Educational Research Review最新文献

This paper presents a systematic review on published research on universal school-based relationships and sex education for children aged 4–18 years. The review excludes papers focused solely on targeted cohorts, specific content areas and approaches such as abstinence-only education. Systematic searches were conducted with 5007 papers identified and following three rounds of screening, 134 papers were included in this review. The review sought to identify the terms used to describe sex education, the content included in programs or curriculum, the approaches forming the basis for implementation, the methods used to evaluate programs including the outcomes assessed. We conclude that the terms used in the field are vast, the content varied, approaches were wide-ranging, methods numerous and claims to effectiveness fluctuated and at times contrasted. Future research should seek to identify consistency in terminology and content, identify pedagogical approaches that are fully described building on the field of expertise in education, and engage highly rigorous methods and expertise in evaluation. The field of sex education must be recognized socially and institutionally so that appropriate funding and resources can be distributed to achieve the depth and breadth of knowledge required to progress the field. The implications of this impact on children's access to and ability to develop knowledge, skills, behaviours and critical thinking about themselves and their relationships.

Learning from texts is an important part of STEM education, but linguistic text features can affect comprehension and learning. We synthesized 45 experimental studies that investigated the effect of linguistic modifications on STEM text comprehension and learning, with a total of N = 6477 learners. In a meta-regression, we distinguished between eight categories of linguistic modifications and several other moderators, including prior knowledge. We found a small positive mean effect of linguistic modifications (g = 0.15). In line with previous research, the results showed that learners with low content prior knowledge benefited more from linguistic modifications. Personalization and increasing clarity and elaboration had positive effects, while reducing complexity and increasing cohesion did not have significant effects. This study highlights the potential and limits of linguistic modifications in STEM texts and provides implications for educational practice.

The contextual interference (CI) model hypothesizes random practice (high CI) leads to inferior acquisition, but superior retention and transfer capabilities compared to blocked practice (low CI). These phenomena are well established in laboratory settings. However, the transfer to applied settings, particularly in sports practice is still under discussion. The aim of this systematic review and meta-analysis is to evaluate the possible generalisability of the CI phenomenon in sports-based contexts with regard to performance outcomes. Up to April 16th, 2022, five electronic databases (PubMed, Web of Science, Scopus, Taylor & Francis, and SciELO) were used to search for relevant studies investigating differences between blocked and random schedules at post-acquisition, retention, and/or transfer tests. Using the PICOS criteria, a total of 933 records were screened. Outcomes evaluating the acquisition, retention, and/or transfer performances in sports skills in healthy participants were included. The quality of the selected studies was scored using the PEDro scale. Thirty-seven studies were selected, of which twenty-seven were of good quality and the remaining ten were rated as fair quality. Out of 205 overall pooled outcomes, only 43 performance outcomes (21%) agreed with the CI phenomenon after the acquisition (18 out of 103), retention (19 out of 84), and/or transfer (6 out of 36) phases. No statistically significant overall difference between blocked and random practice was detected at post-acquisition (effect size (ES) = 0.1, p = 0.154), retention (ES = −0.159, p = 0.141) or transfer testing (ES = −0.243, p = 0.071). The subgroup analysis showed inferior acquisition and superior retention following random practice only in individuals aged 20–24 years (ES = 0.282, p = 0.030 during the acquisition, and ES = −0.405, p = 0.011 during retention), with no difference at transfer testing for this specific age group. No similar significant effects have been concurrently identified during both acquisition and retention phases in any of the remaining subgroups (e.g., examined based on experience level, sports, skills, and testing protocol categories). The present results suggest CI effects can only be confirmed under very limited conditions, which seriously challenges the extension of CI effects to the sport context in general. Problematic conclusions for children's learning are discussed, as well as future research strategies to better understand counterintuitive learning approaches.

Student engagement (SE) is known as one of the most relevant predictors of academic achievement and completion. Social and emotional competencies (SECs) are well established as critical skills for healthy and adaptative youth development. This systematic review investigated the associations between SE and SECs in students aged 10–25 years. The review followed the PRISMA guidelines. Nine databases were searched for peer-reviewed literature published between 2004 and 2020. A total of 91 studies were selected, including 92879 youth students. Emotional engagement is the most studied dimension of student engagement and largely surpasses the number of studies that analysed the multidimensional SE concept. The number of studies in each of the five CASEL domains is uneven, with more studies focussing on self-management, self-awareness, and relationship skills, in association with SE. Overall, most studies showed that SECs are positively associated with SE and negatively associated with disengagement, with similar results for middle, high school and university students from different backgrounds, suggesting that educational institutions should implement social and emotional learning programmes to increase SE. Studies reporting age and gender differences with respect to SE showed unanimously higher SE values for girls and younger students. There is a clear need for studies that use the multidimensional SE concept, including university students and applying cross-cultural analyses.

This paper presents a systematic literature review of School-University Partnerships (SUPs) that aim to promote changes in teaching and learning practices. Our analysis focuses on the evaluation of such SUPs, throughout their development process (from Exploration to Implementation and Sustainability). Our results highlight the nonlinearity of such development processes. The evaluation of the SUPs mainly relied on qualitative approaches and occurred primarily during the Implementation phase. Furthermore, the evaluation instruments used have seldom been validated or reused within the research community. Future research can focus on the development of reliable evaluation instruments, useable throughout the lifecycle of SUPs, to guide their decision-making.

Ongoing globalisation processes call forth a need to foster students' intercultural competences and language skills. Simultaneously, teachers face an increasing diversity of students' first languages and cultures within classrooms, demanding responsive and integrative practices from them which address all students. Bilingual education is one possible format in which these challenges can be met; however, it requires a high level of teacher professionalism. This systematic literature review harvests international research on bilingual education teachers published between 1995 and 2020. It compares frameworks and research on bilingual education teachers’ required competences for secondary education and generates a professional competence model for bilingual education teachers. This systematic review of 79 individual reports identifies a total of 16 converging competences, many focusing on language proficiency and pedagogical/psychological knowledge. Furthermore, it yields important implications for bilingual teacher training such as the fostering of (academic) language proficiency, cooperation skills and knowledge of bilingual education research.

This systematic literature review aimed to gain more insight into research on the development of children's creativity in primary education in relation to different task characteristics. The review introduces a taxonomy to map creativity tasks. The taxonomy is based on a broad conceptualization of creativity, and differentiates between open- and close-ended, and integrating and fragmenting creativity tasks. Besides using the taxonomy, we also analyzed tasks in terms of the used domains of the stimulus and response of the tasks. A total of 52 studies published in the last 20 years were systematically analyzed with a combination of descriptive analyses and meta-analyses. The body of research demonstrated a varied picture concerning the measurement of creativity and its subdimensions. Open-ended integrating and open-ended fragmenting tasks were frequently used. The results showed a general increase in creativity across primary education. Less pronounced developmental patterns were found for the originality subdimension (open-ended fragmenting taxonomy quadrant), and for general creativity and some subdimensions when tasks with a combination of figural and verbal responses were used. The taxonomy of creativity tasks, introduced in this review, can be useful for both clarifying discussions in the creativity research discourse and designing creativity activities for educational practice.

Computational thinking (CT) is gaining increasing attention from researchers and practitioners all over the world to empower children in the digital era. However, there is no consensus on which components of CT to teach beginning coders in early childhood education (ECE). To address this issue, we conducted a systematic review of 42 empirical studies focused on teaching and assessing CT in ECE. We analyzed the included studies with the three-dimensional CT framework proposed by Brennan and Resnick (2012) and demonstrated how this framework could be modified to fit the context of ECE. Based on this systematic review, we sorted out the CT components that were proven suitable for young children to learn by incorporating emerging components and removing components inappropriate for young children. We thus proposed a CT curriculum framework for ECE that covers CT concepts (i.e., control flow/structures, representation, and hardware/software), CT practices (i.e., algorithmic design, pattern recognition, abstraction, debugging, decomposition, iteration, and generalizing), and CT perspectives (i.e., expressing and creating, connecting, perseverance, and choices of conduct). This systematic review and its associated CT curriculum framework provide important theoretical contributions and practical implications for early childhood CT education.

This work attempts to synthetize existing research about the impact of Covid-19 school closure on student achievement. It extends previous systematic reviews and meta-analyses by (a) using a more balanced sample in terms of country composition, (b) considering new moderators (type of data and research design), and (c) including studies on tertiary education students in addition to primary and secondary education students. Our meta-analysis findings show that the pandemic had, on average, a detrimental effect on learning. The magnitude of this learning deficit (about 0.19 standard deviations of student achievement) appears to be roughly comparable to that suffered by students who have experienced a significant disruption in their schooling due to a major natural disaster (e.g., Hurricane Katrina). Students are also found to have lost more ground in math/science than in other subjects. Additionally, one year or more after the first lockdown, students seem to have been unable to catch up on unfinished learning from the pandemic. This result suggests that more efforts should be made to ensure students recover their missed learning in order to avoid negative long-term consequences for them and society.

A meta-synthesis of qualitative research was conducted on co-teaching by general and special educators working with students with and without disabilities in primary and secondary general education classrooms. We sought to update the Scruggs et al., 2007 meta-synthesis to discern new knowledge, including co-teaching's impact on students and teachers. Although challenges are identified, co-teachers perceive that co-teaching can enhance their and their students' learning. Findings suggest that school personnel, researchers and policymakers can consider co-teaching as a learning context for co-teachers as well as a dynamic framework that can potentially foster effective instruction for all students in the co-taught classroom.