Pub Date : 2023-02-10DOI: 10.3102/00346543221149004
Kourtney Kawano
Although research shows that critical outcomes occur for Native students when culture-based education (CBE) centers self-determination, sovereignty, and Indigeneity, Kanaka ʻŌiwi (Native Hawaiian) students rarely learn about these concepts. This review thus seeks to understand how scholars operationalize self-determination and Ea (sovereignty, life) in research on Native Hawaiian CBE and the extent to which this operationalization provides pathways for students to internalize the two concepts, self-identify as Indigenous, and enact praxis. By foregrounding Kānaka ways of knowing and being, a Kanaka ʻŌiwi literature review methodology (KanakaʻŌiwiLRM) is conceptualized and engaged to analyze 20 literature sources. Findings indicate that self-determination and Ea are positioned as the foundations and outcomes of CBE, yet disregarded as a basis for Indigenous self-identification. This results in a call for a purposeful decolonial Native Hawaiian CBE approach that nourishes Indigenous unity and supports self-determination, Ea, and pathways toward praxis.
{"title":"Engaging a Kanaka ʻŌiwi Literature Review Methodology Through Research on Native Hawaiian Culture-Based Education","authors":"Kourtney Kawano","doi":"10.3102/00346543221149004","DOIUrl":"https://doi.org/10.3102/00346543221149004","url":null,"abstract":"Although research shows that critical outcomes occur for Native students when culture-based education (CBE) centers self-determination, sovereignty, and Indigeneity, Kanaka ʻŌiwi (Native Hawaiian) students rarely learn about these concepts. This review thus seeks to understand how scholars operationalize self-determination and Ea (sovereignty, life) in research on Native Hawaiian CBE and the extent to which this operationalization provides pathways for students to internalize the two concepts, self-identify as Indigenous, and enact praxis. By foregrounding Kānaka ways of knowing and being, a Kanaka ʻŌiwi literature review methodology (KanakaʻŌiwiLRM) is conceptualized and engaged to analyze 20 literature sources. Findings indicate that self-determination and Ea are positioned as the foundations and outcomes of CBE, yet disregarded as a basis for Indigenous self-identification. This results in a call for a purposeful decolonial Native Hawaiian CBE approach that nourishes Indigenous unity and supports self-determination, Ea, and pathways toward praxis.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":" ","pages":""},"PeriodicalIF":11.2,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45052587","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}
Pub Date : 2023-02-07DOI: 10.3102/00346543221148461
M. S. Meyer, Yuyang Shen, J. Plucker
Unequal access to advanced learning opportunities is among the most complex and controversial issues in American K–12 schools. Interventions that address policy, programming, and instruction can provide opportunities for students with advanced learning needs in school systems that prioritize minimum grade-level standards. Excellence gaps are differences in advanced performance among student subgroups that result from inequities in education and society. In this systematic review of the literature, the authors identified 80 empirical research studies on strategies for reducing excellence gaps published between 2010 and 2021 and identified themes related to the seven facets of the Excellence Gap Intervention Model (K–12 school accountability support, teacher professional learning, expanded advanced learning opportunities, universal screening with local norms, frontloading, flexible ability grouping, psychosocial interventions). This analysis revealed substantial evidence of intervention development over the past decade and suggests a revised approach to equitable, advanced education that begins with preparation (e.g., teacher professional learning, student frontloading) and is followed by placement, evaluation, and adjustment as students’ learning needs change.
{"title":"Reducing Excellence Gaps: A Systematic Review of Research on Equity in Advanced Education","authors":"M. S. Meyer, Yuyang Shen, J. Plucker","doi":"10.3102/00346543221148461","DOIUrl":"https://doi.org/10.3102/00346543221148461","url":null,"abstract":"Unequal access to advanced learning opportunities is among the most complex and controversial issues in American K–12 schools. Interventions that address policy, programming, and instruction can provide opportunities for students with advanced learning needs in school systems that prioritize minimum grade-level standards. Excellence gaps are differences in advanced performance among student subgroups that result from inequities in education and society. In this systematic review of the literature, the authors identified 80 empirical research studies on strategies for reducing excellence gaps published between 2010 and 2021 and identified themes related to the seven facets of the Excellence Gap Intervention Model (K–12 school accountability support, teacher professional learning, expanded advanced learning opportunities, universal screening with local norms, frontloading, flexible ability grouping, psychosocial interventions). This analysis revealed substantial evidence of intervention development over the past decade and suggests a revised approach to equitable, advanced education that begins with preparation (e.g., teacher professional learning, student frontloading) and is followed by placement, evaluation, and adjustment as students’ learning needs change.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":" ","pages":""},"PeriodicalIF":11.2,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48352853","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}
Pub Date : 2023-02-06DOI: 10.3102/00346543221148478
C. Hattan, P. Alexander, Sarah M. Lupo
This systematic literature review examined the research on prior knowledge and its activation to ascertain how these terms are defined, what specific techniques have been empirically investigated, and the conditions under which prior knowledge activation facilitated students’ comprehension. Fifty-four articles met the inclusion criteria and revealed that the terms prior knowledge and prior knowledge activation were often vaguely defined. Further, 30 unique techniques for activating readers’ prior knowledge representing eight different categories were identified. Those categories were open-ended prompts, procedural or strategic supports during reading, visual representations, analogical reasoning, text alteration, augmented activation, extratextual activities, and spontaneous activation. Techniques meant to facilitate knowledge activation prior to reading were most common, although the prompting of students’ existing knowledge was beneficial during and after reading as well. Variability in the effectiveness of activation techniques was related, in part, to the amount, accuracy, and specificity of students’ knowledge. Based on the key findings identified in this review, recommendations for future inquiry are forwarded, including suggested definitions of prior knowledge and prior knowledge activation.
{"title":"Leveraging What Students Know to Make Sense of Texts: What the Research Says About Prior Knowledge Activation","authors":"C. Hattan, P. Alexander, Sarah M. Lupo","doi":"10.3102/00346543221148478","DOIUrl":"https://doi.org/10.3102/00346543221148478","url":null,"abstract":"This systematic literature review examined the research on prior knowledge and its activation to ascertain how these terms are defined, what specific techniques have been empirically investigated, and the conditions under which prior knowledge activation facilitated students’ comprehension. Fifty-four articles met the inclusion criteria and revealed that the terms prior knowledge and prior knowledge activation were often vaguely defined. Further, 30 unique techniques for activating readers’ prior knowledge representing eight different categories were identified. Those categories were open-ended prompts, procedural or strategic supports during reading, visual representations, analogical reasoning, text alteration, augmented activation, extratextual activities, and spontaneous activation. Techniques meant to facilitate knowledge activation prior to reading were most common, although the prompting of students’ existing knowledge was beneficial during and after reading as well. Variability in the effectiveness of activation techniques was related, in part, to the amount, accuracy, and specificity of students’ knowledge. Based on the key findings identified in this review, recommendations for future inquiry are forwarded, including suggested definitions of prior knowledge and prior knowledge activation.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":" ","pages":""},"PeriodicalIF":11.2,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48170458","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}
Pub Date : 2023-02-06DOI: 10.3102/00346543221149418
A. Reupert, Anna Sullivan, Neil Tippett, S. White, Stuart Woodcock, Lingling Chen, M. Simons
This article reports on a systematic review of literature on the experiences of substitute teachers, also known as casual or relief teachers. This occupational group are an essential part of school improvement efforts, allowing release time for other teachers to participate in professional learning, complete administrative duties, and attend to personal matters. Although a ubiquitous component of the teaching workforce, little is known about their work conditions, motivations, experiences, and support. This study involved a mixed-methods research synthesis approach. Peer-reviewed studies and dissertations that examined the experiences and needs of substitute teachers in primary/elementary, middle, and secondary/high schools were examined. The study found that, although substitute teachers are a heterogeneous group, their conditions and experiences are less than satisfactory, exacerbated by a lack of targeted support. Education systems need to consider professionalizing this occupational group further. In addition, systems need to develop policies and practices that improve substitute teachers’ work.
{"title":"An Exploration of the Experiences of Substitute Teachers: A Systematic Review","authors":"A. Reupert, Anna Sullivan, Neil Tippett, S. White, Stuart Woodcock, Lingling Chen, M. Simons","doi":"10.3102/00346543221149418","DOIUrl":"https://doi.org/10.3102/00346543221149418","url":null,"abstract":"This article reports on a systematic review of literature on the experiences of substitute teachers, also known as casual or relief teachers. This occupational group are an essential part of school improvement efforts, allowing release time for other teachers to participate in professional learning, complete administrative duties, and attend to personal matters. Although a ubiquitous component of the teaching workforce, little is known about their work conditions, motivations, experiences, and support. This study involved a mixed-methods research synthesis approach. Peer-reviewed studies and dissertations that examined the experiences and needs of substitute teachers in primary/elementary, middle, and secondary/high schools were examined. The study found that, although substitute teachers are a heterogeneous group, their conditions and experiences are less than satisfactory, exacerbated by a lack of targeted support. Education systems need to consider professionalizing this occupational group further. In addition, systems need to develop policies and practices that improve substitute teachers’ work.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"1 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41621009","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}
Pub Date : 2023-02-01DOI: 10.3102/00346543221094079
Christina Cipriano, Lauren Hunter Naples, Abigail Eveleigh, Amanda Cook, Melissa C. Funaro, Colleen Cassidy, Michael F. McCarthy, Gabrielle Rappolt-Schlichtmann
The authors present a systematic review of elementary school universal school-based (USB) social and emotional learning (SEL) interventions from 2008 through 2020 for two groups of minoritized students in education research and practice: students with disabilities and/or minoritized racial identities. Completed in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses standards, in this review the authors identified 269 studies for inclusion, which reflected 107 USB SEL interventions. Eleven studies explicitly excluded students with disabilities. Studies varied widely in how disability and racial identity were categorized within and across studies and provided limited evidence of effectiveness through the use of subgroup analyses to support meaningful assessment of how students with disabilities and racially minoritized elementary school age students are benefiting from USB SEL interventions. The authors discuss the limitations of findings, education research best practices, and the minimum reporting standards necessary to ensure ability and racially minoritized youth representation in future USB SEL research.
{"title":"A Systematic Review of Student Disability and Race Representation in Universal School-Based Social and Emotional Learning Interventions for Elementary School Students","authors":"Christina Cipriano, Lauren Hunter Naples, Abigail Eveleigh, Amanda Cook, Melissa C. Funaro, Colleen Cassidy, Michael F. McCarthy, Gabrielle Rappolt-Schlichtmann","doi":"10.3102/00346543221094079","DOIUrl":"https://doi.org/10.3102/00346543221094079","url":null,"abstract":"The authors present a systematic review of elementary school universal school-based (USB) social and emotional learning (SEL) interventions from 2008 through 2020 for two groups of minoritized students in education research and practice: students with disabilities and/or minoritized racial identities. Completed in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses standards, in this review the authors identified 269 studies for inclusion, which reflected 107 USB SEL interventions. Eleven studies explicitly excluded students with disabilities. Studies varied widely in how disability and racial identity were categorized within and across studies and provided limited evidence of effectiveness through the use of subgroup analyses to support meaningful assessment of how students with disabilities and racially minoritized elementary school age students are benefiting from USB SEL interventions. The authors discuss the limitations of findings, education research best practices, and the minimum reporting standards necessary to ensure ability and racially minoritized youth representation in future USB SEL research.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"93 1","pages":"73 - 102"},"PeriodicalIF":11.2,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44236002","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}
Pub Date : 2023-02-01DOI: 10.3102/00346543221087718
Alexandra Shelton, Erin Hogan, Jason C. Chow, J. Wexler
An important way to address the literacy needs of English learners (ELs) is to ensure that ELs receive evidence-based literacy instruction and intervention. To support teachers’ implementation of this instruction and intervention, it is necessary to provide effective professional development (PD). In this systematic review, we synthesized 19 studies that investigated PD on literacy instruction and intervention for ELs. Findings revealed that although PD often targets teachers’ implementation of literacy instruction, PD is less likely to focus on teachers’ implementation of literacy interventions for ELs experiencing reading difficulties. Nonetheless, PD programs typically resulted in positive changes in teachers’ knowledge and practices. However, only 12 of the studies reported on student outcomes. We conclude with research and practical implications related to PD for teachers of ELs that is responsive to the needs of ELs.
{"title":"A Synthesis of Professional Development Targeting Literacy Instruction and Intervention for English Learners","authors":"Alexandra Shelton, Erin Hogan, Jason C. Chow, J. Wexler","doi":"10.3102/00346543221087718","DOIUrl":"https://doi.org/10.3102/00346543221087718","url":null,"abstract":"An important way to address the literacy needs of English learners (ELs) is to ensure that ELs receive evidence-based literacy instruction and intervention. To support teachers’ implementation of this instruction and intervention, it is necessary to provide effective professional development (PD). In this systematic review, we synthesized 19 studies that investigated PD on literacy instruction and intervention for ELs. Findings revealed that although PD often targets teachers’ implementation of literacy instruction, PD is less likely to focus on teachers’ implementation of literacy interventions for ELs experiencing reading difficulties. Nonetheless, PD programs typically resulted in positive changes in teachers’ knowledge and practices. However, only 12 of the studies reported on student outcomes. We conclude with research and practical implications related to PD for teachers of ELs that is responsive to the needs of ELs.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"93 1","pages":"37 - 72"},"PeriodicalIF":11.2,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44516395","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}
Pub Date : 2022-12-20DOI: 10.3102/00346543221125476
Danielle L. Apugo, Andrene J. Castro, Sharyn A Dougherty
In recent decades, a growing body of work casts light on Black girls’ schooling experiences to inform the emerging field of Black girlhood studies. Our theoretical review applies intersectionality as a guiding analytic framework to synthesize literature in this emerging field. We specifically highlight the macro and microlevel domains of power (interpersonal, cultural, structural, and disciplinary) in U.S. K–12 schools shaping Black girls’ schooling experiences. The data were drawn from a systematic search of 75 research articles. Our analysis indicated that schools perpetuate racial containment through the policies and practices they maintain as well as the cultural artifacts, objects, and people that coalesce to influence school culture, the instructional practices and curricula Black girls encounter, and the social scripts and covert messaging that dictate how Black girls claim agency in school environments. A key contribution of this review aims to situate power—a central concept in intersectionality—to offer new insights and directions for research on Black girls.
{"title":"Taught in the Matrix: A Review of Black Girls’ Experiences in U.S. Schools","authors":"Danielle L. Apugo, Andrene J. Castro, Sharyn A Dougherty","doi":"10.3102/00346543221125476","DOIUrl":"https://doi.org/10.3102/00346543221125476","url":null,"abstract":"In recent decades, a growing body of work casts light on Black girls’ schooling experiences to inform the emerging field of Black girlhood studies. Our theoretical review applies intersectionality as a guiding analytic framework to synthesize literature in this emerging field. We specifically highlight the macro and microlevel domains of power (interpersonal, cultural, structural, and disciplinary) in U.S. K–12 schools shaping Black girls’ schooling experiences. The data were drawn from a systematic search of 75 research articles. Our analysis indicated that schools perpetuate racial containment through the policies and practices they maintain as well as the cultural artifacts, objects, and people that coalesce to influence school culture, the instructional practices and curricula Black girls encounter, and the social scripts and covert messaging that dictate how Black girls claim agency in school environments. A key contribution of this review aims to situate power—a central concept in intersectionality—to offer new insights and directions for research on Black girls.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"93 1","pages":"559 - 593"},"PeriodicalIF":11.2,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45002273","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}
Pub Date : 2022-11-23DOI: 10.3102/00346543221132771
Philip Hallinger
The goals of this bibliometric review of the Review of Educational Research were to gain insights into the evolution of the journal and identify its key contributions to the education literature. Bibliographic data associated with the full set of 3,022 review articles published in RER from 1931 through 2021 were exported from Scopus for bibliometric analysis using VOSviewer software. The review confirmed that RER remains rooted in the American education context, with scholars located outside the United States accounting for only 6% of the RER corpus. The review identified authors and documents published in RER that have had the greatest impact on the broader education literature. Author co-citation analysis visualized the “intellectual structure” of the RER corpus, which is anchored by a “school of thought” associated with Teaching and Learning Strategies and Effects. This research stream has been informed by complementary schools of researchers who have generated theory and research on cognition, teaching, and learning as well as motivation and learning. Although conceptual reviews of research are more prominent, meta-analytic reviews have also come to represent a key pillar in the intellectual structure of RER. Journal co-citation analysis validated the centrality of RER’s place within a community of highly ranked education and psychology journals. The findings confirm the strong disciplinary influence of psychology in shaping the journal’s direction and content. Adapting to a changing global research landscape in education was identified as a key challenge facing RER in the next decade.
{"title":"Mapping the Contributions of the Review of Educational Research to Education, 1931–2020","authors":"Philip Hallinger","doi":"10.3102/00346543221132771","DOIUrl":"https://doi.org/10.3102/00346543221132771","url":null,"abstract":"The goals of this bibliometric review of the Review of Educational Research were to gain insights into the evolution of the journal and identify its key contributions to the education literature. Bibliographic data associated with the full set of 3,022 review articles published in RER from 1931 through 2021 were exported from Scopus for bibliometric analysis using VOSviewer software. The review confirmed that RER remains rooted in the American education context, with scholars located outside the United States accounting for only 6% of the RER corpus. The review identified authors and documents published in RER that have had the greatest impact on the broader education literature. Author co-citation analysis visualized the “intellectual structure” of the RER corpus, which is anchored by a “school of thought” associated with Teaching and Learning Strategies and Effects. This research stream has been informed by complementary schools of researchers who have generated theory and research on cognition, teaching, and learning as well as motivation and learning. Although conceptual reviews of research are more prominent, meta-analytic reviews have also come to represent a key pillar in the intellectual structure of RER. Journal co-citation analysis validated the centrality of RER’s place within a community of highly ranked education and psychology journals. The findings confirm the strong disciplinary influence of psychology in shaping the journal’s direction and content. Adapting to a changing global research landscape in education was identified as a key challenge facing RER in the next decade.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"1 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45793088","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}
Pub Date : 2022-11-08DOI: 10.3102/00346543221130687
Yucheng Cao, Young-Suk Grace Kim, Minkyung Cho
In this study, we examined the relation of observed classroom practices to language and literacy achievement and the moderation of this relation for students from pre-K to sixth grade. A total of 136 studies (N = 107,882 participants) met the inclusion criteria, of which 108 studies were included for meta-analysis and the other 28 studies were narratively synthesized. The average zero-order (r = .12) and partial correlations (rp = .04) were statistically significant but weak in magnitude. The relation was slightly weaker in upper than in lower grade levels, and stronger for observations capturing macro quality and instructional dimension than those capturing micro measurement and emotional or structural dimension, respectively. The relation did not vary by observation duration, frequency, adopted statistical approach, or type of covariates. Taken together with the narrative synthesis, the results highlight the complex nature of classroom observation and a need for more classroom research, particularly on higher grade levels.
{"title":"Are Observed Classroom Practices Related to Student Language/Literacy Achievement?","authors":"Yucheng Cao, Young-Suk Grace Kim, Minkyung Cho","doi":"10.3102/00346543221130687","DOIUrl":"https://doi.org/10.3102/00346543221130687","url":null,"abstract":"In this study, we examined the relation of observed classroom practices to language and literacy achievement and the moderation of this relation for students from pre-K to sixth grade. A total of 136 studies (N = 107,882 participants) met the inclusion criteria, of which 108 studies were included for meta-analysis and the other 28 studies were narratively synthesized. The average zero-order (r = .12) and partial correlations (rp = .04) were statistically significant but weak in magnitude. The relation was slightly weaker in upper than in lower grade levels, and stronger for observations capturing macro quality and instructional dimension than those capturing micro measurement and emotional or structural dimension, respectively. The relation did not vary by observation duration, frequency, adopted statistical approach, or type of covariates. Taken together with the narrative synthesis, the results highlight the complex nature of classroom observation and a need for more classroom research, particularly on higher grade levels.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"93 1","pages":"679 - 717"},"PeriodicalIF":11.2,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44551736","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}
Pub Date : 2022-11-03DOI: 10.3102/00346543221132773
E. Kroesbergen, Marije D. E. Huijsmans, Ilona Friso-van den Bos
Types of mathematical learning disability (MLD) are very heterogeneous. Lower scores on mathematics and several cognitive skills have been revealed in samples with MLD compared with those with typical development (TD), but these studies vary in sample selection, making it difficult to generalize conclusions. Furthermore, many studies have investigated only one or few cognitive skills, making it difficult to compare their relative discrepancies. The current meta-analysis (k = 145) was conducted to (a) give a state-of-the-art overview of the mathematical and cognitive skills associated with MLD and (b) investigate how selection criteria influence conclusions regarding this topic. Results indicated that people with MLD display lower scores not only on mathematics but also on number sense, working memory, and rapid automatized naming compared with those with TD, in general independently of the criteria used to define MLD. A profile that distinguishes people with more serious, persistent, or specific MLD from those with less severe MLD was not detected.
{"title":"A Meta-Analysis on the Differences in Mathematical and Cognitive Skills Between Individuals With and Without Mathematical Learning Disabilities","authors":"E. Kroesbergen, Marije D. E. Huijsmans, Ilona Friso-van den Bos","doi":"10.3102/00346543221132773","DOIUrl":"https://doi.org/10.3102/00346543221132773","url":null,"abstract":"Types of mathematical learning disability (MLD) are very heterogeneous. Lower scores on mathematics and several cognitive skills have been revealed in samples with MLD compared with those with typical development (TD), but these studies vary in sample selection, making it difficult to generalize conclusions. Furthermore, many studies have investigated only one or few cognitive skills, making it difficult to compare their relative discrepancies. The current meta-analysis (k = 145) was conducted to (a) give a state-of-the-art overview of the mathematical and cognitive skills associated with MLD and (b) investigate how selection criteria influence conclusions regarding this topic. Results indicated that people with MLD display lower scores not only on mathematics but also on number sense, working memory, and rapid automatized naming compared with those with TD, in general independently of the criteria used to define MLD. A profile that distinguishes people with more serious, persistent, or specific MLD from those with less severe MLD was not detected.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"93 1","pages":"718 - 755"},"PeriodicalIF":11.2,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49063622","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}
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