School-based teaching for democracy: A systematic review of teaching methods in quantitative intervention studies

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Review Pub Date : 2023-05-01 DOI:10.1016/j.edurev.2023.100511
Jip Y. Teegelbeckers , Hessel Nieuwelink , Ron J. Oostdam
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Abstract

Effective teaching for democracy requires an understanding of the teaching methods and educational characteristics that are effective in interventions. In order to address this requirement, we conducted a systematic literature review. We used an extensive search syntax and snowballing method that allowed us to find n = 2093 unique publications. After a screening process, we have included 54 interventions in 51 different quantitative effect studies written between 2010 and 2020. We categorized these interventions into five types of teaching methods: instruction, small-group work, assignments, projects, and democratic decision-making. We analyzed what the educational characteristics (i.e., subject matter, classroom interaction, classroom management) of these interventions were and for which democratic competences (i.e., knowledge, attitude, skill, behavior) they were effective. Our results show that teaching methods have differential effects on democratic competences. We also discuss the robustness of these results. Our study shows that there is still much to be gained in terms of research designs, the conceptualization of democratic competences, and the description of teaching methods.

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基于学校的民主教学:定量干预研究中教学方法的系统回顾
有效的民主教学需要了解有效干预的教学方法和教育特征。为了满足这一要求,我们进行了系统的文献综述。我们使用了广泛的搜索语法和滚雪球方法,使我们能够找到n=2093个独特的出版物。经过筛选,我们在2010年至2020年间撰写的51项不同的定量效果研究中纳入了54项干预措施。我们将这些干预措施分为五种类型的教学方法:指导、小组作业、作业、项目和民主决策。我们分析了这些干预措施的教育特征(即主题、课堂互动、课堂管理),以及它们对哪些民主能力(即知识、态度、技能、行为)有效。我们的研究结果表明,教学方法对民主能力有不同的影响。我们还讨论了这些结果的稳健性。我们的研究表明,在研究设计、民主能力的概念化和教学方法的描述方面仍有很多收获。
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来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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