Educational Research Review最新文献

Research on teacher communities (TCs) for professional development reports positive impacts on teachers' work and students' learning outcomes. However, the lack of conceptual clarity regarding the constitution of TCs has been highlighted by scholars. This ambiguity complicates the comparison and evaluation of the impacts claimed by different studies. This systematic review focuses on the operational definitions and indicators of TCs in empirical studies. Drawing on analytical models designed for TC comparisons, the review highlights the variance in the way studies have approached the concept, identifies gaps in explicit operational definitions and indicators of TCs and suggests areas for exploration in future research designs. This systematic review offers the range and the scope of definitions and indicators that exist in the empirical research and is useful in informing discussions about community development and future designs.

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.

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.

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.

Sense of belonging in higher education contributes to students' wellbeing and academic attainment. However, there is ambiguity about the definition and measurement of sense of belonging in higher education, and it is unclear how these definitions and measures are used in diverse student populations in terms of ethnicity and generation status in higher education. In this systematic review we investigated how students' sense of belonging in higher education is defined and measured and how this differs in studies addressing students' ethnicity or generation status in higher education. 89 quantitative, 55 qualitative, and 6 mixed method articles published between 2000 and 2021 were included, critically analyzed through an integrative approach, and their quality was appraised. Results revealed (a) a large variety in underlying concepts used to define of sense of belonging in higher education, including additional concepts from qualitative studies, (b) 52 separate used measures, and (c) misalignment between definitions and measures in quantitative studies. There was a substantial difference in cited definitions and used measures between studies that did and did not address students' ethnicity or generation status in higher education. Furthermore, from the findings it is implied to be explicit about the HE context in which sense of belonging is studied or focused on, alongside the deliberate inclusion of students’ representative intersecting identities.