Peer mentoring is a widely employed strategy in higher education to foster student development and integration. However, the effectiveness of peer mentoring in higher education lacks well-established statements. A systematic review was conducted to assess the efficacy of peer mentoring during the initial phase of academic studies. This review evaluated effectiveness based on four outcomes: intention to drop out, the sense of belonging, academic and social integration. It also scrutinised gender disparities and distinctions between digital and non-digital, and group-based and individual peer mentoring. The review revealed that peer mentoring is an effective support mechanism, yielding favourable impacts across various outcomes: social and academic integration, career benefits, emotional benefits, soft skills, university-life balance, study dropout intention and sense of belonging to university. Gender disparities were generally inconspicuous in most studies. Digital peer mentoring proved effective, though students reported reduced levels of social support compared to non-digital peer-mentoring. Both individual and group-based peer mentoring programmes were utilised, but specific outcomes distinguishing the two formats were not discerned. In summary, peer mentoring proves to be a valuable resource for first-year students, particularly concerning academic and social integration. To holistically address the diverse needs of first-year students additional approaches may be considered.
{"title":"Effectiveness of peer mentoring in the study entry phase: A systematic review","authors":"Laura Gehreke, Hannes Schilling, Simone Kauffeld","doi":"10.1002/rev3.3462","DOIUrl":"https://doi.org/10.1002/rev3.3462","url":null,"abstract":"Peer mentoring is a widely employed strategy in higher education to foster student development and integration. However, the effectiveness of peer mentoring in higher education lacks well-established statements. A systematic review was conducted to assess the efficacy of peer mentoring during the initial phase of academic studies. This review evaluated effectiveness based on four outcomes: intention to drop out, the sense of belonging, academic and social integration. It also scrutinised gender disparities and distinctions between digital and non-digital, and group-based and individual peer mentoring. The review revealed that peer mentoring is an effective support mechanism, yielding favourable impacts across various outcomes: social and academic integration, career benefits, emotional benefits, soft skills, university-life balance, study dropout intention and sense of belonging to university. Gender disparities were generally inconspicuous in most studies. Digital peer mentoring proved effective, though students reported reduced levels of social support compared to non-digital peer-mentoring. Both individual and group-based peer mentoring programmes were utilised, but specific outcomes distinguishing the two formats were not discerned. In summary, peer mentoring proves to be a valuable resource for first-year students, particularly concerning academic and social integration. To holistically address the diverse needs of first-year students additional approaches may be considered.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139495211","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}
In the contemporary literature, several studies have attempted to see the effect of gender inequality and public expenditure on inclusive education. However, few have attempted to determine the gender inequality threshold. In this study, we first examined the threshold of gender inequality which, when exceeded, the effect on inclusive education becomes negative. Second, we examined the effect of public expenditure on inclusive education in 17 countries in sub-Saharan Africa, in the period from 2000 to 2019. The fixed-effect panel data model was used. The following results have been established: (i) the gender inequality threshold from which the effect of gender inequality becomes negative on the gross enrolment rate is respectively established at 0.38 in primary and 0.37 in secondary. At the higher level, the effect of gender inequality is linear and negative on the gross enrolment rate; (ii) public expenditure on education has a positive and significant effect at the primary and secondary level on inclusive education. However, its effect at the higher level is negative. As implications, the results constitute and intermediate objective for the countries for the sub-Saharan Africa which failing to achieve gender equality, would benefit from reducing inequality to 0.38 at primary level and 0.37 at secondary level. Secondary, education in order to cancel out the negative effect of gender inequality on gross enrolment rates at the primary and secondary level. Secondly, states must further consider public education expenditure as a relevant instrument for achieving SDG 4.
{"title":"Inclusive education, gender inequality and public expenditure in sub-Saharan Africa","authors":"Yérim Codé Mbodji","doi":"10.1002/rev3.3452","DOIUrl":"https://doi.org/10.1002/rev3.3452","url":null,"abstract":"In the contemporary literature, several studies have attempted to see the effect of gender inequality and public expenditure on inclusive education. However, few have attempted to determine the gender inequality threshold. In this study, we first examined the threshold of gender inequality which, when exceeded, the effect on inclusive education becomes negative. Second, we examined the effect of public expenditure on inclusive education in 17 countries in sub-Saharan Africa, in the period from 2000 to 2019. The fixed-effect panel data model was used. The following results have been established: (i) the gender inequality threshold from which the effect of gender inequality becomes negative on the gross enrolment rate is respectively established at 0.38 in primary and 0.37 in secondary. At the higher level, the effect of gender inequality is linear and negative on the gross enrolment rate; (ii) public expenditure on education has a positive and significant effect at the primary and secondary level on inclusive education. However, its effect at the higher level is negative. As implications, the results constitute and intermediate objective for the countries for the sub-Saharan Africa which failing to achieve gender equality, would benefit from reducing inequality to 0.38 at primary level and 0.37 at secondary level. Secondary, education in order to cancel out the negative effect of gender inequality on gross enrolment rates at the primary and secondary level. Secondly, states must further consider public education expenditure as a relevant instrument for achieving SDG 4.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139495210","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 examines the certification pathway of science teachers in Texas, how science teacher certification patterns have changed over time, and the association of certification pathway to student outcomes in science. This quantitative study uses administrative data from the Texas Statewide Longitudinal Data System (UH-ERC). The UH-ERC database includes data from the Texas Education Agency (TEA), The Higher Education Coordinating Boards (THECB), and the Texas Workforce Commission (TWC) which can be linked together to provide a cradle-to-workforce portrait of Texas residents. Cohorts were created of novice teachers to isolate teacher preparation rather than professional development associated with years of experience. Results indicated that teachers new to the labour market are increasingly being certified through alternative pathways, particularly in districts closer to metropolitan areas. Findings suggest that students who are taught by teachers who were prepared through an alternative pathway have lower test scores on the biology end-of-course State of Texas Assessment of Academic Readiness (STAAR) test than students who were taught by teachers prepared through a traditional certification pathway.
{"title":"Does science teacher certification matter? A closer look at first-year science teacher impacts on student outcomes in Texas","authors":"Kristin E. Mansell","doi":"10.1002/rev3.3461","DOIUrl":"https://doi.org/10.1002/rev3.3461","url":null,"abstract":"This study examines the certification pathway of science teachers in Texas, how science teacher certification patterns have changed over time, and the association of certification pathway to student outcomes in science. This quantitative study uses administrative data from the Texas Statewide Longitudinal Data System (UH-ERC). The UH-ERC database includes data from the Texas Education Agency (TEA), The Higher Education Coordinating Boards (THECB), and the Texas Workforce Commission (TWC) which can be linked together to provide a cradle-to-workforce portrait of Texas residents. Cohorts were created of novice teachers to isolate teacher preparation rather than professional development associated with years of experience. Results indicated that teachers new to the labour market are increasingly being certified through alternative pathways, particularly in districts closer to metropolitan areas. Findings suggest that students who are taught by teachers who were prepared through an alternative pathway have lower test scores on the biology end-of-course State of Texas Assessment of Academic Readiness (STAAR) test than students who were taught by teachers prepared through a traditional certification pathway.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139501565","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}
Narrative is fundamental to human thought, yet in many classrooms, expository texts are commonly used to support learning in content-based subjects, such as history. Given the importance of narrative, it might be harnessed as a powerful tool to support learning. This research compares the impact of narrative nonfiction (NNF) and expository text (ET) on the development and retention of conceptual understanding relating to World War I (WWI). In an experiment involving 78 participants (mean age = 10.2 years, standard deviation = 0.29), pupils were placed into one of two conditions: in one, information about WWI was conveyed primarily through NNF texts, and in the other, through ETs. Participants completed written pre-, post- and delayed post-assessments to assess development and retention of conceptual understanding. It was found that participants in the NNF condition showed greater chronological and causal thinking skills. In addition, participants in the NNF condition retained significantly more conceptual understanding at delayed post-assessments than those in the ET condition. Overall, these findings suggest that narrative texts have the potential to be powerful learning tools. Implications for how texts are selected and utilised to support learning in the primary, history classroom are discussed.
{"title":"The narrative teacher: Narrative nonfiction as a teaching tool in the primary history classroom","authors":"Emma Browning, Jill Hohenstein","doi":"10.1002/rev3.3459","DOIUrl":"https://doi.org/10.1002/rev3.3459","url":null,"abstract":"Narrative is fundamental to human thought, yet in many classrooms, expository texts are commonly used to support learning in content-based subjects, such as history. Given the importance of narrative, it might be harnessed as a powerful tool to support learning. This research compares the impact of narrative nonfiction (NNF) and expository text (ET) on the development and retention of conceptual understanding relating to World War I (WWI). In an experiment involving 78 participants (mean age = 10.2 years, standard deviation = 0.29), pupils were placed into one of two conditions: in one, information about WWI was conveyed primarily through NNF texts, and in the other, through ETs. Participants completed written pre-, post- and delayed post-assessments to assess development and retention of conceptual understanding. It was found that participants in the NNF condition showed greater chronological and causal thinking skills. In addition, participants in the NNF condition retained significantly more conceptual understanding at delayed post-assessments than those in the ET condition. Overall, these findings suggest that narrative texts have the potential to be powerful learning tools. Implications for how texts are selected and utilised to support learning in the primary, history classroom are discussed.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139495142","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}
As a specific driver for the transformation of education systems in Morocco, inclusive education is a process that aims to reduce the exclusion of children with disabilities. Indeed, few studies have analysed the exclusion factors that cause children with disabilities not to pursue their education. Based on this, the present paper explores the spatial effect of factors related to accessibility and school supply. The database is from the latest national survey of the 2014 General Census of Population and Housing for the 75 provinces of Morocco. The designated age group is children aged 10–14 years. Exploratory spatial analysis has allowed us to map the hotspots of school dropout risk. The results of the spatial heterogeneity show a deficit in the distribution of accessibilities and the supply of paramedical services. From economic policy, we emphasise the need for spatial equity in the geographic distribution of inclusive education provision. The equitable distribution of psychological conditions for school retention is a straightforward factor in the success of the inclusive education model in Morocco.
{"title":"Inclusive education and school dropout of special needs students in Morocco: A spatial analysis","authors":"Aomar Ibourk, Soukaina Raoui","doi":"10.1002/rev3.3453","DOIUrl":"https://doi.org/10.1002/rev3.3453","url":null,"abstract":"As a specific driver for the transformation of education systems in Morocco, inclusive education is a process that aims to reduce the exclusion of children with disabilities. Indeed, few studies have analysed the exclusion factors that cause children with disabilities not to pursue their education. Based on this, the present paper explores the spatial effect of factors related to accessibility and school supply. The database is from the latest national survey of the 2014 General Census of Population and Housing for the 75 provinces of Morocco. The designated age group is children aged 10–14 years. Exploratory spatial analysis has allowed us to map the hotspots of school dropout risk. The results of the spatial heterogeneity show a deficit in the distribution of accessibilities and the supply of paramedical services. From economic policy, we emphasise the need for spatial equity in the geographic distribution of inclusive education provision. The equitable distribution of psychological conditions for school retention is a straightforward factor in the success of the inclusive education model in Morocco.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139495145","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 best-evidence synthesis appraises the design and outcome characteristics of vocabulary intervention studies conducted with preschool through 6th grade emergent bilingual (EB) children and spotlights rigorously designed studies for which effects could be better attributed to instructional features. Twenty-nine selected studies were analysed for the design characteristics of attrition, random assignment, and baseline equivalence as well as the outcome characteristics of reliability and outcome alignment. Following suggestions from the What Works Clearinghouse (2020) guidelines, levels of evidence for effectiveness were determined for each treatment-comparison group contrast. Studies meeting effectiveness standards were further analysed to determine intervention impacts (i.e., effect size) on EBs' English word learning. Analyses revealed that 17 studies (59% of the sample) were experimental and employed random assignment whereas baseline equivalence was established for most of the 12 quasi-experimental studies (41% of the sample). Attrition did not plague the majority of vocabulary intervention studies. The outcome measures of all but one study showed satisfactory reliability indices, 85% of which showed alignment across treatment and comparison groups. Thirty-six measures (65% of measures) across 21 reviewed studies (72% of studies) met acceptable levels of evidence of effectiveness. Most studies employed standardised vocabulary measures to assess EBs' growth in breadth rather than depth of vocabulary knowledge. The significance of outcome measures with large, medium and small posttest effect sizes are discussed relative to their oral/written, receptive/expressive, definitional/contextual and depth/breadth vocabulary characteristics. Implications address significant knowledge gaps regarding EBs' English vocabulary intervention and highlight issues and recommendations.
{"title":"Effective vocabulary interventions for young emergent bilinguals: A best-evidence synthesis","authors":"Alain Bengochea, Sabrina F. Sembiante","doi":"10.1002/rev3.3458","DOIUrl":"https://doi.org/10.1002/rev3.3458","url":null,"abstract":"This best-evidence synthesis appraises the design and outcome characteristics of vocabulary intervention studies conducted with preschool through 6th grade emergent bilingual (EB) children and spotlights rigorously designed studies for which effects could be better attributed to instructional features. Twenty-nine selected studies were analysed for the design characteristics of attrition, random assignment, and baseline equivalence as well as the outcome characteristics of reliability and outcome alignment. Following suggestions from the What Works Clearinghouse (2020) guidelines, levels of evidence for effectiveness were determined for each treatment-comparison group contrast. Studies meeting effectiveness standards were further analysed to determine intervention impacts (i.e., effect size) on EBs' English word learning. Analyses revealed that 17 studies (59% of the sample) were experimental and employed random assignment whereas baseline equivalence was established for most of the 12 quasi-experimental studies (41% of the sample). Attrition did not plague the majority of vocabulary intervention studies. The outcome measures of all but one study showed satisfactory reliability indices, 85% of which showed alignment across treatment and comparison groups. Thirty-six measures (65% of measures) across 21 reviewed studies (72% of studies) met acceptable levels of evidence of effectiveness. Most studies employed standardised vocabulary measures to assess EBs' growth in breadth rather than depth of vocabulary knowledge. The significance of outcome measures with large, medium and small posttest effect sizes are discussed relative to their oral/written, receptive/expressive, definitional/contextual and depth/breadth vocabulary characteristics. Implications address significant knowledge gaps regarding EBs' English vocabulary intervention and highlight issues and recommendations.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139495202","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}
Jongho Moon, Collin A. Webster, Kelly Lynn Mulvey, Ali Brian, David F. Stodden, Cate A. Egan, Taemin Ha, Christopher B. Merica, Michael W. Beets
Mounting evidence from intervention research suggests that physical activity (PA) may contribute to children's social and emotional learning (SEL), which is an essential factor in healthy development and well-being. However, there have been no systematic reviews or meta-analyses of PA interventions and their effects on children's SEL. Such research is necessary to assess the growing knowledge base in this area and recommend future directions for research and practice. Based on the comprehensive school physical activity programme (CSPAP) framework, we conducted a systematic review and meta-analysis of PA interventions to increase elementary school children's (5–12 years) SEL. Following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines we searched six electronic databases for articles during 12–30 April 2021. A total of 32 studies were included in the review and 26 studies were included in the meta-analysis. The meta-analysis revealed a small to moderate effect of CSPAP-aligned PA interventions on SEL (Hedges' g = 0.44). However, there was considerable heterogeneity across studies. PA interventions to increase children's SEL show promise but continued investigation is needed with large sample sizes and rigorous randomised designs. Using the CSPAP framework to guide interventions may facilitate an understanding of how to maximise PA opportunities to enhance children's SEL.
越来越多的干预研究证据表明，体育活动（PA）有助于儿童的社交和情感学习（SEL），而社交和情感学习是儿童健康成长和幸福的重要因素。然而，目前还没有关于体育锻炼干预及其对儿童社会和情感学习影响的系统回顾或荟萃分析。有必要开展此类研究，以评估该领域不断增长的知识基础，并为未来的研究和实践提出建议。基于全面学校体育活动计划（CSPAP）框架，我们对旨在提高小学生（5-12 岁）自我学习能力的体育锻炼干预措施进行了系统回顾和荟萃分析。根据系统综述和荟萃分析首选报告项目（PRISMA）指南，我们在 2021 年 4 月 12 日至 30 日期间检索了六个电子数据库中的文章。共有 32 项研究被纳入综述，26 项研究被纳入荟萃分析。荟萃分析表明，与 CSPAP 一致的 PA 干预对 SEL 有小到中度的影响（Hedges' g = 0.44）。然而，不同研究之间存在相当大的异质性。提高儿童 SEL 的 PA 干预措施显示出了前景，但还需要通过大样本量和严格的随机设计继续进行调查。使用 CSPAP 框架来指导干预措施可能有助于了解如何最大限度地利用 PA 机会来提高儿童的 SEL。
{"title":"Physical activity interventions to increase children's social and emotional learning: A systematic review and meta-analysis based on the comprehensive school physical activity programme framework","authors":"Jongho Moon, Collin A. Webster, Kelly Lynn Mulvey, Ali Brian, David F. Stodden, Cate A. Egan, Taemin Ha, Christopher B. Merica, Michael W. Beets","doi":"10.1002/rev3.3455","DOIUrl":"https://doi.org/10.1002/rev3.3455","url":null,"abstract":"Mounting evidence from intervention research suggests that physical activity (PA) may contribute to children's social and emotional learning (SEL), which is an essential factor in healthy development and well-being. However, there have been no systematic reviews or meta-analyses of PA interventions and their effects on children's SEL. Such research is necessary to assess the growing knowledge base in this area and recommend future directions for research and practice. Based on the comprehensive school physical activity programme (CSPAP) framework, we conducted a systematic review and meta-analysis of PA interventions to increase elementary school children's (5–12 years) SEL. Following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines we searched six electronic databases for articles during 12–30 April 2021. A total of 32 studies were included in the review and 26 studies were included in the meta-analysis. The meta-analysis revealed a small to moderate effect of CSPAP-aligned PA interventions on SEL (Hedges' <i>g</i> = 0.44). However, there was considerable heterogeneity across studies. PA interventions to increase children's SEL show promise but continued investigation is needed with large sample sizes and rigorous randomised designs. Using the CSPAP framework to guide interventions may facilitate an understanding of how to maximise PA opportunities to enhance children's SEL.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139464643","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}
Erin Early, Paula Devine, Minchen Liu, Dirk Schubotz
The education system in Northern Ireland (NI) is complex with the diversity of management structures reflecting religious affiliation and academic selection. Within the system, integrated education provides a mechanism to promote reconciliation among divided communities. Integrated education has been aided by legislation—most recently, the Integrated Education Act (NI) 2022, which places responsibility on the Department of Education and the Education Authority to encourage, facilitate and support integrated education. However, there is no standardised or agreed operational methodology on assessing demand for this. This study aims to examine the current approaches to assessing demand for integrated education in NI by collating existing evidence from key stakeholders and reviewing academic literature. Publicly available information was synthesised from the websites of key stakeholders, and a rapid literature review was conducted to identify methods used in NI and internationally to ascertain demand for education provision. The literature review returned limited results, and the review of key stakeholders' websites illustrated that although existing methods used in NI monitor support in principle for integrated education, they do not capture the full range of factors considered by parents when selecting a school. As a result, the findings indicate a mismatch between articulated preferences for integrated education, the availability of places in integrated schools, and the uptake of these. This study concludes that although existing methods provide part of the evidence jigsaw necessary to assess demand, alternative approaches must be considered to acknowledge the existing complexities within the education system and wider societal structures in NI.
{"title":"A review of existing methods used to assess demand for integrated education in Northern Ireland","authors":"Erin Early, Paula Devine, Minchen Liu, Dirk Schubotz","doi":"10.1002/rev3.3463","DOIUrl":"https://doi.org/10.1002/rev3.3463","url":null,"abstract":"The education system in Northern Ireland (NI) is complex with the diversity of management structures reflecting religious affiliation and academic selection. Within the system, integrated education provides a mechanism to promote reconciliation among divided communities. Integrated education has been aided by legislation—most recently, the Integrated Education Act (NI) 2022, which places responsibility on the Department of Education and the Education Authority to encourage, facilitate and support integrated education. However, there is no standardised or agreed operational methodology on assessing demand for this. This study aims to examine the current approaches to assessing demand for integrated education in NI by collating existing evidence from key stakeholders and reviewing academic literature. Publicly available information was synthesised from the websites of key stakeholders, and a rapid literature review was conducted to identify methods used in NI and internationally to ascertain demand for education provision. The literature review returned limited results, and the review of key stakeholders' websites illustrated that although existing methods used in NI monitor support in principle for integrated education, they do not capture the full range of factors considered by parents when selecting a school. As a result, the findings indicate a mismatch between articulated preferences for integrated education, the availability of places in integrated schools, and the uptake of these. This study concludes that although existing methods provide part of the evidence jigsaw necessary to assess demand, alternative approaches must be considered to acknowledge the existing complexities within the education system and wider societal structures in NI.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139501611","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 describes, and lays out an argument for, the use of a procedure to help groups of reviewers to judge the quality of prior research reports. It argues why such a procedure is needed, and how other existing approaches are only relevant to some kinds of research, meaning that a review or synthesis cannot successfully combine quality judgements of different types of research. The proposed procedure is based on four main factors: the fit between the research question(s) for any study and its design(s); the size of the smallest group of cases used in the headline analyses; the amount and skewness of missing data; and the quality of the data collected. This simple procedure is now relatively widely used, and has been found to lead to widespread agreement between reviewers. It can fundamentally change the findings of a review of evidence, compared to the conclusions that would emerge from a more traditional review that did not include genuine quality rating of prior evidence. And powerfully, because it is not technical, it permits users to help judge research findings. This is important as there is a growing demand for evidence-led approaches in areas of social science such as education, wherein summaries of evidence must be as trustworthy as possible.
{"title":"Judging the relative trustworthiness of research results: How to do it and why it matters","authors":"Stephen Gorard","doi":"10.1002/rev3.3448","DOIUrl":"https://doi.org/10.1002/rev3.3448","url":null,"abstract":"This paper describes, and lays out an argument for, the use of a procedure to help groups of reviewers to judge the quality of prior research reports. It argues why such a procedure is needed, and how other existing approaches are only relevant to some kinds of research, meaning that a review or synthesis cannot successfully combine quality judgements of different types of research. The proposed procedure is based on four main factors: the fit between the research question(s) for any study and its design(s); the size of the smallest group of cases used in the headline analyses; the amount and skewness of missing data; and the quality of the data collected. This simple procedure is now relatively widely used, and has been found to lead to widespread agreement between reviewers. It can fundamentally change the findings of a review of evidence, compared to the conclusions that would emerge from a more traditional review that did not include genuine quality rating of prior evidence. And powerfully, because it is not technical, it permits users to help judge research findings. This is important as there is a growing demand for evidence-led approaches in areas of social science such as education, wherein summaries of evidence must be as trustworthy as possible.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139421838","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 presents results of a systematic research synthesis of 23 studies on female leadership in Eswatini. The review aimed to present conclusions drawn from synthesising findings from studies on women's participation in leadership in Eswatini. Systematic methods were used in the review to identify the 23 research studies focusing on female leadership across sectors in Eswatini. Since the reviewed studies were qualitative, research synthesis methods were used, and three main themes were identified across the excavated studies. The three main themes are: (1) gender inequality, (2) challenges for women leadership, and (3) women empowerment. Sub-themes relating to the main themes also emerged. Challenges highlighted were categorised into two: those inhibiting access to leadership for women, and those affecting women who are already in leadership. Forms of women empowerment discussed in the studies are: in-service training, networking and mentoring. The analysis contributed to knowledge on female leadership in Eswatini by highlighting contributions and limitations of these studies, and further provides a base for future conceptual analysis.
{"title":"An interaction of patriarchy and female leadership: A synthesis of literature on women leadership in Eswatini","authors":"Happy Nkambule, Juliet Perumal","doi":"10.1002/rev3.3450","DOIUrl":"https://doi.org/10.1002/rev3.3450","url":null,"abstract":"This paper presents results of a systematic research synthesis of 23 studies on female leadership in Eswatini. The review aimed to present conclusions drawn from synthesising findings from studies on women's participation in leadership in Eswatini. Systematic methods were used in the review to identify the 23 research studies focusing on female leadership across sectors in Eswatini. Since the reviewed studies were qualitative, research synthesis methods were used, and three main themes were identified across the excavated studies. The three main themes are: (1) gender inequality, (2) challenges for women leadership, and (3) women empowerment. Sub-themes relating to the main themes also emerged. Challenges highlighted were categorised into two: those inhibiting access to leadership for women, and those affecting women who are already in leadership. Forms of women empowerment discussed in the studies are: in-service training, networking and mentoring. The analysis contributed to knowledge on female leadership in Eswatini by highlighting contributions and limitations of these studies, and further provides a base for future conceptual analysis.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139421545","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：