The first section of this paper sets the record straight regarding many of Debouwere's (2024, Review of Education, 12, e3445) specific criticisms. The second section discusses the magnitude of the SES‐achievement relationship, specifically Debouwere's (2024) contention that the correlation is strong around 0.5 or 0.6 compared to observed correlations mostly between 0.2 and 0.3. The third section deals with five issues that Debouwere (2024) raises in his paper: (1) the stability of SES vis‐à‐vis cognitive ability; (2) the accuracy of children's reports of parents' socioeconomic characteristics; (3) whether teachers discriminate by students' SES; (4) the importance of cognitive ability for educational differentiation (i.e., tracking and streaming); and (5) SES effects on student achievement, controlling for prior achievement. The fourth section discusses the role of genetics in student achievement. Meta‐analyses and other studies indicate that about 50%–70% of the variance in student achievement is attributable to genetics (i.e., the heritability). The high heritability of student achievement accounts for its high stability, its strong correlations with cognitive ability and the weak effects of SES, net of prior achievement or cognitive ability.
{"title":"Student achievement is much more about cognitive ability and genetics than SES: A response to Debouwere","authors":"Gary N. Marks, Michael O'Connell","doi":"10.1002/rev3.3483","DOIUrl":"https://doi.org/10.1002/rev3.3483","url":null,"abstract":"The first section of this paper sets the record straight regarding many of Debouwere's (2024, <jats:italic>Review of Education</jats:italic>, 12, e3445) specific criticisms. The second section discusses the magnitude of the SES‐achievement relationship, specifically Debouwere's (2024) contention that the correlation is strong around 0.5 or 0.6 compared to observed correlations mostly between 0.2 and 0.3. The third section deals with five issues that Debouwere (2024) raises in his paper: (1) the stability of SES vis‐à‐vis cognitive ability; (2) the accuracy of children's reports of parents' socioeconomic characteristics; (3) whether teachers discriminate by students' SES; (4) the importance of cognitive ability for educational differentiation (i.e., tracking and streaming); and (5) SES effects on student achievement, controlling for prior achievement. The fourth section discusses the role of genetics in student achievement. Meta‐analyses and other studies indicate that about 50%–70% of the variance in student achievement is attributable to genetics (i.e., the heritability). The high heritability of student achievement accounts for its high stability, its strong correlations with cognitive ability and the weak effects of SES, net of prior achievement or cognitive ability.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141573844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Inevitably having large‐size classes creates a huge number of challenges but also benefits that motivate the higher education institutes to recruit large‐size student bodies. This paper aims to identify the focus of scholars in this field, how the concerns have been addressed as well as a pedagogic basis for large‐class management and delivery, then further to determine gaps in the existing literature of large‐size classes. Using PRISMA, this research systematically reviews 131 articles between 1976 and 2024 on an international basis. Building upon the findings of the systematic literature review (SLR), the study introduces the Input‐Process‐Output‐Outcome (IPOO) model of education. Then, the research discusses a range of strategies proposed in academic research to effectively address the challenges posed by large class sizes. These strategies include pedagogical approaches/strategies, perception and behaviour‐based means, technological tools/strategies, and perception‐driven digitised strategies. The article identifies research gaps in the existing literature, particularly regarding stakeholders' perceptions of large class sizes. It emphasises the need for further investigation into the diverse perspectives held by stakeholders regarding the pros and cons of large class environments. The findings underscore the importance of challenging negative and neutral perceptions of large class sizes. Additionally, the study highlights the role of marketing strategies in shaping perceptions of class size and suggests avenues for future research in education business. Finally, the results of the bibliometric analysis reveal specific geographical or disciplinary focuses. The study provides insights for policymakers on developing effective policies to manage large class sizes and suggests future research avenues in education business and policy.Context and implicationsRationale for this studyMotivated by the increasing prevalence of large class sizes in higher education institutions (HEIs) globally, driven by factors such as massification and marketisation. It aims to examine (dis)advantages associated with large classes while considering the diverse perspectives of stakeholders involved. Conducting a SLR and introducing the IPOO model, it aims to pinpoint gaps in managing large classes effectively.Why the new findings matterThe study addresses research gaps, particularly in understanding how perceptions shape educational practices. By highlighting the need to challenge negative perceptions, it emphasises their impact on outcomes and institutional strategies. Additionally, it identifies the role of marketing strategies in shaping perceptions and provides insights for education business.Implications for policy makers, stakeholders and the general publicThe study's implications span education sectors: practitioners can glean insights for managing large classes. Policymakers can u
{"title":"Exploring stakeholder perceptions and policy implications for strategic managment of large‐size classes: A systematic literature review","authors":"Homa Molavi","doi":"10.1002/rev3.3481","DOIUrl":"https://doi.org/10.1002/rev3.3481","url":null,"abstract":"Inevitably having large‐size classes creates a huge number of challenges but also benefits that motivate the higher education institutes to recruit large‐size student bodies. This paper aims to identify the focus of scholars in this field, how the concerns have been addressed as well as a pedagogic basis for large‐class management and delivery, then further to determine gaps in the existing literature of large‐size classes. Using PRISMA, this research systematically reviews 131 articles between 1976 and 2024 on an international basis. Building upon the findings of the systematic literature review (SLR), the study introduces the Input‐Process‐Output‐Outcome (IPOO) model of education. Then, the research discusses a range of strategies proposed in academic research to effectively address the challenges posed by large class sizes. These strategies include pedagogical approaches/strategies, perception and behaviour‐based means, technological tools/strategies, and perception‐driven digitised strategies. The article identifies research gaps in the existing literature, particularly regarding stakeholders' perceptions of large class sizes. It emphasises the need for further investigation into the diverse perspectives held by stakeholders regarding the pros and cons of large class environments. The findings underscore the importance of challenging negative and neutral perceptions of large class sizes. Additionally, the study highlights the role of marketing strategies in shaping perceptions of class size and suggests avenues for future research in education business. Finally, the results of the bibliometric analysis reveal specific geographical or disciplinary focuses. The study provides insights for policymakers on developing effective policies to manage large class sizes and suggests future research avenues in education business and policy.<jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:caption>Context and implications</jats:caption>Rationale for this studyMotivated by the increasing prevalence of large class sizes in higher education institutions (HEIs) globally, driven by factors such as massification and marketisation. It aims to examine (dis)advantages associated with large classes while considering the diverse perspectives of stakeholders involved. Conducting a SLR and introducing the IPOO model, it aims to pinpoint gaps in managing large classes effectively.Why the new findings matterThe study addresses research gaps, particularly in understanding how perceptions shape educational practices. By highlighting the need to challenge negative perceptions, it emphasises their impact on outcomes and institutional strategies. Additionally, it identifies the role of marketing strategies in shaping perceptions and provides insights for education business.Implications for policy makers, stakeholders and the general publicThe study's implications span education sectors: practitioners can glean insights for managing large classes. Policymakers can u","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141548972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Assessment practices play a crucial role in fostering student learning and guiding instructional decision‐making. The ability to construct effective test items is of utmost importance in evaluating student learning and shaping instructional strategies. This study aims to investigate the skills of Ghanaian basic schoolteachers in test item construction. The study focused on the revised Bloom's taxonomy. A cross‐sectional survey design was employed, and a questionnaire was developed and used to collect the needed data. The data were collected from 560 basic schoolteachers selected by using a simple random sampling technique. The participants comprised 280 male teachers and 280 female teachers. The data were collected and subjected to descriptive statistics analysis via mean, and standard deviation. While the p‐value (α ≤ 0.05) was used to determine the differences in the teachers' test item construction skills, the independence t‐test was used to compare the differences between the proficiency of male and female participants. The analysis revealed a notable contrast in how participants perceived their abilities in constructing test items, indicating a statistically significant difference. Specifically, female teachers demonstrated a stronger proficiency in test item construction skills compared to their male counterparts. Also, most teachers prioritised the lower levels within Bloom's taxonomy while crafting test items. Regular in‐service training on test item construction was recommended at the district level for teachers to update and upgrade their skills.
评估实践在促进学生学习和指导教学决策方面发挥着至关重要的作用。构建有效测试题目的能力对于评价学生学习和制定教学策略至关重要。本研究旨在调查加纳基础学校教师构建测试题目的能力。研究重点是修订后的布鲁姆分类法。研究采用了横断面调查设计，并编制和使用了调查问卷来收集所需数据。通过简单随机抽样技术从 560 名基础学校教师中收集了数据。参与者包括 280 名男教师和 280 名女教师。收集到的数据通过平均值和标准差进行了描述性统计分析。用 p 值（α ≤ 0.05）来确定教师在测试项目构建技能方面的差异，用独立 t 检验来比较男女参与者的能力差异。分析表明，参与者对自己构建测试题目的能力的认识存在明显差异，这在统计学上具有显著意义。具体而言，女教师与男教师相比，在构建测试题目的技能方面表现出更强的能力。此外，大多数教师在编制测试题目时优先考虑布卢姆分类法中的低级层次。建议在地区层面为教师定期提供有关编制测试题目的在职培训，以更新和提高他们的技能。
{"title":"Determining skills of basic schoolteachers in test item construction","authors":"Kofi Nkonkonya Mpuangnan","doi":"10.1002/rev3.3478","DOIUrl":"https://doi.org/10.1002/rev3.3478","url":null,"abstract":"Assessment practices play a crucial role in fostering student learning and guiding instructional decision‐making. The ability to construct effective test items is of utmost importance in evaluating student learning and shaping instructional strategies. This study aims to investigate the skills of Ghanaian basic schoolteachers in test item construction. The study focused on the revised Bloom's taxonomy. A cross‐sectional survey design was employed, and a questionnaire was developed and used to collect the needed data. The data were collected from 560 basic schoolteachers selected by using a simple random sampling technique. The participants comprised 280 male teachers and 280 female teachers. The data were collected and subjected to descriptive statistics analysis via mean, and standard deviation. While the p‐value (α ≤ 0.05) was used to determine the differences in the teachers' test item construction skills, the independence t‐test was used to compare the differences between the proficiency of male and female participants. The analysis revealed a notable contrast in how participants perceived their abilities in constructing test items, indicating a statistically significant difference. Specifically, female teachers demonstrated a stronger proficiency in test item construction skills compared to their male counterparts. Also, most teachers prioritised the lower levels within Bloom's taxonomy while crafting test items. Regular in‐service training on test item construction was recommended at the district level for teachers to update and upgrade their skills.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141367006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reviews the literature to clarify the image of a student with a high level of well‐being (WB) for a future systematic literature review and evidence‐based interventions to promote student WB. It presents a holistic approach to the analysis of definitions, operationalisation and indicators with interpretative phenomenological analyses (IPA). The main question of the paper is what image of student WB can be constructed from the components and indicators of WB that have been highlighted in the literature. Overall, 50 publications were coded before the subjectively evaluated saturation was reached and 641 mentions of the different components of WB were coded that were distributed among seven categories: ‘individual psychological indicators’ (319 units), ‘social contacts, relationships’ (136 units), ‘health’ (78 units), ‘school life’ (63 units), ‘standard of living’ (26 units), ‘spirituality, moral competence, values’ (12 units) and ‘general mentions’ of WB (7 units). It is argued that individual psychological state, quality of relationships, health, school‐related features, objective indicators, and moral and spiritual aspects are features of students with a high level of WB. The implications for further research, practical usage and the limitations of the study are offered in the Discussion section.Developing high levels of student WB is an important aim of schools, but for it to be something more than just a declaration, some measures should be taken. To be effective, such measures should be based on scientific knowledge. This paper reviews the literature for future practical application.The research field of WB is diverse. Mostly, for evidence‐based measures, one specific approach to WB is used. This paper argues that it is important to look holistically at all theories of WB as they present different facets of one holistic construct.This paper will be useful for practitioners and policy makers as it provides both a scientific section where data, methods and results are presented, and an interpretation of the information for practical usage. It provides a wide range of data and covers several theories of WB and the operationalisation of WB and shows from which indexes these theories and operationalisations originate and why.
{"title":"Scoping literature review of well‐being of students at school: Implications for designing evidence‐based interventions","authors":"Strukova Alexandra","doi":"10.1002/rev3.3479","DOIUrl":"https://doi.org/10.1002/rev3.3479","url":null,"abstract":"This paper reviews the literature to clarify the image of a student with a high level of well‐being (WB) for a future systematic literature review and evidence‐based interventions to promote student WB. It presents a holistic approach to the analysis of definitions, operationalisation and indicators with interpretative phenomenological analyses (IPA). The main question of the paper is what image of student WB can be constructed from the components and indicators of WB that have been highlighted in the literature. Overall, 50 publications were coded before the subjectively evaluated saturation was reached and 641 mentions of the different components of WB were coded that were distributed among seven categories: ‘individual psychological indicators’ (319 units), ‘social contacts, relationships’ (136 units), ‘health’ (78 units), ‘school life’ (63 units), ‘standard of living’ (26 units), ‘spirituality, moral competence, values’ (12 units) and ‘general mentions’ of WB (7 units). It is argued that individual psychological state, quality of relationships, health, school‐related features, objective indicators, and moral and spiritual aspects are features of students with a high level of WB. The implications for further research, practical usage and the limitations of the study are offered in the Discussion section.Developing high levels of student WB is an important aim of schools, but for it to be something more than just a declaration, some measures should be taken. To be effective, such measures should be based on scientific knowledge. This paper reviews the literature for future practical application.The research field of WB is diverse. Mostly, for evidence‐based measures, one specific approach to WB is used. This paper argues that it is important to look holistically at all theories of WB as they present different facets of one holistic construct.This paper will be useful for practitioners and policy makers as it provides both a scientific section where data, methods and results are presented, and an interpretation of the information for practical usage. It provides a wide range of data and covers several theories of WB and the operationalisation of WB and shows from which indexes these theories and operationalisations originate and why.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141377777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite the abundance of research linking leadership behaviours to organisational effectiveness in various sectors, there is a lack of empirical studies that investigate how leadership behaviours influence performance in the context of research universities. The present study examined the effects of leadership behaviours on departmental performance in public research universities in Ethiopia. The study employed a quantitatively driven embedded type of mixed methods design. The participants of the study were 1176 academic staff (969 instructors and 207 department heads). They were selected from four public research universities using a simple random sampling technique. In addition, 14 key informants were selected using a purposive sampling technique based on their teaching‐learning, research and leadership lived experiences in higher education institutions and interviewed using semi‐structured guiding questions. Quantitative data were collected using questionnaires composed of demographic questions and adapted versions of two scales: Multifactor Leadership Questionnaires and a new tool for measuring global academic performance. The quantitative data were analysed using frequency, percentage, multiple correlations and regression, one sample t‐test, exploratory factor analysis and confirmatory factor analysis. Version 23.0 of Analysis of Moment Structures (AMOS) and SPSS‐23 were used for data analyses. Qualitative data were analysed thematically using open code version 4.03 software. The analyses showed that transactional leadership dimension and teaching‐learning dimension of departmental performance were practised predominantly. Dimensions of leadership behaviour were found to be positively and significantly related to dimensions of departmental performance. The joint contributions of dimensions of leadership behaviour were larger than their separate contributions, thereby supporting the formulated alternative hypotheses. Implications of the findings were discussed.Leadership is one of the indispensable factors that determine organisational success. However, empirical study findings that show the effects of leadership behaviours on departmental performance in public higher education institutions were scarce.The new findings matter because the transactional leadership dimension of leadership behaviours and the teaching‐learning dimension of departmental performance are practiced predominantly in the sampled research universities. The findings demonstrated that the stated dimensions of leadership behaviour are positively and significantly related to departmental performance. It is more informative and contributes to knowledge and practice that the combined contributions of leadership behaviours are larger than their separate contributions.The findings of the study have policy and practical implications for improving effectiveness of higher education leadership and departmental performance dimensions: the teaching‐learning process, research and commu
{"title":"The effects of leadership behaviours on departmental performance in Ethiopian public research universities","authors":"Wakgari Tasisa Duressa, Befekadu Zeleke Kidane","doi":"10.1002/rev3.3474","DOIUrl":"https://doi.org/10.1002/rev3.3474","url":null,"abstract":"Despite the abundance of research linking leadership behaviours to organisational effectiveness in various sectors, there is a lack of empirical studies that investigate how leadership behaviours influence performance in the context of research universities. The present study examined the effects of leadership behaviours on departmental performance in public research universities in Ethiopia. The study employed a quantitatively driven embedded type of mixed methods design. The participants of the study were 1176 academic staff (969 instructors and 207 department heads). They were selected from four public research universities using a simple random sampling technique. In addition, 14 key informants were selected using a purposive sampling technique based on their teaching‐learning, research and leadership lived experiences in higher education institutions and interviewed using semi‐structured guiding questions. Quantitative data were collected using questionnaires composed of demographic questions and adapted versions of two scales: Multifactor Leadership Questionnaires and a new tool for measuring global academic performance. The quantitative data were analysed using frequency, percentage, multiple correlations and regression, one sample t‐test, exploratory factor analysis and confirmatory factor analysis. Version 23.0 of Analysis of Moment Structures (AMOS) and SPSS‐23 were used for data analyses. Qualitative data were analysed thematically using open code version 4.03 software. The analyses showed that transactional leadership dimension and teaching‐learning dimension of departmental performance were practised predominantly. Dimensions of leadership behaviour were found to be positively and significantly related to dimensions of departmental performance. The joint contributions of dimensions of leadership behaviour were larger than their separate contributions, thereby supporting the formulated alternative hypotheses. Implications of the findings were discussed.Leadership is one of the indispensable factors that determine organisational success. However, empirical study findings that show the effects of leadership behaviours on departmental performance in public higher education institutions were scarce.The new findings matter because the transactional leadership dimension of leadership behaviours and the teaching‐learning dimension of departmental performance are practiced predominantly in the sampled research universities. The findings demonstrated that the stated dimensions of leadership behaviour are positively and significantly related to departmental performance. It is more informative and contributes to knowledge and practice that the combined contributions of leadership behaviours are larger than their separate contributions.The findings of the study have policy and practical implications for improving effectiveness of higher education leadership and departmental performance dimensions: the teaching‐learning process, research and commu","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140964350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The hidden or overlooked nature of many of educators' professional activities complicates the already difficult task of supporting educators' labour—in both K‐12 and higher education settings. These efforts can be understood as types of invisible labour. Following PRISMA standards, we conducted a systematic literature review to answer a single research question: How have scholars framed educators' professional activities in terms of invisible labour? This systematic review searched 10 educational databases and identified 16 peer‐reviewed journal articles spanning 2011–2021. From thematic analysis of these studies, we developed a model of five types of invisibility that intersect and mask educators' professional efforts: background, care, precarious, identity and remote labour. The review also showed several overall themes related to educators' invisible labour, which we discuss in connection to the literature: effort is often semivisible, invisibility is subjective, effort by marginalised educators is often overlooked, labour in unexpected places often means effort is overlooked, and there are layers of factors masking effort. We then discuss implications for practice, starting with five invisible labour questions to prompt reflection, then how to apply invisible labour as an improvement lens for identifying needs, allocating resources, analysing jobs and tasks, and evaluating performance.
{"title":"Educators' invisible labour: A systematic review","authors":"K. Bret Staudt Willet, Dan He","doi":"10.1002/rev3.3473","DOIUrl":"https://doi.org/10.1002/rev3.3473","url":null,"abstract":"The hidden or overlooked nature of many of educators' professional activities complicates the already difficult task of supporting educators' labour—in both K‐12 and higher education settings. These efforts can be understood as types of <jats:italic>invisible labour</jats:italic>. Following PRISMA standards, we conducted a systematic literature review to answer a single research question: <jats:italic>How have scholars framed educators' professional activities in terms of invisible labour?</jats:italic> This systematic review searched 10 educational databases and identified 16 peer‐reviewed journal articles spanning 2011–2021. From thematic analysis of these studies, we developed a model of five types of invisibility that intersect and mask educators' professional efforts: background, care, precarious, identity and remote labour. The review also showed several overall themes related to educators' invisible labour, which we discuss in connection to the literature: effort is often semivisible, invisibility is subjective, effort by marginalised educators is often overlooked, labour in unexpected places often means effort is overlooked, and there are layers of factors masking effort. We then discuss implications for practice, starting with five invisible labour questions to prompt reflection, then how to apply invisible labour as an improvement lens for identifying needs, allocating resources, analysing jobs and tasks, and evaluating performance.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140930271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article reports on a systematic review of the evidence concerning the impact of citizenship education, specifically focusing on the effect of different teaching activities on a range of active citizenship outcomes. It provides a narrative synthesis of 109 articles in peer reviewed journals, representing a wide range of methodological approaches. The review was undertaken for a teacher audience and the research team identified four themes with practical implications. First, we discuss the significance of school ethos and distinguish between distinctive aspects of ethos in the literature including relationships between students and teachers, values and behaviours. Second, we explore some of the characteristics of successful projects, including detailed consideration of the type of projects selected for action by young people, the role of teachers, and the duration of projects. This discussion suggests that, whilst full project cycles (involving students identifying and researching areas for action and devising, implementing and reviewing action plans) are valuable, there is also evidence to suggest that short, partial projects may be easier to implement and still secure comparable benefits. Third, we consider the evidence about whether and how citizenship education can have some compensatory effect, closing the civic gap between different groups of young people. In the fourth theme we consider the wide range of teaching strategies which have been demonstrated to have some success in practice.Context and implicationsRationale for this studyThis literature review was undertaken on behalf of a teacher's organisation to consider the evidence base for citizenship education.Why the new findings matterThe review demonstrates the breadth of evidence for the positive impact of citizenship education and highlights several avenues for further exploration relating to school ethos, action projects and reducing inequalities.Implications for researchers and educational institutionsImplications for practice relate to the importance of how students perceive the ethos of the school as a whole, as well as their experiences when learning citizenship. This has specific implications for school leaders whose support is required to nurture a positive school ethos (beyond the formal curriculum). Implications for citizenship teachers include making use of short, partial active citizenship projects more routinely; and adopting strategies for closing the civic gap. Researchers are urged to move beyond large‐scale surveys to explore longitudinal studies in specific contexts to track impacts over time for different students.
{"title":"A systematic literature review of research examining the impact of citizenship education on active citizenship outcomes","authors":"Lee Jerome, Faiza Hyder, Yaqub Hilal, Ben Kisby","doi":"10.1002/rev3.3472","DOIUrl":"https://doi.org/10.1002/rev3.3472","url":null,"abstract":"This article reports on a systematic review of the evidence concerning the impact of citizenship education, specifically focusing on the effect of different teaching activities on a range of active citizenship outcomes. It provides a narrative synthesis of 109 articles in peer reviewed journals, representing a wide range of methodological approaches. The review was undertaken for a teacher audience and the research team identified four themes with practical implications. First, we discuss the significance of school ethos and distinguish between distinctive aspects of ethos in the literature including relationships between students and teachers, values and behaviours. Second, we explore some of the characteristics of successful projects, including detailed consideration of the type of projects selected for action by young people, the role of teachers, and the duration of projects. This discussion suggests that, whilst full project cycles (involving students identifying and researching areas for action and devising, implementing and reviewing action plans) are valuable, there is also evidence to suggest that short, partial projects may be easier to implement and still secure comparable benefits. Third, we consider the evidence about whether and how citizenship education can have some compensatory effect, closing the civic gap between different groups of young people. In the fourth theme we consider the wide range of teaching strategies which have been demonstrated to have some success in practice.<jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:caption>Context and implications</jats:caption>Rationale for this studyThis literature review was undertaken on behalf of a teacher's organisation to consider the evidence base for citizenship education.Why the new findings matterThe review demonstrates the breadth of evidence for the positive impact of citizenship education and highlights several avenues for further exploration relating to school ethos, action projects and reducing inequalities.Implications for researchers and educational institutionsImplications for practice relate to the importance of how students perceive the ethos of the school as a whole, as well as their experiences when learning citizenship. This has specific implications for school leaders whose support is required to nurture a positive school ethos (beyond the formal curriculum). Implications for citizenship teachers include making use of short, partial active citizenship projects more routinely; and adopting strategies for closing the civic gap. Researchers are urged to move beyond large‐scale surveys to explore longitudinal studies in specific contexts to track impacts over time for different students.</jats:boxed-text>","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140942040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to compare the psychological resilience of children who receive Montessori education with those who do not receive Montessori education(the group attends a school where education is provided according to the Preschool Education Programme of the Ministry of National Education). The study used the Relational Scanning Model Comparison Types to compare the psychological resilience of children who received Montessori education with those who did not. The research involved 99 children aged 3–6 years who received regular preschool and Montessori education during the 2021–2022 academic year. It is reported that no developmental or neurological defects were observed in any of the participants. The study group comprised 50 children aged 3–6 years from a private kindergarten affiliated with National Education in Nilüfer district and 49 children aged 3–6 years from a private Montessori kindergarten in Nilüfer district. According to the study, children who received Montessori education demonstrated comparatively higher levels of psychological resilience than those who did not receive Montessori education. It has been observed that there exists a weak but meaningful correlation between the psychological resilience of children and their social relationships/social performance, particularly in those who have received Montessori education for an extended duration. As a result, it can be inferred that Montessori education positively impacts children's psychological resilience.
{"title":"An examination of the psychological resilience of preschool children with and without Montessori education","authors":"Elif Sezgin, Tülay Şener","doi":"10.1002/rev3.3471","DOIUrl":"https://doi.org/10.1002/rev3.3471","url":null,"abstract":"This study aims to compare the psychological resilience of children who receive Montessori education with those who do not receive Montessori education(the group attends a school where education is provided according to the Preschool Education Programme of the Ministry of National Education). The study used the Relational Scanning Model Comparison Types to compare the psychological resilience of children who received Montessori education with those who did not. The research involved 99 children aged 3–6 years who received regular preschool and Montessori education during the 2021–2022 academic year. It is reported that no developmental or neurological defects were observed in any of the participants. The study group comprised 50 children aged 3–6 years from a private kindergarten affiliated with National Education in Nilüfer district and 49 children aged 3–6 years from a private Montessori kindergarten in Nilüfer district. According to the study, children who received Montessori education demonstrated comparatively higher levels of psychological resilience than those who did not receive Montessori education. It has been observed that there exists a weak but meaningful correlation between the psychological resilience of children and their social relationships/social performance, particularly in those who have received Montessori education for an extended duration. As a result, it can be inferred that Montessori education positively impacts children's psychological resilience.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140627293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sin Wang Chong, Nina Bergdahl, Melissa Bond, Sarah Miller, Amy Wai Yee Wong
{"title":"Re‐imagining ‘openness’ in Review of Education: Methodological standards, open science, and nurturing the next generation of researchers","authors":"Sin Wang Chong, Nina Bergdahl, Melissa Bond, Sarah Miller, Amy Wai Yee Wong","doi":"10.1002/rev3.3468","DOIUrl":"https://doi.org/10.1002/rev3.3468","url":null,"abstract":"","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140563045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anke Zeißig, Julia Kansok‐Dusche, Saskia M. Fischer, Julia Moeller, Ludwig Bilz
Assumptions around the association between boredom and creativity are contentious. Although studies suggest positive effects of boredom, it is also considered a negative predictor of creativity. Researchers also assume that creativity reduces boredom, but boredom can also occur during creative tasks. In this review, we identify and systematise the empirical evidence available to date on the association between creativity and boredom in educational contexts. The string‐guided electronic search yielded 2849 publications. Nineteen publications based on 27 empirical studies met the inclusion criteria. Two reviewers extracted definitions, theories, methods, operationalisations, measurement instruments, and outcomes from the studies using a coding scheme. We identified a range of different theoretical and methodological approaches. The largest cache of empirical evidence was obtained from experimental and quasi‐experimental studies (five positive associations, four negative, two contradictory, and three insignificant results). Correlation studies identified three negative, one contradictory, and seven insignificant correlations between boredom and creativity. In addition, two studies with exploratory, statistically not relevant results contributed to the body of research. The results from the identified and evaluated studies argue both for and against the sensitivity of creative processes in relation to boredom—but a clear causal, positive or negative effect of boredom on creativity is not currently supported by the empirical evidence available. Previous research has also not yet demonstrated an apparent effect of creative states or traits on academic boredom. Future research should aim to explore under what circumstances different relationships between boredom and creativity can be observed and reliably replicated.
{"title":"The association between boredom and creativity in educational contexts: A scoping review on research approaches and empirical findings","authors":"Anke Zeißig, Julia Kansok‐Dusche, Saskia M. Fischer, Julia Moeller, Ludwig Bilz","doi":"10.1002/rev3.3470","DOIUrl":"https://doi.org/10.1002/rev3.3470","url":null,"abstract":"Assumptions around the association between boredom and creativity are contentious. Although studies suggest positive effects of boredom, it is also considered a negative predictor of creativity. Researchers also assume that creativity reduces boredom, but boredom can also occur during creative tasks. In this review, we identify and systematise the empirical evidence available to date on the association between creativity and boredom in educational contexts. The string‐guided electronic search yielded 2849 publications. Nineteen publications based on 27 empirical studies met the inclusion criteria. Two reviewers extracted definitions, theories, methods, operationalisations, measurement instruments, and outcomes from the studies using a coding scheme. We identified a range of different theoretical and methodological approaches. The largest cache of empirical evidence was obtained from experimental and quasi‐experimental studies (five positive associations, four negative, two contradictory, and three insignificant results). Correlation studies identified three negative, one contradictory, and seven insignificant correlations between boredom and creativity. In addition, two studies with exploratory, statistically not relevant results contributed to the body of research. The results from the identified and evaluated studies argue both for and against the sensitivity of creative processes in relation to boredom—but a clear causal, positive or negative effect of boredom on creativity is not currently supported by the empirical evidence available. Previous research has also not yet demonstrated an apparent effect of creative states or traits on academic boredom. Future research should aim to explore under what circumstances different relationships between boredom and creativity can be observed and reliably replicated.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140563154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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