Educational Research Review最新文献

Assessment plays a crucial role in student learning in higher education. Until rather recently, the role of assessment in relation to inclusion has been unexplored. In this study, we conduct a research synthesis of 42 studies published between 2010 and 2022, including 868 student participants, to map the assessment experiences of students with disabilities in higher education. Specifically, we conduct a meta-ethnographic review to synthesise qualitative studies and capture the participants' lived experiences of assessment. Our analysis considers how these experiences reflect both inclusion and exclusion. We theorise these elusive terms through the ideas of access and participation. Most of the studies considered the students' imminent physical, perceptual and social access to assessment, such as in the cases of inaccessible examination halls or digital assessment systems. A smaller subset of the studies considered inclusion/exclusion as a matter of students’ social participation as fully accepted members of academia. In these studies, assessment was described as providing the students with opportunities to belong to academia, whereas experiences of exclusion portrayed assessment as a mechanism for social segregation and discrimination. Overall, our review shows that assessment is a primary barrier to the inclusion of students with disabilities in higher education. We propose that the predominant discourse of inclusion in assessment needs to widen from considering immediate access to assessment into considering how assessment regulates the full participation of diverse students in higher education. We discuss the implications of inaccessible assessment for all students and suggest that, ultimately, both access and participation are matters of student identity. Our review has important practical implications for the design of inclusive assessment in the current higher education contexts in which student cohorts are becoming increasingly diverse.

This systematic review examines which domain-specific numeracy skills in the first year of formal schooling most reliably predict achievement in mathematics during primary school. Longitudinal studies that assessed domain-specific skills in the first year of formal schooling and mathematical outcomes at a later grade in primary school were included. Databases were searched in July 2020. Fifty-four studies were included, representing 13,453 participants. We investigated the strength of the associations between different types of domain-specific skills and mathematical outcomes through correlated effects models and random effects univariate meta-analyses. Results showed small to large significant positive correlations. The strength of the evidence is limited by the small number of studies and the variability found in measures. The findings are analyzed in light of theoretical models of numerical cognition. Implications for future research are discussed.

The current literature on knowledge sharing among academics in higher education institutions is still fragmented and loosely focused. A systematic literature review was conducted to understand how much has been studied on this topic, to map out what are the major factors that influence knowledge sharing, and to make a chart for future research. A total of 50 articles from 2001 to 2021 have been selected and synthesized from an initial identification of 558 articles by employing electronic databases, backward searching, and forward searching. From the findings, three groups of antecedents emerged: individual, organizational, and technological factors. Among all factors, technological factors were understudied compared to individual and organizational factors. Specifically, more efforts have been put into examining the extrinsic and intrinsic benefits of knowledge sharing, organizational culture/climate, and leadership support whereas costs of knowledge sharing, organizational structure, and technology-related factors are rarely discussed. The findings provide implications for management in higher education institutions to design appropriate strategies to promote knowledge sharing among faculty staff.

One often used approach to increase students' reading frequency is investing in independent silent reading (ISR) at schools: regularly scheduling time during which students read silently in books of their own choice. However, evidence for the impact of ISR is inconclusive and there appear to be important barriers to its effects on students' reading frequency, motivation, and proficiency: particularly struggling readers have difficulties choosing appropriate books, simply allotting time for reading does not guarantee that students read, ISR lacks accountability, and students are not always given the opportunity to interact about what they read. The aim of the current meta-analysis was to test whether additions to ISR that aim to overcome these barriers contribute to the effects of ISR on students' reading. Using outcomes of 51 effect studies covering 56 samples of students in primary and secondary education, we established a small but significant positive short-term intervention effect on overall reading proficiency (Cohen's d = 0.27). We additionally found that additions to ISR were particularly effective for students at risk of reading failure; for stronger readers, effects were absent. Finally, we found a negative effect of help or instruction by the teacher, which suggests that activities during reading might interfere with students' engagement with texts.

This systematic review and meta-analysis examined the association between morphological awareness and reading comprehension, taking into account critical factors that could affect its strength. Following NIRO guidelines, we included 44 studies involving 63 independent samples, and 126 correlations between morphological awareness and reading comprehension. Overall, we found a significant association between morphological awareness and reading comprehension (r = 0.565), but also large heterogeneity (81.37%), supporting the need for analysis of potential moderators: age, type of morphologically complex word, characteristics of morphological awareness and reading comprehension tests were examined. We found that type of morphologically complex word was the only significant moderator of this association. In sum, we have demonstrated that morphological awareness influences reading comprehension across a wide age range. Implications for educational practice, as well as recommendations that future studies report more detailed information about participants and measures, are discussed.

Leadership skills are an important area of students’ development and a key learning outcome of their university education. This systematic review aims to identify, summarise, and map out the various factors that influence university students’ leadership approaches, perceptions, and beliefs, in order to establish a more comprehensive understanding of how development in these areas can be better targeted and nurtured. Drawing on 54 empirical journal articles identified in the search stage, two main themes were identified: student-centric attributes, and environmental and contextual elements. Ranging from students’ internal self-beliefs to their immediate social situations and wider sociocultural conventions, findings from this review reveal a dynamic set of different factors that interact with one another. The findings of this review raise important implications for efforts targeting students’ leadership skills development, including the need to cultivate students’ sense of leadership self-efficacy and raise awareness of harmful social stereotypes.

Researchers disagree on the extent to which social cues in instructional videos influence learning and learning-relevant outcomes and processes. The instructor presence effect states that visible instructors in instructional videos lead to increased social presence and higher scores in subjective ratings like motivation, social presence, or affect, but do not improve learning outcomes. In contrast, the Cognitive-Affective-Social Theory of Learning in digital Environments outlines how social cues not only enhance social, emotional, and motivational processes, but they also potentially promote learning outcomes. We conducted a series of meta-analyses to explore the effects of instructor presence in instructional videos on retention, transfer, social presence, motivation, cognitive load, affect, and visual dwell time. The meta-analyses include 35 studies, which contained 46 pair-wise comparisons and 6339 participants. Results revealed a small, statistically significant positive effect of including a visual instructor on retention outcomes, but no significant effect on transfer performance. A visible instructor also significantly enhanced social presence, affective, and motivational ratings. Furthermore, we found that a visible instructor significantly reduced dwell time on relevant visual material but also reduced subjective perception of extraneous cognitive load. Significant moderator effects could be found regarding prior knowledge, the instructional domain as well as the size of the instructor.

While researchers promote the interactive learning potential of digital tools, studies reveal that teachers adapt technology to existing practice instead of using the tools' potential for student active learning. Researchers also argue that formative assessment enhances students' learning, while studies find formative assessment difficult to implement. To investigate these paradoxes and better understand how teachers use digital tools in formative assessment and with what result, we conducted a systematic review of teachers' technology use in formative assessment practices in primary and secondary education. Systematic searches identified 22 relevant articles that are included in the review. We found unclear definitions of formative assessment across studies and document challenges teachers encounter when they use technology for formative assessment purposes. We conclude with three prerequisites for teachers' successful technology use in formative assessment practices: 1) clear definitions of formative assessment, 2) alignment between digital tools and pedagogical practice, and 3) data literacy to examine and interpret information and use this to improve students’ learning. The review also documents knowledge gaps in current research.

A significant portion of the working-age population has only rudimentary literacy skills. Many people who are functionally illiterate have problems to perform basic daily tasks and to participate in society. Given the paucity of research, the aim of this study was to evaluate the effects of adult literacy interventions using a three-level meta-regression analysis, controlling for potential moderators of effectiveness. The literature search included empirical studies with a control group design in English, French, German, Portuguese, and Spanish. 39 controlled primary studies met the inclusion criteria, including 236 effect sizes. There was a small but significant main effect on participants' literacy level (g = 0.22). Interventions with a lower frequency of weekly sessions were more effective than more intensive approaches. No significant effect on effectiveness was found for total duration, context, language of instruction, teacher-student ratio, computer use, or initial literacy level of participants. As a large proportion of the primary studies were found to be at high risk of bias, more reliable primary studies are needed to support the findings and provide a more nuanced view of the effectiveness of interventions. Nevertheless, this review provides promising evidence that adults with low literacy skills can benefit from literacy interventions.

Global demands for collaborative problem solving (CPS) have sparked investigations of peer collaboration in the educational context. The aim of this systematic review was to identify and systematize research findings on (a) characteristics of productive and unproductive face-to-face (f2f) or synchronous CPS via digital devices among adolescents in the educational context, (b) training and scaffolding modalities enabling adolescents to engage in productive CPS, and (c) ways of supporting productive CPS by using digital resources. We conducted a thematic analysis of 160 selected papers from a larger corpus and identified six main themes, that is, groups of characteristics of CPS: socio-cognitive aspects; socio-emotional aspects; the quality of task/problem-solving strategies; regulation of group activity oriented towards the task; regulation of group activity oriented towards group members; and participant engagement in CPS. We found that in efforts to contribute to successful CPS, adults (teachers/researchers) can moderate peer interaction in three ways, by focusing on either cognitive processes, group discussions, or classroom management. Regarding the third goal, we identified two major roles of digital resources in adolescent CPS. The first role pertained to ICT as a source of relevant knowledge or a tool for problem solving and the other role was related to peer collaboration and ICT as a tool for scaffolding collaboration. All characteristics that emerged in this review are discussed and concluding comments refer to educational implications.