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AI-driven learning analytics applications and tools in computer-supported collaborative learning: A systematic review 计算机支持的协作学习中人工智能驱动的学习分析应用和工具:系统回顾
IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-11 DOI: 10.1016/j.edurev.2024.100616
Fan Ouyang, Liyin Zhang

Artificial intelligence (AI) has brought new ways for implementing learning analytics in computer-supported collaborative learning (CSCL). However, there is a lack of literature reviews that focus on AI-driven learning analytics applications and tools in CSCL contexts. To fill the gap, this systematic review provides an overview of the goals, characteristics, and effects of existing AI-driven learning analytics applications and tools in CSCL. According to the screening criteria, out of the 2607 initially identified articles between 2004 and 2023, 26 articles are included for final synthesis. Our results show that existing tools primarily focus on students’ cognitive engagement. Existing tools primarily utilize communicative discourse, behavioral, and evaluation data to present results and visualizations. Despite various formats of feedback are provided in existing tools, there is a lack of design principles to guide the tool design and development process. Moreover, although AI techniques have been applied for presenting statistical information, there is a lack of providing alert or suggestive information in existing tools or applications. Compared with the positive impacts on collaborative learning, our results indicate a lack of support for instructional interventions in existing tools. This systematic review proposes the following theoretical, technological, and practical implications: (1) the integration of educational and learning theories into AI-driven learning analytics applications and tools; (2) the adoption of advanced AI technologies to collect, analyze, and interpret multi-source and multimodal data; and (3) the support for instructors with actionable suggestions and instructional interventions. Based on our findings, we provide further directions on how to design, analyze, and implement AI-driven learning analytics applications and tools within CSCL contexts.

人工智能(AI)为在计算机支持的协作学习(CSCL)中实施学习分析带来了新的方法。然而,目前还缺乏以 CSCL 环境中人工智能驱动的学习分析应用和工具为重点的文献综述。为了填补这一空白,本系统性综述概述了现有人工智能驱动的学习分析应用和工具在CSCL中的目标、特点和效果。根据筛选标准,在 2004 年至 2023 年间初步确定的 2607 篇文章中,有 26 篇文章被纳入最终综述。我们的研究结果表明,现有工具主要关注学生的认知参与。现有工具主要利用交流话语、行为和评价数据来呈现结果和可视化效果。尽管现有工具提供了各种形式的反馈,但缺乏指导工具设计和开发过程的设计原则。此外,尽管人工智能技术已被用于呈现统计信息,但现有工具或应用程序中缺乏提供提醒或提示信息的功能。与对协作学习的积极影响相比,我们的研究结果表明,现有工具缺乏对教学干预的支持。本系统综述提出了以下理论、技术和实践意义:(1) 将教育和学习理论融入人工智能驱动的学习分析应用和工具;(2) 采用先进的人工智能技术收集、分析和解释多源和多模态数据;(3) 为教师提供可操作的建议和教学干预支持。基于我们的研究结果,我们就如何在 CSCL 环境中设计、分析和实施人工智能驱动的学习分析应用程序和工具提供了进一步的指导。
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引用次数: 0
A systematic review of the role of dialogic leadership: Characterization and impacts 对话式领导作用的系统回顾:特点和影响
IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-09 DOI: 10.1016/j.edurev.2024.100618
Shiza Khaqan, Gisela Redondo-Sama

As any model of educational leadership is expected to contribute to academic success, dialogic leadership has emerged as an essential model in this domain, providing compelling evidence of significant improvements in the academic outcomes of students, including reduced absenteeism among school children. Dialogic leadership is an emerging leadership approach that conceptualizes the role of members of the educational community (teachers, students, family members …) that develop leadership practices as they engage in dialogue with others. Research has already demonstrated the positive impacts of dialogic leadership in education as well as in other sectors, for example improving leadership skills in students or enabling the participation of community members in schools, but currently, there are no studies that synthesize these findings. The purpose of this paper is to review the impacts of dialogic leadership, consolidate its defining features, and contextualize it within educational leadership research. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) model was used for guidance in the reporting of this systematic review. We carried out an inductive thematic analysis on 27 articles that met the inclusion criteria. As a result, several themes emerged which describe dialogic leadership as an approach and its impacts. It is identified as an egalitarian and social justice-oriented approach that emphasizes inclusion in education. Its impacts are noted across two levels – individual and institutional. At the individual level, it has demonstrated synergies with improvements in the physical and mental wellbeing of adult learners; in self-confidence in children, staff in early education and adult learners, and in the quality of life of educational community members. While at the institutional level, among others, it has led to an improvement in the academic outcomes of students, and it has played the function of social cohesion - bringing society and community members closer and eliminating knowledge gaps through dialogue. We provide a discussion of these themes, along with the implications and suggestions for future research.

任何教育领导力模式都有望促进学业成功,对话式领导力已成为这一领域的重要模 式,它提供了令人信服的证据,证明学生的学业成绩有了显著改善,包括学童旷课现象 减少。对话式领导是一种新兴的领导方法,它将教育社区成员(教师、学生、家庭成员......)的作用概念化,让他们在与他人对话的过程中发展领导实践。已有研究表明,对话式领导对教育及其他领域产生了积极影响,例如提高了学生的领导技能,或促进了社区成员对学校的参与。本文旨在回顾对话式领导力的影响,整合其定义特征,并将其纳入教育领导力研究的范畴。本系统性综述的报告采用 PRISMA(系统性综述和元分析的首选报告项目)模式作为指导。我们对符合纳入标准的 27 篇文章进行了归纳式主题分析。分析结果表明,对话式领导作为一种方法及其影响出现了几个主题。对话式领导被认为是一种以平等和社会公正为导向的方法,强调教育的全纳性。其影响体现在两个层面--个人和机构。在个人层面上,它对改善成年学习者的身心健康,提高儿童、早期教育工作人员和成年学习者的自信心,以及提高教育社区成员的生活质量产生了协同作用。在机构层面,除其他外,它还提高了学生的学习成绩,发挥了社会凝聚力的作用--拉近了社会和社区成员之间的距离,通过对话消除了知识差距。我们对这些主题进行了讨论,并对未来研究提出了影响和建议。
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引用次数: 0
Does interest fit between student and study program lead to better outcomes? A meta-analysis of vocational interest congruence as predictor for academic success 学生与学习计划之间的兴趣契合会带来更好的结果吗?职业兴趣一致性作为学业成功预测因素的荟萃分析
IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-09 DOI: 10.1016/j.edurev.2024.100619
Nicky de Vries , Martijn Meeter , Mariëtte Huizinga

Vocational interests are a commonly used concept to help students choose a study program in higher education. The underlying assumption is that a good choice reflects congruence of the program with a student's vocational interests. This assumption however remains controversial, given the lack of conclusive evidence due to methodological problems, mixed results, and absence of meta-analyses using multiple indicators of academic success. Therefore, we aimed to provide reliable meta-analytic evidence regarding the relationship between interest congruence and three indicators of academic success in higher education, along with the sources of variation moderating this relationship. We first performed a systematic search in three databases, which included 23 studies. We then used psychometric meta-analysis and narrative analysis to synthesise these studies. The meta-analytic results revealed that interest congruence is a positive, albeit small, predictor of academic achievement, persistence in the study program, and satisfaction with the study program. Interestingly, the manner in which interest congruence was operationalised moderated this relation: congruence measures that were operationalised with the full interest profile showed larger effects. The outcomes of the narrative review showed a great variety of methodological approaches, rendering it difficult to draw a firm conclusion. However, the general observation based on the review is that the congruence-outcome relationship is affected by individual characteristics of students, such as prior achievement, gender, first-generation status, and race. In conclusion, the results of this meta-analysis and subsequent narrative review indicate that the concept of interest congruence has the potential to be a helpful tool for adolescents for reflection on study choice. However, the relationship between interest congruence and academic success is influenced by a complex interplay of measurement variables and other individual characteristics, which should be considered in future research.

职业兴趣是帮助学生选择高等教育学习计划的一个常用概念。其基本假设是,一个好的选择反映了课程与学生职业兴趣的一致性。然而,由于方法问题、结果参差不齐以及缺乏使用多种学业成功指标进行的元分析等原因,这一假设仍存在争议,缺乏确凿的证据。因此,我们旨在就兴趣一致性与高等教育学业成功的三个指标之间的关系提供可靠的元分析证据,以及调节这种关系的变异来源。我们首先在三个数据库中进行了系统搜索,共纳入 23 项研究。然后,我们使用心理测量荟萃分析和叙事分析对这些研究进行了综合。元分析结果表明,兴趣一致性对学业成绩、学习计划的持续性和学习计划的满意度有积极的预测作用,尽管作用很小。有趣的是,兴趣一致性的操作方式缓和了这种关系:以完整的兴趣特征进行操作的一致性测量显示出更大的效果。叙述性综述的结果表明,研究方法多种多样,因此很难得出确切的结论。不过,根据综述得出的一般看法是,一致性与结果之间的关系受到学生个人特征的影响,如先前成绩、性别、第一代身份和种族。总之,这项荟萃分析和随后的叙述性综述的结果表明,兴趣一致性的概念有可能成为青少年反思学习选择的有用工具。然而,兴趣一致性与学业成功之间的关系受到测量变量和其他个体特征的复杂相互作用的影响,这一点应在未来的研究中加以考虑。
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引用次数: 0
Effects of shared text reading for students with intellectual disability: A meta-analytical review of instructional strategies 智障学生共享文本阅读的效果:教学策略荟萃分析综述
IF 11.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-11 DOI: 10.1016/j.edurev.2024.100615
Rachel Sermier Dessemontet, Megan Geyer, Anne-Laure Linder, Myrto Atzemian, Catherine Martinet, Natalina Meuli, Catherine Audrin, Anne-Françoise de Chambrier

Although they are an important part of learning to read, listening comprehension skills are often hindered among students with intellectual disability (ID). An increasing number of studies have shown that they can be enhanced through shared text reading interventions. In the current multilevel meta-analysis, we aimed to measure the effect of shared text reading on the listening comprehension skills of students with ID and to identify efficient instructional strategies. The meta-analysis included 19 single-case experimental studies encompassing 67 participants with ID. We found a significant average effect size of shared text reading on the listening comprehension skills of students with ID (log response ratio [LRR] = 1.05, 95% CI [0.87, 1.24]) whether or not they needed alternative or augmentative communication systems to communicate effectively. We found no significant moderator, but instructional strategies backed up by sufficient solid evidence to be considered evidence-based could be identified, with clear implications for practice.

虽然听力理解是学习阅读的重要组成部分,但智障学生的听力理解能力往往受到阻碍。越来越多的研究表明,通过共享文本阅读干预可以提高他们的听力理解能力。在当前的多层次荟萃分析中,我们旨在衡量共享文本阅读对智障学生听力理解能力的影响,并找出有效的教学策略。荟萃分析包括 19 项单例实验研究,涉及 67 名智障学生。我们发现,无论智障学生是否需要替代性或辅助性交流系统来进行有效交流,共享文本阅读对智障学生听力理解能力的平均影响大小都很明显(对数反应比 [LRR] = 1.05,95% CI [0.87, 1.24])。我们没有发现明显的调节因素,但可以确定有足够确凿证据支持的、以证据为基础的教学策略,并对实践产生明确的影响。
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引用次数: 0
Does adult-child co-use during digital media use improve children's learning aged 0–6 years? A systematic review with meta-analysis 成人与儿童共同使用数字媒体是否能提高 0-6 岁儿童的学习能力?系统回顾与荟萃分析
IF 11.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-10 DOI: 10.1016/j.edurev.2024.100614
Gemma Taylor , Giovanni Sala , Joanna Kolak , Peter Gerhardstein , Jamie Lingwood

Young children spend a significant and increasing amount of time using digital media. Thus, a clear understanding of how best to support children's learning from digital media is important. A specific recommendation by some professional bodies is that parental co-use should be applied to scaffold children's learning from digital media. The aim of this meta-analysis was to assess the association between adult-child co-use on 0–6-year-old children's learning from digital media. The analysis was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. We identified 17 studies investigating typically developing 0–6-year-old children's learning outcomes from digital media use with an adult for inclusion in this meta-analysis. We extracted 100 effect sizes (Ntotal = 1288) from studies published between 1977 and 2022. Our meta-analysis found a small positive association of adult-child co-use on children's learning from digital media (g = 0.198, 95% CIs: 0.059–0.337, p = 0.009); none of our moderator analyses were significant. While the evidence suggests a positive role of adult-child co-use, support for this conclusion was limited by small sample sizes and a lack of variety in study design. These issues limited the statistical power of our moderator analyses. The effect is, however, clearly significant and suggests that a real effect exists in the practice of co-use, but future research systematically exploring the mechanisms by which adult-child co-use supports children's learning is warranted.

幼儿使用数字媒体的时间相当长,而且还在不断增加。因此,清楚地了解如何最好地支持儿童学习数字媒体非常重要。一些专业机构提出的具体建议是,家长应共同使用数字媒体,为儿童学习数字媒体提供支架。本荟萃分析旨在评估成人与儿童共同使用数字媒体对 0-6 岁儿童学习数字媒体的影响。分析采用系统综述和荟萃分析首选报告项目(PRISMA)指南进行。我们确定了 17 项研究,这些研究调查了发育典型的 0-6 岁儿童在成人陪伴下使用数字媒体的学习效果,并将其纳入本次荟萃分析。我们从 1977 年至 2022 年间发表的研究中提取了 100 个效应大小(Ntotal = 1288)。我们的荟萃分析发现,成人与儿童共同使用数字媒体对儿童学习数字媒体有微小的正相关性(g = 0.198,95% CIs:0.059-0.337,p = 0.009);我们的调节分析结果均不显著。虽然有证据表明成人与儿童共同使用具有积极作用,但由于样本量较小和研究设计缺乏多样性,对这一结论的支持受到了限制。这些问题限制了我们对调节因素分析的统计能力。不过,这一效应显然是显著的,并表明共同使用的做法确实存在效果,但未来的研究有必要系统地探索成人-儿童共同使用支持儿童学习的机制。
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引用次数: 0
A meta-analysis of the antecedents of teacher turnover and retention 教师离职和留任的前因元分析
IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-09 DOI: 10.1016/j.edurev.2024.100606
Hugh A.D. Gundlach, Gavin R. Slemp, John Hattie

High teacher turnover in schools is a problem in many countries. Many studies have investigated various antecedent effects of turnover in isolation; however, few comparative assessments of the antecedents have been conducted. A meta-analysis was conducted to ascertain the relative power of effects between various antecedents, and turnover and retention behaviors and intentions. We observed variations in the strength of associations between antecedents and real turnover and retention compared to the associations between the same factors and intended turnover and retention. This discrepancy is likely attributed to the fact that involuntary turnover and retention, which may play a significant role in the teacher turnover crisis, cannot be adequately captured in studies focusing solely on intentions.

学校教师流失率高是许多国家面临的一个问题。许多研究单独调查了教师流失的各种前因效应,但很少对各种前因进行比较评估。我们进行了一项荟萃分析,以确定各种前因与教师离职和留任行为及意向之间的相对影响强度。我们观察到,与相同因素与离职和留任意向之间的关联相比,前因与实际离职和留任之间的关联强度存在差异。造成这种差异的原因可能是,非自愿离职和留任可能在教师离职危机中发挥着重要作用,而只关注意向的研究无法充分捕捉到这一点。
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引用次数: 0
Higher education teachers’ understandings of and challenges for inclusion and inclusive learning environments: A systematic literature review 高等教育教师对全纳和全纳学习环境的理解与挑战:系统文献综述
IF 11.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-17 DOI: 10.1016/j.edurev.2024.100605
Tisja Korthals Altes , Martijn Willemse , Sui Lin Goei , Melanie Ehren

Since the 1990s, there is a rise in attention to inclusion in education encompassing inclusion in Higher Education (HE), which is an important element of-/and leads to equity in society. HE-teachers are a key factor in improving inclusion in higher education, but little is known about 1) their understanding of inclusion, 2) the challenges they experience for establishing inclusion, and 3) how they characterize inclusive learning environments. In this study, these three aspects were explored using a systematic literature review. From the selected 36 peer-reviewed articles was concluded that even though there is a rise in attention to inclusion in HE in recent years, most attention is still on integrating students with disabilities in regular education instead of the newer broader definition of inclusion ‘for every student’. When HE-teachers’ understanding of inclusion was discussed, they more often had a positive attitude toward inclusion, but it is unclear what this attitude was against (and what is meant by positive/negative) due to the neglect of mentioned definitions of characteristics. HE-teachers’ challenges for inclusion in higher education are internal (lack of knowledge, skills, experience, and confidence) and institutional (lack of resources, support, information, and training). These findings demonstrate the necessity of cooperation between teachers and HE-institutions, in addition to the role of scholars in studying teachers' understanding of inclusion, to improve the inclusive learning environment of students in HE.

自 20 世纪 90 年代以来,全纳教育受到越来越多的关注,其中包括高等教育 (HE)中的全纳教育,这是社会公平的一个重要因素。高校教师是提高高等教育全纳性的一个关键因素,但人们对 1) 他们对全纳的理解,2) 他们在建立全纳教育时所遇到的挑战,以及 3) 他们是如何描述全纳学习环境的,却知之甚少。本研究通过系统的文献综述对这三个方面进行了探讨。从所选的 36 篇同行评议文章中得出的结论是,尽管近年来对高校全纳教育的关注度有所提高,但大多数关注点仍然是将残疾学生纳入常规教育,而不是 "面向每一个学生 "这一更为宽泛的全纳定义。在讨论高校教师对全纳的理解时,他们对全纳更多地持积极态度,但由于忽略了所提及的特征定义,这种态度针对的是什么(以及积极/消极的含义是什么)并不清楚。高校教师在高等教育全纳方面面临的挑战既有内部的(缺乏知识、技能、经验和信 心),也有体制上的(缺乏资源、支持、信息和培训)。这些研究结果表明,除了学者在研究教师对全纳的理解方面所起的作用外,教师和高等院校之间还必须开展合作,以改善高等院校学生的全纳学习环境。
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引用次数: 0
Neurodiversity and cognitive load in online learning: A systematic review with narrative synthesis 在线学习中的神经多样性和认知负荷:系统回顾与叙事综述
IF 11.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-25 DOI: 10.1016/j.edurev.2024.100604
Anne-Laure Le Cunff, Vincent Giampietro, Eleanor Dommett

This systematic review with narrative synthesis aimed to examine the available evidence on the relationship between neurodiversity and cognitive load in online learning. Despite the known relationship between working memory impairments and neurodiversity, there has been a lack of systematic investigation into how cognitive load impacts neurodivergent students in online learning environments. This review, which includes 90 studies conducted in 21 countries, reveals that the majority (92%) did not consider neurodiversity as a potential factor influencing cognitive load in online learning. The few that did suggest distinct patterns of cognitive load in online learning for neurodivergent students, suggesting a need for more research in this area. The results also point to the potential for methodological advancements in measuring cognitive load in online learning, highlighting that 80% of studies with only neurotypical participants and 60% of studies including neurodivergent participants relied solely on subjective measures of cognitive load. This review contributes to the field by offering a comprehensive overview of our current knowledge of the relationship between neurodiversity and cognitive load in online learning, identifying significant gaps and suggesting directions for future studies.

本系统综述旨在研究在线学习中神经多样性与认知负荷之间关系的现有证据。尽管工作记忆障碍与神经多样性之间的关系众所周知,但对于认知负荷如何影响在线学习环境中的神经变异学生,一直缺乏系统的研究。本综述包括在 21 个国家进行的 90 项研究,其中大多数(92%)研究并未将神经多样性视为影响在线学习认知负荷的潜在因素。少数研究表明,神经多 样性学生在在线学习中的认知负荷具有独特的模式,这表明需要在这一领域开展更多的研究。研究结果还指出,在测量在线学习认知负荷方面,有可能在方法论上取得进展。研究结果突出表明,80%的研究仅涉及神经畸形参与者,60%的研究包括神经变异参与者,这些研究仅依赖于对认知负荷的主观测量。本综述全面概述了我们目前对在线学习中神经多样性与认知负荷之间关系的了解,找出了重大差距,并提出了未来研究的方向,从而为该领域做出了贡献。
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引用次数: 0
Morphological assessment features and their relations to reading: A meta-analytic structural equation modeling study 形态评估特征及其与阅读的关系:元分析结构方程模型研究
IF 11.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-19 DOI: 10.1016/j.edurev.2024.100602
Gal Kaldes , Elizabeth L. Tighe , MaryAnn Romski , Therese D. Pigott , Christina Doan Sun

Morphemes are the smallest meaningful units of language (e.g., affixes, base words) that express grammatical and semantic information. Additionally, morphological knowledge is significantly related to children's word reading and reading comprehension skills. Researchers have broadly assessed morphological knowledge by using a wide range of tasks and stimuli, which has influenced the interpretation of the relations between morphological knowledge and reading outcomes. This review of 103 studies used meta-analytic structural equation modeling (MASEM) to investigate the relations between commonly occurring morphological knowledge assessment features (e.g., written versus oral, spelling versus no spelling) in the literature to reading outcomes, including word reading and reading comprehension. Meta-regression techniques were used to examine moderators of age and reading ability. Morphological assessments that used a written modality (e.g., reading, writing) were more predictive of word reading outcomes than those administered orally. Assessments of morphological spelling were more predictive of both word reading and reading comprehension outcomes than those that did not examine spelling accuracy. Age was a significant moderator of the relation between morphology and word reading, such that the relation was stronger for the younger than the older children. Younger children also demonstrated higher relations between multiple task dimensions and reading comprehension, including oral tasks, tasks without decoding, and tasks that provided context clues. These findings have important implications for future morphological intervention studies aimed to improve children's reading outcomes, in particular the use of orthography and spelling within the context of teaching morphology.

词素是表达语法和语义信息的最小的有意义的语言单位(如词缀、基词)。此外,词素知识与儿童的单词阅读和阅读理解能力有很大关系。研究人员通过使用各种任务和刺激对形态知识进行了广泛的评估,这影响了对形态知识与阅读结果之间关系的解释。本研究回顾了 103 项研究,采用元分析结构方程模型(MASEM)来研究文献中常见的形态学知识评估特征(如书面与口头、拼写与不拼写)与阅读结果(包括单词阅读和阅读理解)之间的关系。元回归技术用于研究年龄和阅读能力的调节因素。使用书面方式(如阅读、写作)进行的形态学评估比口语评估更能预测单词阅读结果。与不考察拼写准确性的评估相比,形态拼写评估更能预测单词阅读和阅读理解的结果。年龄是形态学与单词阅读之间关系的一个重要调节因素,因此年龄较小的儿童比年龄较大的儿童之间的关系更为密切。年龄较小的儿童在多个任务维度与阅读理解之间也表现出较高的关系,包括口头任务、无解码任务和提供上下文线索的任务。这些发现对今后旨在提高儿童阅读成果的形态学干预研究具有重要意义,尤其是在形态学教学中使用正字法和拼写法。
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引用次数: 0
Mathematic skills in low birth weight or preterm birth: A meta-analysis 低出生体重儿或早产儿的数学能力:荟萃分析
IF 11.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-19 DOI: 10.1016/j.edurev.2024.100603
Mónica Gutiérrez-Ortega , Verónica López-Fernández , Javier Tubío , Sandra Santiago-Ramajo
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引用次数: 0
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Educational Research Review
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