Pub Date : 2025-02-01DOI: 10.1016/j.edurev.2024.100660
Shengnan Liu , Yuning Wang , Hongbiao Yin
A burgeoning body of literature has explored the correlation between professional learning communities (PLCs) and teachers' efficacy beliefs (TEB). However, the findings are inconsistent, posing challenges to both theoretical understanding and practical implications of the roles of PLCs in education. Adopting a meta-analytical approach, this study synthesized data from 44 independent samples (N = 38,669) to investigate the correlation between PLCs and TEB. Our analysis revealed a statistically significant positive correlation (r = .40) overall. Furthermore, our analysis of relative weights highlighted notable variability in the significance of different dimensions of PLC, with a predominant emphasis on collective focus on student learning (31.76%) and reflective dialog (24.26%) as the primary contributors to TEB. Our findings also showed that PLCs exhibited a stronger correlation with teachers’ collective efficacy beliefs (TCEB) than with self-efficacy beliefs (TSEB). The study also identified the moderating effects of certain cultural dimensions, such as power distance and collectivism, on the correlation between PLCs and TEB. We found that PLCs had a stronger positive correlation to TEB in societies with high power distance and low individualism compared to those with low power distance and high individualism. These results consolidate existing research findings of PLCs, and provide directions for further inquiries to advance the understanding of and research into PLCs.
{"title":"A meta-analysis of the correlation between professional learning communities and teachers’ efficacy beliefs","authors":"Shengnan Liu , Yuning Wang , Hongbiao Yin","doi":"10.1016/j.edurev.2024.100660","DOIUrl":"10.1016/j.edurev.2024.100660","url":null,"abstract":"<div><div>A burgeoning body of literature has explored the correlation between professional learning communities (PLCs) and teachers' efficacy beliefs (TEB). However, the findings are inconsistent, posing challenges to both theoretical understanding and practical implications of the roles of PLCs in education. Adopting a meta-analytical approach, this study synthesized data from 44 independent samples (<em>N</em> = 38,669) to investigate the correlation between PLCs and TEB. Our analysis revealed a statistically significant positive correlation (<em>r</em> = .40) overall. Furthermore, our analysis of relative weights highlighted notable variability in the significance of different dimensions of PLC, with a predominant emphasis on collective focus on student learning (31.76%) and reflective dialog (24.26%) as the primary contributors to TEB. Our findings also showed that PLCs exhibited a stronger correlation with teachers’ collective efficacy beliefs (TCEB) than with self-efficacy beliefs (TSEB). The study also identified the moderating effects of certain cultural dimensions, such as power distance and collectivism, on the correlation between PLCs and TEB. We found that PLCs had a stronger positive correlation to TEB in societies with high power distance and low individualism compared to those with low power distance and high individualism. These results consolidate existing research findings of PLCs, and provide directions for further inquiries to advance the understanding of and research into PLCs.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"46 ","pages":"Article 100660"},"PeriodicalIF":9.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142888999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.edurev.2024.100648
Amelie Fuchs, Anika Radkowitsch, Daniel Sommerhoff
Individualised learner-centred teaching requires the continuous monitoring of students’ individual learning progress. A promising approach that uses recurrent short tests to measure individual learning progress and report the progress to teachers (and students) is learning progress monitoring (LPM). Although some findings suggest that LPM may positively impact student performance, there is also a large heterogeneity in prior results. The present meta-analysis examines the conditions under which LPM effectively improves students’ academic performance compared to business-as-usual instruction. We included 87 effect sizes from 25 studies published before June 2024, including a total of 7,379 students. These studies show a small positive effect (g = 0.30) of LPM on students’ reading, writing, and mathematics performance. Moderator analyses showed that the effect of LPM on academic performance was greater when (i) ongoing consultation was provided for teachers during the implementation of LPM and (ii) teachers received data-specific support on how to adjust their teaching. Moreover, our findings suggest that LPM tests should be administered at least weekly to be effective. Overall, our results show that LPM is well suited to addressing the challenges of student heterogeneity for students with and without educational needs. However, further research is needed to investigate in more detail the mechanisms underlying the effectiveness of LPM, particularly concerning the specific content and the extent of the support that needs to be provided to teachers to maximise the potential of LPM.
{"title":"Using learning progress monitoring to promote academic performance? A meta-analysis of the effectiveness","authors":"Amelie Fuchs, Anika Radkowitsch, Daniel Sommerhoff","doi":"10.1016/j.edurev.2024.100648","DOIUrl":"10.1016/j.edurev.2024.100648","url":null,"abstract":"<div><div>Individualised learner-centred teaching requires the continuous monitoring of students’ individual learning progress. A promising approach that uses recurrent short tests to measure individual learning progress and report the progress to teachers (and students) is <em>learning progress monitoring</em> (LPM). Although some findings suggest that LPM may positively impact student performance, there is also a large heterogeneity in prior results. The present meta-analysis examines the conditions under which LPM effectively improves students’ academic performance compared to business-as-usual instruction. We included 87 effect sizes from 25 studies published before June 2024, including a total of 7,379 students. These studies show a small positive effect (<em>g</em> = 0.30) of LPM on students’ reading, writing, and mathematics performance. Moderator analyses showed that the effect of LPM on academic performance was greater when (i) ongoing consultation was provided for teachers during the implementation of LPM and (ii) teachers received data-specific support on how to adjust their teaching. Moreover, our findings suggest that LPM tests should be administered at least weekly to be effective. Overall, our results show that LPM is well suited to addressing the challenges of student heterogeneity for students with and without educational needs. However, further research is needed to investigate in more detail the mechanisms underlying the effectiveness of LPM, particularly concerning the specific content and the extent of the support that needs to be provided to teachers to maximise the potential of LPM.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"46 ","pages":"Article 100648"},"PeriodicalIF":9.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143071517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.edurev.2024.100663
Janne Fagerlund, Lauri Palsa, Pekka Mertala
Digital data have an increasingly prominent role in various life sectors, ushering in an importance for data literacy education (DLE) in schools. To better understand the versatile educational purposes in this multifaceted topic for students' well-rounded development, this paper presents an in-depth scrutiny into “what DLE is for” in K-12 education. We utilized Gert Biesta's (2009) holistic account of “good education”, which brings together three interconnected domains—becoming equipped with skills (qualification), becoming a part of social orders (socialization), and becoming the subject of one's own life (subjectification)—to examine prior DLE research and explore how such domains of educational purpose have been portrayed in different ways. Our analysis shows that while there is some need for clarifying meanings of the expressed purposes of DLE, there are recognizable educational goals focused on cultivating data savvy students for present and future societal roles, most notably data-centric professions and coping in everyday data environments. Aims of gaining personal value from data and empowering students for critical engagement with data(fication) were also present to complement DLE in terms of its more subjectification-oriented viewpoints. Overall, intriguing meanings, synergies, and cross-pressures can be identified, calling for the recognition of the pluralistic approaches and cultivation of balance in them to holistically educate students to exist in and with the data-rich world. Further investigations and fundamental discussions about educational emphases in DLE research as well as informed engagement in them in local educational decision-making are encouraged.
{"title":"Exploration of domains of educational purpose in K-12 data literacy education research","authors":"Janne Fagerlund, Lauri Palsa, Pekka Mertala","doi":"10.1016/j.edurev.2024.100663","DOIUrl":"10.1016/j.edurev.2024.100663","url":null,"abstract":"<div><div>Digital data have an increasingly prominent role in various life sectors, ushering in an importance for data literacy education (DLE) in schools. To better understand the versatile educational purposes in this multifaceted topic for students' well-rounded development, this paper presents an in-depth scrutiny into “what DLE is for” in K-12 education. We utilized Gert Biesta's (2009) holistic account of “good education”, which brings together three interconnected domains—becoming equipped with skills (qualification), becoming a part of social orders (socialization), and becoming the subject of one's own life (subjectification)—to examine prior DLE research and explore how such domains of educational purpose have been portrayed in different ways. Our analysis shows that while there is some need for clarifying meanings of the expressed purposes of DLE, there are recognizable educational goals focused on cultivating data savvy students for present and future societal roles, most notably data-centric professions and coping in everyday data environments. Aims of gaining personal value from data and empowering students for critical engagement with data(fication) were also present to complement DLE in terms of its more subjectification-oriented viewpoints. Overall, intriguing meanings, synergies, and cross-pressures can be identified, calling for the recognition of the pluralistic approaches and cultivation of balance in them to holistically educate students to exist in and with the data-rich world. Further investigations and fundamental discussions about educational emphases in DLE research as well as informed engagement in them in local educational decision-making are encouraged.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"46 ","pages":"Article 100663"},"PeriodicalIF":9.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142889251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.edurev.2024.100661
Xiao-Ming Wang , Xiao-Han Yu , Dan-dan Yu , Gwo-Jen Hwang , Min Lan
In physical experiment teaching, real experiments can provide students with practical experience and foster their operation concepts and skills, but the efficiency is low and many uncertain factors exist. In comparison, virtual experiments can visualize abstract concepts and improve the success rate of the experiments, but they cannot provide students with real experience or sufficient training of their operation ability. Because of the unique advantages that can be derived from combining the two, combining real and virtual experiments (CRVE) is gradually becoming more widely used in physics teaching. Although much empirical research has been carried out to assess learning achievement in CRVE, few studies have comprehensively investigated the statistical combination of the results from multiple studies regarding learning achievement in CRVE. Therefore, a meta-analysis was conducted in the present study to analyze 27 independent experimental studies after pre-selecting 4523 journal papers published between 2001 and 2021 to systematically examine the effects of CRVE on learning achievement. The findings show that CRVE contributes positively to learning achievement in physics courses compared to real experiments (ES = 0.66). In addition, subgroup analyses revealed that study results are influenced by three moderating variables: physics themes, sample size, and CRVE sequence. We found that learning more complex and abstract physical concepts is more conducive to the strengths of CRVE. Meanwhile, CRVE works best in small-scale courses; among all sequences, the CRVE sequence designed based on the theoretical framework is the most effective in terms of enhancing learning achievement. Finally, some suggestions are made for the application and study of CRVE in the teaching of physics based on the findings of the study.
{"title":"Does combining real and virtual experiments improve learning achievement in physics? Evidence from a meta-analysis (2001–2021)","authors":"Xiao-Ming Wang , Xiao-Han Yu , Dan-dan Yu , Gwo-Jen Hwang , Min Lan","doi":"10.1016/j.edurev.2024.100661","DOIUrl":"10.1016/j.edurev.2024.100661","url":null,"abstract":"<div><div>In physical experiment teaching, real experiments can provide students with practical experience and foster their operation concepts and skills, but the efficiency is low and many uncertain factors exist. In comparison, virtual experiments can visualize abstract concepts and improve the success rate of the experiments, but they cannot provide students with real experience or sufficient training of their operation ability. Because of the unique advantages that can be derived from combining the two, combining real and virtual experiments (CRVE) is gradually becoming more widely used in physics teaching. Although much empirical research has been carried out to assess learning achievement in CRVE, few studies have comprehensively investigated the statistical combination of the results from multiple studies regarding learning achievement in CRVE. Therefore, a meta-analysis was conducted in the present study to analyze 27 independent experimental studies after pre-selecting 4523 journal papers published between 2001 and 2021 to systematically examine the effects of CRVE on learning achievement. The findings show that CRVE contributes positively to learning achievement in physics courses compared to real experiments (ES = 0.66). In addition, subgroup analyses revealed that study results are influenced by three moderating variables: physics themes, sample size, and CRVE sequence. We found that learning more complex and abstract physical concepts is more conducive to the strengths of CRVE. Meanwhile, CRVE works best in small-scale courses; among all sequences, the CRVE sequence designed based on the theoretical framework is the most effective in terms of enhancing learning achievement. Finally, some suggestions are made for the application and study of CRVE in the teaching of physics based on the findings of the study.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"46 ","pages":"Article 100661"},"PeriodicalIF":9.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142889025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.edurev.2025.100664
Alie Meedendorp, Marjolein Irene Deunk
As classrooms are becoming increasingly diverse, teachers often find themselves in a prominent position within initiatives to provide a safe learning environment with equal opportunities for every student in the classroom. This requires preparation for diversity and inclusion within teacher education. This systematic review explores the use of drama and theatre-based work forms in pre-service and in-service teacher education to elicit critical reflection among teachers, as a means to prepare them for the diverse classroom. A comprehensive search in electronic databases resulted in 26 eligible articles that were analysed using Gorski's equity literacy approach (2016) as a framework. Various drama and theatre-based work forms emerged from the data. The drama and theatre-based work forms could be categorised as work forms focused on embodiment, prompted drama, stepping in, and collective play building. The equity-related outcomes for teachers involved skills and competences such as empathy, perspective-taking and collaboration, shifts in attitude regarding diversity and inclusion, as well as advocacy and willingness to teach for social justice. The findings suggest that drama and theatre-based work forms can enhance teachers' equity literacy skills, or prerequisites to those skills, and, consequently, can be applied in pre-service and in-service teacher professional development aiming at educational justice.
{"title":"Stimulating teachers’ equity literacy through drama and theatre-based work forms: A systematic review","authors":"Alie Meedendorp, Marjolein Irene Deunk","doi":"10.1016/j.edurev.2025.100664","DOIUrl":"10.1016/j.edurev.2025.100664","url":null,"abstract":"<div><div>As classrooms are becoming increasingly diverse, teachers often find themselves in a prominent position within initiatives to provide a safe learning environment with equal opportunities for every student in the classroom. This requires preparation for diversity and inclusion within teacher education. This systematic review explores the use of drama and theatre-based work forms in pre-service and in-service teacher education to elicit critical reflection among teachers, as a means to prepare them for the diverse classroom. A comprehensive search in electronic databases resulted in 26 eligible articles that were analysed using Gorski's equity literacy approach (2016) as a framework. Various drama and theatre-based work forms emerged from the data. The drama and theatre-based work forms could be categorised as work forms focused on embodiment, prompted drama, stepping in, and collective play building. The equity-related outcomes for teachers involved skills and competences such as empathy, perspective-taking and collaboration, shifts in attitude regarding diversity and inclusion, as well as advocacy and willingness to teach for social justice. The findings suggest that drama and theatre-based work forms can enhance teachers' equity literacy skills, or prerequisites to those skills, and, consequently, can be applied in pre-service and in-service teacher professional development aiming at educational justice.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"46 ","pages":"Article 100664"},"PeriodicalIF":9.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143071516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.edurev.2024.100662
Olga Chernikova , Daniel Sommerhoff , Matthias Stadler , Doris Holzberger , Michael Nickl , Tina Seidel , Enkelejda Kasneci , Stefan Küchemann , Jochen Kuhn , Frank Fischer , Nicole Heitzmann
This meta-analysis builds on 217 empirical studies in higher education and investigates the role of the different forms of adaptivity and adaptability as personalization strategies in simulation-based learning environments for complex skills in higher education. The strategies used to personalize scaffolding and task progression were the central point in this meta-analysis. We identified conditions under which personalization advances complex skills in higher education. The results indicate that whereas adaptivity (i.e., computer makes decisions) is more effective for scaffolding, adaptability (the decisions made by individual learners) seem more beneficial for task progression. We conclude that adaptivity and adaptability can be effectively used to personalize simulation-based learning environments in higher education to better address needs of learners with different learning needs. We also discuss the potential of artificial intelligence for empowering personalization in simulation-based learning.
{"title":"Personalization through adaptivity or adaptability? A meta-analysis on simulation-based learning in higher education","authors":"Olga Chernikova , Daniel Sommerhoff , Matthias Stadler , Doris Holzberger , Michael Nickl , Tina Seidel , Enkelejda Kasneci , Stefan Küchemann , Jochen Kuhn , Frank Fischer , Nicole Heitzmann","doi":"10.1016/j.edurev.2024.100662","DOIUrl":"10.1016/j.edurev.2024.100662","url":null,"abstract":"<div><div>This meta-analysis builds on 217 empirical studies in higher education and investigates the role of the different forms of adaptivity and adaptability as personalization strategies in simulation-based learning environments for complex skills in higher education. The strategies used to personalize scaffolding and task progression were the central point in this meta-analysis. We identified conditions under which personalization advances complex skills in higher education. The results indicate that whereas adaptivity (i.e., computer makes decisions) is more effective for scaffolding, adaptability (the decisions made by individual learners) seem more beneficial for task progression. We conclude that adaptivity and adaptability can be effectively used to personalize simulation-based learning environments in higher education to better address needs of learners with different learning needs. We also discuss the potential of artificial intelligence for empowering personalization in simulation-based learning.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"46 ","pages":"Article 100662"},"PeriodicalIF":9.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142889093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.edurev.2025.100668
Ole Emil Jensen , Anne-Mette Veber Nielsen , Anne Kær Gejl , Rasmus Ahmt Rohde , Laurits Munk Højberg , Linn Damsgaard , Anne Sofie Bøgh Malling , Emma Stevnsborg , Anna Bugge , Mads Poulsen , Jacob Wienecke
<div><h3>Background</h3><div>Reading and spelling skills are important abilities to acquire for later success in school and therefore it is highly relevant to examine strategies of facilitating these academic skills. Physical activity integrated with the learning sessions or physical activity added but not integrated with the learning sessions has been identified as possible strategies.</div></div><div><h3>Objective</h3><div>To identify, categorize and examine the characteristics and effects of interventions investigating the effect of physical activity on children's early reading skills.</div></div><div><h3>Design</h3><div>This systematic review follows the PRISMA guidelines. Studies were separated into two categories based on whether physical activity integrates academic content or not, i.e., 1) <em>low integration interventions</em> or 2) <em>high integration interventions</em>. Additionally, high integration interventions were further subgrouped based on the congruency of the activity (i.e., whether the movement supported the learning content). Low integration interventions were subgrouped based on the complexity of the activity (i.e., if the physical activity was cognitively/coordinatively demanding or not). Study quality was assessed, and effects were summarized narratively for each category. Furthermore, a meta-analysis was conducted to quantify both types of interventions. Only studies involving children with an intervention investigating the long-term effects of physical activity on prereading, word recognition, and spelling skills were included.</div></div><div><h3>Data sources</h3><div>PubMed, Web of Science, PsychINFO, Linguistics and Language Behavior Abstracts, ERIC and SportDiscuss.</div></div><div><h3>Results</h3><div>Twenty-three studies were identified and categorized into two groups (thirteen <em>high integration interventions</em> and ten <em>low integration interventions</em>). Across outcome measures, eight of the thirteen high-integration intervention studies reported statistically significant effects on at least one measure of prereading, word recognition, or spelling skills favoring the intervention. In contrast, only two out of ten studies categorized as <em>low integration interventions</em> reported a statistically significant effect. Multilevel meta-analysis showed an insignificant average random-effects model size of Hedges’ <em>g</em> = 0.03 (95% CI: 0.02, 0.09) for low integration and a significant effect size of <em>g</em> = 0.69 (95% CI: 0.12, 1.26) for high integration interventions. The distinction between low and high complexity within the low integration group, and between levels of congruency in high integration interventions, revealed no significant differences between these subgroups.</div></div><div><h3>Conclusions</h3><div>Results from the present review and meta-analysis suggest that the integration of physical activity into the classroom, using activities with a close temporal connection to the academi
{"title":"The effects of physical activity interventions on prereading, early word recognition and spelling development in children: A systematic review and meta-analysis","authors":"Ole Emil Jensen , Anne-Mette Veber Nielsen , Anne Kær Gejl , Rasmus Ahmt Rohde , Laurits Munk Højberg , Linn Damsgaard , Anne Sofie Bøgh Malling , Emma Stevnsborg , Anna Bugge , Mads Poulsen , Jacob Wienecke","doi":"10.1016/j.edurev.2025.100668","DOIUrl":"10.1016/j.edurev.2025.100668","url":null,"abstract":"<div><h3>Background</h3><div>Reading and spelling skills are important abilities to acquire for later success in school and therefore it is highly relevant to examine strategies of facilitating these academic skills. Physical activity integrated with the learning sessions or physical activity added but not integrated with the learning sessions has been identified as possible strategies.</div></div><div><h3>Objective</h3><div>To identify, categorize and examine the characteristics and effects of interventions investigating the effect of physical activity on children's early reading skills.</div></div><div><h3>Design</h3><div>This systematic review follows the PRISMA guidelines. Studies were separated into two categories based on whether physical activity integrates academic content or not, i.e., 1) <em>low integration interventions</em> or 2) <em>high integration interventions</em>. Additionally, high integration interventions were further subgrouped based on the congruency of the activity (i.e., whether the movement supported the learning content). Low integration interventions were subgrouped based on the complexity of the activity (i.e., if the physical activity was cognitively/coordinatively demanding or not). Study quality was assessed, and effects were summarized narratively for each category. Furthermore, a meta-analysis was conducted to quantify both types of interventions. Only studies involving children with an intervention investigating the long-term effects of physical activity on prereading, word recognition, and spelling skills were included.</div></div><div><h3>Data sources</h3><div>PubMed, Web of Science, PsychINFO, Linguistics and Language Behavior Abstracts, ERIC and SportDiscuss.</div></div><div><h3>Results</h3><div>Twenty-three studies were identified and categorized into two groups (thirteen <em>high integration interventions</em> and ten <em>low integration interventions</em>). Across outcome measures, eight of the thirteen high-integration intervention studies reported statistically significant effects on at least one measure of prereading, word recognition, or spelling skills favoring the intervention. In contrast, only two out of ten studies categorized as <em>low integration interventions</em> reported a statistically significant effect. Multilevel meta-analysis showed an insignificant average random-effects model size of Hedges’ <em>g</em> = 0.03 (95% CI: 0.02, 0.09) for low integration and a significant effect size of <em>g</em> = 0.69 (95% CI: 0.12, 1.26) for high integration interventions. The distinction between low and high complexity within the low integration group, and between levels of congruency in high integration interventions, revealed no significant differences between these subgroups.</div></div><div><h3>Conclusions</h3><div>Results from the present review and meta-analysis suggest that the integration of physical activity into the classroom, using activities with a close temporal connection to the academi","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100668"},"PeriodicalIF":9.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143418578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.edurev.2025.100665
Sandra J. Mathers, Pinar Kolancali, Fiona Jelley, Daniela Singh, Alex Hodgkiss, Sophie A. Booton, Lars-Erik Malmberg, Victoria A. Murphy
This study reviewed research on the features of digital media (e.g. apps, e-books) which influence interactions between adults and children aged 2–7 years when using these media together. We focused on interactions which support child learning, particularly oral language development. We used robust variance estimation to conduct multilevel meta-analyses of 15 experimental studies (n = 627 parent–child pairs; k = 190 effects). Findings suggest that digital design can shape adult-child interactions (g = 0.56, k = 170), particularly the quality of parental language input (g = 1.1, k = 86). Embedding conversation prompts into e-books showed particular promise (g = 0.84–0.99, k = 58–74). Though small in scope, this study offers direction for media design and research and indicates promise for low-cost intervention via digital design. However, it also indicates a need for more robust and well-powered research to inform design, practice and policy. In particular, better evidence is needed to establish whether the benefits identified for adult-child interaction translate into benefits for wider child and adult outcomes.
本研究回顾了数字媒体（如应用程序、电子书）的特征，这些特征会影响2-7岁儿童在一起使用这些媒体时的互动。我们专注于支持儿童学习的互动，特别是口语的发展。我们采用稳健方差估计对15项实验研究(n = 627对亲子对；K = 190效应)。研究结果表明，数字设计可以塑造成人与儿童的互动（g = 0.56, k = 170），特别是父母语言输入的质量（g = 1.1, k = 86）。在电子书中嵌入对话提示显示出特别的前景（g = 0.84-0.99, k = 58-74）。虽然本研究范围小，但为媒体设计和研究提供了方向，并表明了通过数字设计进行低成本干预的希望。然而，这也表明需要更有力的研究来为设计、实践和政策提供信息。特别是，需要更好的证据来确定成人-儿童互动的益处是否转化为更广泛的儿童和成人结果的益处。
{"title":"Features of digital media which influence social interactions between adults and children aged 2–7 years during joint media engagement: A multi-level meta-analysis","authors":"Sandra J. Mathers, Pinar Kolancali, Fiona Jelley, Daniela Singh, Alex Hodgkiss, Sophie A. Booton, Lars-Erik Malmberg, Victoria A. Murphy","doi":"10.1016/j.edurev.2025.100665","DOIUrl":"10.1016/j.edurev.2025.100665","url":null,"abstract":"<div><div>This study reviewed research on the features of digital media (e.g. apps, e-books) which influence interactions between adults and children aged 2–7 years when using these media together. We focused on interactions which support child learning, particularly oral language development. We used robust variance estimation to conduct multilevel meta-analyses of 15 experimental studies (<em>n</em> = 627 parent–child pairs; <em>k</em> = 190 effects). Findings suggest that digital design can shape adult-child interactions (<em>g</em> = 0.56, <em>k</em> = 170), particularly the quality of parental language input (<em>g</em> = 1.1, <em>k</em> = 86). Embedding conversation prompts into e-books showed particular promise (<em>g</em> = 0.84–0.99, <em>k</em> = 58–74). Though small in scope, this study offers direction for media design and research and indicates promise for low-cost intervention via digital design. However, it also indicates a need for more robust and well-powered research to inform design, practice and policy. In particular, better evidence is needed to establish whether the benefits identified for adult-child interaction translate into benefits for wider child and adult outcomes.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"46 ","pages":"Article 100665"},"PeriodicalIF":9.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-31DOI: 10.1016/j.edurev.2025.100667
Cheng Yong Tan , Sung Tae Jang , Si Man Lam , Ariel Qi An , Ue Kiu Venus Lo
Teaching and learning in schools worldwide was severely disrupted due to COVID-19. Therefore, the present study aimed to understand the teaching and learning challenges that confronted schools due to the pandemic. It systematically reviewed the international literature involving 226 studies to elucidate a comprehensive range of teaching and learning challenges confronting schools due to the pandemic. Thematic analysis was used to derive patterns of challenges from the studies included in the systematic review. Results showed that the teaching and learning challenges were often inextricably linked to those affecting wellbeing and safety. They involved different stakeholders beyond school leaders – teachers, students, parents, and other members of the school community. They also pertained to the period of time corresponding to school closure during the pandemic and post-pandemic reopening. The analysis identified four themes on teaching and learning challenges schools were confronted with, namely schools' urgent need to respond to the challenging external environment, implementation and consequences of home-based online teaching and learning during the pandemic, need to do more with less, and deteriorating wellbeing of the school community during the pandemic. Our study contributes to the development of the leadership contingency opportunities theory in the context of teaching and learning challenges confronting schools due to COVID-19. Implications for policy and schools to enhance schools’ capacity to address teaching and learning challenges during future crises were discussed.
{"title":"Teaching and learning challenges due to the COVID-19 pandemic: A systematic review","authors":"Cheng Yong Tan , Sung Tae Jang , Si Man Lam , Ariel Qi An , Ue Kiu Venus Lo","doi":"10.1016/j.edurev.2025.100667","DOIUrl":"10.1016/j.edurev.2025.100667","url":null,"abstract":"<div><div>Teaching and learning in schools worldwide was severely disrupted due to COVID-19. Therefore, the present study aimed to understand the teaching and learning challenges that confronted schools due to the pandemic. It systematically reviewed the international literature involving 226 studies to elucidate a comprehensive range of teaching and learning challenges confronting schools due to the pandemic. Thematic analysis was used to derive patterns of challenges from the studies included in the systematic review. Results showed that the teaching and learning challenges were often inextricably linked to those affecting wellbeing and safety. They involved different stakeholders beyond school leaders – teachers, students, parents, and other members of the school community. They also pertained to the period of time corresponding to school closure during the pandemic and post-pandemic reopening. The analysis identified four themes on teaching and learning challenges schools were confronted with, namely schools' urgent need to respond to the challenging external environment, implementation and consequences of home-based online teaching and learning during the pandemic, need to do more with less, and deteriorating wellbeing of the school community during the pandemic. Our study contributes to the development of the leadership contingency opportunities theory in the context of teaching and learning challenges confronting schools due to COVID-19. Implications for policy and schools to enhance schools’ capacity to address teaching and learning challenges during future crises were discussed.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100667"},"PeriodicalIF":9.6,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143519123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号