Educational Research Review最新文献

Teacher talk is an integral part of classroom dialogue. However, emerging empirical research has shown inconsistent correlations between specific teacher talk moves (TTMs) and student achievement, motivating us to synthesise previous results to provide robust evidence. Using three-level meta-analytic techniques, this study examined the associations between teacher talk (dialogic and monologic orientations), specific TTMs, and student achievement in K–12 classrooms. Based on a synthesis of 16 studies with 51 effect sizes, we found a significant positive correlation between teacher talk and student achievement (r = .19). For the two orientations of teacher talk, dialogic teacher talk was moderately correlated with student achievement (r = .25), whereas monologic teacher talk was not significantly related to student achievement (r = .05). In terms of specific dialogic TTMs, analyses revealed significant and moderate associations of inviting students to share ideas and asking uptake questions with student achievement (r = .40 and r = .26, respectively), whereas high-quality feedback from teachers was not significantly related to student achievement (r = .26). Furthermore, the relationship between dialogic teacher talk and student achievement was mediated by student engagement, but not moderated by geographical region, grade level, achievement domain, or measure of teacher talk. This study sheds light on the importance of dialogic pedagogical approaches in relation to academic achievement, as well as the centrality of teachers’ encouragement of students to share, articulate, and co-construct ideas in creating dialogic educational environments.

Self-regulated learning (SRL) has been considered a key competence for continuing education (CE). The present systematic review and meta-analysis investigated factors associated with learners’ use of SRL strategies in CE. Synthesizing a total number of 58 studies, we identified learning process-related, learner-related, CE-related, and work-related factors associated with SRL strategies in CE. Three-level random-effects meta-analyses revealed significant relationships between SRL strategies and achievement motivation (r = .30), learning performance (r = .36), learner engagement (r = .39), learner satisfaction (r = .30), avoidance behavior (r = −.14), prior knowledge (r = .05), CE experience (r = .08), organizational learning culture (r = .26), job control (r = .28), and job demands (r = .21). Operationalization of variables as well as setting and work-relatedness of the CE activity were identified as moderators. Our investigations help understand the nature of SRL in CE and provide a sound basis for designing interventions to support SRL in CE. Future research should identify moderators to explain heterogeneity in effect sizes.

In the era of globalization, the role of teachers is evolving to encompass global competence, prompting the need for teacher training programs dedicated to enhancing and expanding this competence. To comprehend the effect of current training initiatives on teachers’ global competence and guide future design, a research synthesis was undertaken through meta-analysis. This comprehensive meta-analysis, incorporating 105 effect sizes from 37 independent studies, unveiled a moderate to large effect (g = 0.46) of training programs on teachers’ global competence. Notably, we found that the training effects varied across different domains of global competence, with a more pronounced impact on the development of teachers’ knowledge and skills compared to their attitudes. Our findings also indicated some differences and similarities between in-service and pre-service training programs. For in-service teachers, specific attributes of training programs (i.e., delivery by districts and support for ICT) were found to have more significant positive effects. For pre-service teachers, training with a professional guide and solid knowledge building (e.g., courses and workshops) was found to be more effective in fostering their global competence, indicating that establishing a knowledge base should not be undervalued for pre-service teachers. This meta-analysis proposes that teacher training programs can be improved by incorporating “stage-appropriate” learning experiences that enhance teachers’ global competence.

Interdisciplinary teaching and learning (ITL), also termed cross-curricular teaching and learning, and curricular integration, is a prevailing trend among K-12 educational practitioners and policymakers. However, with the exclusion of specific disciplinary combinations such as Science, Technology, Engineering, and Mathematics (STEM) or Content and Language Integrated Learning (CLIL), the empirical scholarship on ITL in K-12 settings is unsystematic, leading to difficulties in knowledge integration. In this article, we take stock of the existing empirical literature on ITL at the K-12 level within the humanities, arts, and social sciences, examining how educational scholars have understood and implemented ITL in peer-reviewed research articles. We show how existing scholarship on ITL includes a broad range of definitions and conceptual framings of interdisciplinarity; discuss the portrayal of the process for designing and implementing ITL curricular units; and categorize the scholarly objectives of ITL research. We conclude by offering recommendations to guide the future development of this burgeoning field of study.

Many institutions provide financial incentives for higher education students contingent on their performance, hoping to increase their motivation and achievement. The aim of this meta-analysis was to evaluate the effects of performance-based financial incentives on higher education students using causal evidence. A total of 18 randomized controlled trials involving 20,286 students were included. Performance-based financial incentives increased the number of college credits earned, marginally improved student grade point averages, and improved exam scores when targeted at a single subject. No evidence was found for differential effects on student populations by gender or first-generation college status. Neither the incentive amount nor a focus on low-income students influenced the incentive effectiveness in improving student grade point averages or credits earned. Tentative evidence suggests that incentive designs in which the number of reward recipients is limited are more beneficial to students from the upper median level of high school grade point average. Hence, the study implies that it is more beneficial to provide lower-amount incentives attainable by a larger number of students than to provide higher-amount incentives attainable only by a small number of students. The results of this meta-analysis are of interest for researchers, policymakers, and stakeholders in higher education involved in designing financial incentive schemes for higher education students – providing a substantial step toward evidence-based practice.

Despite increasing evidence calculating the extent of COVID learning loss, few researchers have attempted to collect and examine the evidence through meta-analysis. To fill this gap, our meta-analysis seeks to explore the existing research regarding the effects of COVID on learning in reading and mathematics. Our findings illustrate that the learning loss was real and significant compared to previous school years. Applying our rigorous inclusion criteria informed by best evidence synthesis methodology, we identified 30 eligible studies. On average, meta-regression results showed that students lost 0.21 (p = .006) standard deviations of learning during the pandemic school closures. Moderator analysis further showed none of the group comparisons (i.e., subject, grade levels, country and test-type) are statistically significant. In the final section of this article, we provide recommendations for educational policymakers to address this challenge.

Educational Escape Rooms (EER) as a new teaching tool gained significant attention in the research discourse – especially the last two years. So far, research focused on the practicality, feasibility or description of the development. To provide a more comprehensive understanding to mechanisms within this instructional approach, it is valuable to examine it through the lens of established and well-researched theories and approaches of teaching and learning. Therefore, we identified which theoretical foundations were used in research on Escape Rooms as learning tools and took a look at the extent to which and where they are represented. For this purpose, a systematic review was conducted, which resulted in the identification of 24 articles containing a total of nine theoretical foundations. It is presented how these approaches are applied in EERs and how they are interrelated. Furthermore, we developed six patterns that illustrate the integration of the found theories into the articles. The integration of these theoretical approaches ranges from general statements on theoretical grounding in EERs without connection to didactic considerations to theoretical grounding with empirical validation. Result of the systematic review is that the theoretical foundation in current research on EERs is weak. Therefore, it is argued that future research should focus more on the interweaving of theory, didactic instructions, and practice to gain a better understanding of mechanisms behind successful learning environments with EERs.

We recently published a paper in this journal (de Jong et al., 2023) that presented an overview of the literature on learning in science domains through direct instruction and guided inquiry-based learning. This paper was, in part, a response to Zhang et al. (2022) who argued that the evidence firmly supported the superiority of direct instruction over inquiry learning. Sweller et al. (2024) recently replied by repeating this claim and also argued that we had ignored evidence against our position, questioned our analysis of the evidence, and claimed that direct instruction (unlike inquiry learning) is grounded in a strong theory. In this rebuttal we start by reemphasizing the conclusion from our previous paper: adequate instruction always involves different strategies, which should be thoughtfully selected based on contextual factors. Next, we demonstrate that inquiry-based learning is firmly rooted in both cognitive and socio-cultural theories of learning and conclude from recent literature that Sweller et al.‘s belief that direct instruction is overall more effective than inquiry learning is not supported by the data from empirical studies.

This mixed-research synthesis examined the short and long-term effects of out-of-school learning (OSL) activities on student achievement and factors affecting these practices. Initially, two meta-analytic reviews examined the short and long-term effects of OSL practices on student achievement under a random-effects model. Then, a thematic synthesis of primary qualitative studies explored the pedagogical factors affecting OSL practices. Finally, results from both phases were integrated through a cross-study synthesis. The study found that OSL significantly improves student achievement, g = 1.062, 95% CI [0.930, 1.194], and achievement retention, g = 1.033, 95% CI [0.759, 1.307]. However, there were considerable within and between-study heterogeneities. The moderator variables of country, discipline area, intervention length, and grade levels significantly contributed to effect size variability in one or both meta-analyses. The thematic synthesis revealed many pedagogical factors and implications that needed consideration when planning for, implementing, and finalizing OSL. Interventions matching the implications drawn from the primary qualitative studies had statistically significant effects on student outcomes in many cases. The study concluded by discussing major findings, conclusions, and implications for future research, teachers, and policymakers.