sofia Jusslin , Kaisa Korpinen , Niina Lilja , Rose Martin , Johanna Lehtinen-Schnabel , Eeva Anttila

{"title":"Embodied learning and teaching approaches in language education: A mixed studies review","authors":"Sofia Jusslin , Kaisa Korpinen , Niina Lilja , Rose Martin , Johanna Lehtinen-Schnabel , Eeva Anttila","doi":"10.1016/j.edurev.2022.100480","DOIUrl":"10.1016/j.edurev.2022.100480","url":null,"abstract":"<div><p>The notion of embodied learning has gained ground in educational sciences over the last decade and has made its way to language education with researchers acknowledging language learning as an embodied process. This mixed studies review aggregates and reviews empirical research, published from 1990 to 2020, using embodied learning approaches in language education. The review focuses on embodied approaches in learning and teaching first, second, and foreign languages at various educational levels. It encompasses 41 empirical studies with a majority published between 2019 and 2020, suggesting that the research area is growing rapidly. The results show that the studies align with two strands: (1) embodied learning through orchestrating embodied language learning and teaching, and (2) embodied learning in naturally occurring language learning interactions. The review identifies various embodied learning activities and presents how they contribute to language learning and teaching in different ways. The review proposes an understanding of <em>embodied language learning</em> that holds potentials to engage learners holistically, while simultaneously promoting language learning skills and adding emotional and motivational benefits to language learning.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X22000495/pdfft?md5=bf936c890339dd99fa5a502146ed67d4&pid=1-s2.0-S1747938X22000495-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167428","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: 10

Fifty years of parental involvement and achievement research: A second-order meta-analysis 五十年的父母参与与成就研究:二阶元分析

IF 11.7 1区教育学

Educational Research Review Pub Date : 2022-11-01 DOI: 10.1016/j.edurev.2022.100463

Sungwon Kim

引用次数: 7