Educational Research Review最新文献_第9页

The impact of Covid-19 on student achievement: Evidence from a recent meta-analysis 新冠肺炎对学生成绩的影响：来自最近一项荟萃分析的证据

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-05-01 DOI: 10.1016/j.edurev.2023.100530

Giorgio Di Pietro

{"title":"The impact of Covid-19 on student achievement: Evidence from a recent meta-analysis","authors":"Giorgio Di Pietro","doi":"10.1016/j.edurev.2023.100530","DOIUrl":"10.1016/j.edurev.2023.100530","url":null,"abstract":"<div><p>This work attempts to synthetize existing research about the impact of Covid-19 school closure on student achievement. It extends previous systematic reviews and meta-analyses by (a) using a more balanced sample in terms of country composition, (b) considering new moderators (type of data and research design), and (c) including studies on tertiary education students in addition to primary and secondary education students. Our meta-analysis findings show that the pandemic had, on average, a detrimental effect on learning. The magnitude of this learning deficit (about 0.19 standard deviations of student achievement) appears to be roughly comparable to that suffered by students who have experienced a significant disruption in their schooling due to a major natural disaster (e.g., Hurricane Katrina). Students are also found to have lost more ground in math/science than in other subjects. Additionally, one year or more after the first lockdown, students seem to have been unable to catch up on unfinished learning from the pandemic. This result suggests that more efforts should be made to ensure students recover their missed learning in order to avoid negative long-term consequences for them and society.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10028259/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9617205","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: 11

Two decades of research on children's creativity development during primary education in relation to task characteristics 二十年来小学儿童创造力发展与任务特征的关系研究

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-05-01 DOI: 10.1016/j.edurev.2023.100532

Olga T.A. Potters , Tessa J.P. van Schijndel , Suzanne Jak , Joke Voogt

{"title":"Two decades of research on children's creativity development during primary education in relation to task characteristics","authors":"Olga T.A. Potters , Tessa J.P. van Schijndel , Suzanne Jak , Joke Voogt","doi":"10.1016/j.edurev.2023.100532","DOIUrl":"10.1016/j.edurev.2023.100532","url":null,"abstract":"<div><p>This systematic literature review aimed to gain more insight into research on the development of children's creativity in primary education in relation to different task characteristics. The review introduces a taxonomy to map creativity tasks. The taxonomy is based on a broad conceptualization of creativity, and differentiates between open- and close-ended, and integrating and fragmenting creativity tasks. Besides using the taxonomy, we also analyzed tasks in terms of the used domains of the stimulus and response of the tasks. A total of 52 studies published in the last 20 years were systematically analyzed with a combination of descriptive analyses and meta-analyses. The body of research demonstrated a varied picture concerning the measurement of creativity and its subdimensions. Open-ended integrating and open-ended fragmenting tasks were frequently used. The results showed a general increase in creativity across primary education. Less pronounced developmental patterns were found for the originality subdimension (open-ended fragmenting taxonomy quadrant), and for general creativity and some subdimensions when tasks with a combination of figural and verbal responses were used. The taxonomy of creativity tasks, introduced in this review, can be useful for both clarifying discussions in the creativity research discourse and designing creativity activities for educational practice.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50166192","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

Computational thinking in early childhood education: Reviewing the literature and redeveloping the three-dimensional framework 幼儿教育中的计算思维：回顾文献并重建三维框架

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-05-01 DOI: 10.1016/j.edurev.2023.100520

Yue Zeng , Weipeng Yang , Alfredo Bautista

{"title":"Computational thinking in early childhood education: Reviewing the literature and redeveloping the three-dimensional framework","authors":"Yue Zeng , Weipeng Yang , Alfredo Bautista","doi":"10.1016/j.edurev.2023.100520","DOIUrl":"10.1016/j.edurev.2023.100520","url":null,"abstract":"<div><p>Computational thinking (CT) is gaining increasing attention from researchers and practitioners all over the world to empower children in the digital era. However, there is no consensus on which components of CT to teach beginning coders in early childhood education<span> (ECE). To address this issue, we conducted a systematic review of 42 empirical studies focused on teaching and assessing CT in ECE. We analyzed the included studies with the three-dimensional CT framework proposed by Brennan and Resnick (2012) and demonstrated how this framework could be modified to fit the context of ECE. Based on this systematic review, we sorted out the CT components that were proven suitable for young children to learn by incorporating emerging components and removing components inappropriate for young children. We thus proposed a CT curriculum framework for ECE that covers CT concepts (i.e., control flow/structures, representation, and hardware/software), CT practices (i.e., algorithmic design, pattern recognition, abstraction, debugging, decomposition, iteration, and generalizing), and CT perspectives (i.e., expressing and creating, connecting, perseverance, and choices of conduct). This systematic review and its associated CT curriculum framework provide important theoretical contributions and practical implications for early childhood CT education.</span></p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50166333","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: 8

The effects of affective pedagogical agent in multimedia learning environments: A meta-analysis 情感教学主体在多媒体学习环境中的作用：一项荟萃分析

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-02-01 DOI: 10.1016/j.edurev.2022.100506

Yanqing Wang , Shaoying Gong , Yang Cao , Yueru Lang , Xizheng Xu

{"title":"The effects of affective pedagogical agent in multimedia learning environments: A meta-analysis","authors":"Yanqing Wang , Shaoying Gong , Yang Cao , Yueru Lang , Xizheng Xu","doi":"10.1016/j.edurev.2022.100506","DOIUrl":"https://doi.org/10.1016/j.edurev.2022.100506","url":null,"abstract":"<div><p>Affective pedagogical agent (PA) is an image of a character embedded in multimedia lessons with the ability to influence learners' affective experiences and learning performance. Prior studies on the effects of affective PA have shown inconsistent findings. In this study, we conducted four separate meta-analyses to address whether adding an affective PA to multimedia lessons can increase learners' retention performance, transfer performance, positive emotions, and intrinsic motivation, and to explore several moderators that may have contributed to the inconsistencies of previous studies. The research framework mainly includes introducing the concept of affective PA, reviewing research on the impact of affective PA on learning performance, emotions, and motivation, analyzing the moderators that may affect the effects of affective PA, performing a meta-analysis, and discussing the results based on the findings of the meta-analysis. We found 36 articles met the inclusion criteria. The results of the meta-analysis indicated that affective PA could increase learners’ positive emotions (<em>k</em> = 25, <em>g</em> = 0.26), improve intrinsic motivation (<em>k</em> = 26, <em>g</em> = 0.26), and facilitate learning performance (retention: <em>k</em> = 35, <em>g</em> = 0.26; transfer: <em>k</em> = 45, <em>g</em> = 0.34). Furthermore, moderator analysis found that affective PA characteristics (i.e., appearance, the number of emotional cues, and body movement) and learning materials characteristics (i.e., subject domain, pacing of presentation) moderated the effects of affective PA. We discussed these findings from different theoretical perspectives. In general, affective PA could help students be happier and more motivated to learn in multimedia learning environments.</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":"50178894","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

A meta-synthesis of co-teaching students with and without disabilities 残疾和非残疾学生共同教学的元综合

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-02-01 DOI: 10.1016/j.edurev.2022.100504

Vasilis Strogilos , Margaret E. King-Sears , Eleni Tragoulia , Anastasia Voulagka , Abraham Stefanidis

引用次数: 4

Teacher-student attachment relationship, variables associated, and measurement: A systematic review 师生依恋关系、相关变量和测量：一项系统综述

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-02-01 DOI: 10.1016/j.edurev.2022.100488

Laura García-Rodríguez, Concha Iriarte Redín, Charo Reparaz Abaitua

{"title":"Teacher-student attachment relationship, variables associated, and measurement: A systematic review","authors":"Laura García-Rodríguez, Concha Iriarte Redín, Charo Reparaz Abaitua","doi":"10.1016/j.edurev.2022.100488","DOIUrl":"10.1016/j.edurev.2022.100488","url":null,"abstract":"<div><p>This systematic review offers an overview of the results of research from the last 10 years concerning the teacher-student relationship and its connection with other attachment theory constructs and child development variables. An exhaustive search of Web of Science, SCOPUS, and PsycINFO was performed, finding a total of 24 studies that met the established eligibility criteria. The evidence accumulated between 2010 and 2020 suggests that: 1) early care experiences have an effect on the formation of new relationships at primary school, although it is possible that children will construct new mental representations based on interactions in day to day life, 2) at the level of the teacher's characteristics, attachment style and the availability towards children's needs seem to be associated with school adjustment and problematic behaviour in children, and 3) the quality of the teacher-student relationship is significantly associated with externalizing and internalizing behaviour, school liking, peer acceptance, academic performance, self-concept and emotional regulation in children. For its part, when evaluating the quality of the teacher-student relationship, STRS continues to be widely used to study the teacher's perspective. However, in recent years other measurement instruments have become available that explore the perspective of the student, most notably CARTS and SPARTS. Advances in the study of the teacher-student relationship as a bond with important implications for the development of children in the primary education stage are discussed.</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":"50166832","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: 4

The social impact of schooling on students with dyslexia: A systematic review of the qualitative research on the primary and secondary education of dyslexic students 学校教育对阅读障碍学生的社会影响：阅读障碍学生中小学教育质量研究的系统综述

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-02-01 DOI: 10.1016/j.edurev.2022.100507

Thom Nevill , Martin Forsey

{"title":"The social impact of schooling on students with dyslexia: A systematic review of the qualitative research on the primary and secondary education of dyslexic students","authors":"Thom Nevill , Martin Forsey","doi":"10.1016/j.edurev.2022.100507","DOIUrl":"10.1016/j.edurev.2022.100507","url":null,"abstract":"<div><p><span>This systematic review<span> of the qualitative research on the formal school education of children with </span></span>dyslexia<span> addresses three main questions: 1) What is known about the educational experiences of children with dyslexia? 2) What is known about the role that parents/guardians play in their child's schooling? 3) What is known about the role of teachers and administrators in supporting children with Dyslexia? Student and parent-focused studies indicate little awareness of and support for dyslexia in schools, and a strong reliance on parental support. Limited understanding of dyslexia, lack of training, and communication issues were identified as key themes in the small number of teacher-focused studies. The analysis points to a majority of studies not having a firm theoretical grounding and the neglect of teachers and school administrator's perspectives as central issues in the reviewed research. Based on these findings, it is argued that to further understandings of the systematic effects of schools' responses to dyslexic students, research should draw more heavily on socio-cultural models of disability.</span></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":"50166824","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

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