Educational Research Review最新文献

The transition from primary to secondary school is characterised by multiple substantial changes in children's physical, organisational, social, and pedagogical environments. Adjusting to these changes can be difficult, and problems doing so can have serious and wide-ranging long-term consequences. Currently it is not clear for educators, policy makers and researchers which programs and practices to prepare and support students are most efficacious, feasible to deliver, and suitable for different student populations. This review systematically identified and evaluated published experimental and quasi-experimental studies of school-based interventions to improve student social-emotional (i.e., peer-relationships, self-concept, mental health) and educational (i.e., school engagement, academic achievement) outcomes following primary-secondary transition. Searches were conducted across five bibliographic databases (ERIC, ERC, PsycINFO, CINAHL and Web of Science Core Collections), several program databases and research registers, in February 2022. A total of 26 studies met inclusion criteria. Overall, the review found most interventions had positive effects on at least one relevant transition adjustment outcome. However, there is a need for replication across different educational contexts, consistent measurement of outcomes, and use of more rigorous evaluation methods. The evidence presented in this review will inform decisions about the design or selection, implementation and further evaluation of primary-secondary transition interventions. In turn, this should lead to better social-emotional and educational outcomes for students, and may reduce some of the inequities exacerbated by a difficult transition to secondary school.

The Progress in International Reading Literacy Study (PIRLS) is the world's largest international assessment of primary-aged students' reading comprehension. However, PIRLS has previously been found to be scarcely used for reading-related research. This systematic review aimed to investigate how PIRLS has been used as a tool for educational research and critique, utilising an existing catalogue and a further article search exploiting five digital databases. A total of 221 articles published in academic journals between January 2004 and May 2022 were analysed. Results show the changing engagement in PIRLS throughout the lifetime of the study and across different countries and research disciplines. We also discuss the findings and implications of PIRLS-related research in three of the most frequent topics of these articles; teacher characteristics and instruction practices as predictors of reading performance, socioeconomic predictors of reading performance, and critiques of the psychometric scaling approaches used in PIRLS. Avenues we believe to have untapped potential, particularly in the context of reading-related research, are also discussed.

In recent years, research interest in games in education has experienced continuous growth. However, although prior reviews in this context have generally focused on providing an overview of research trends and the impact of game-based learning on education, they have failed to provide noncrucial information on teacher scaffolding strategies used in the different stages of game-based learning and its related effects on students' learning in primary education. By conducting a systematic search of databases, the current review examines recent empirical studies, ranging from 2011 to the end of March 2022, that implemented game-based learning in primary education settings. Twenty-four relevant papers were selected by deploying a four-phase PRISMA framework. This review identified different teacher scaffolding strategies that are used in teacher–student interactions during the orientation and gameplay stages, and their correlative influence on students’ learning. These findings can help teachers, teacher educators, and game developers in designing and developing improved game-based learning. The requirement for more research to investigate the use of teacher scaffolding in teacher–student interactions within the game-based learning process in primary education is emphasized. Furthermore, recommendations are offered for the future implementation of teacher scaffolding in game-based learning research.

Feedback seeking in the organisational field has attracted sustained attention but seems relatively under-exploited in higher education. This scoping review aims to synthesize empirical research on feedback seeking in undergraduate education to develop a comprehensive understanding of students’ feedback seeking strategies and motivations, and related antecedents and outcomes. The method involved consultations with an expert panel, and a scoping review of 42 studies identified through rigorous search procedures. The key findings discuss learning enhancement, impression management and ego-based motives for feedback seeking; direct inquiry, indirect inquiry and monitoring strategies; and potential for feedback seeking outcomes to relate to high achievement. Broader implications focus on the interdependence between feedback seeking and feedback literacy; and the potential for cross-fertilisation of insights between research in organisations, medical education and broader higher education. Implications for practice focus on training and supporting student feedback seeking within psychologically safe learning environments.

In bilingual education ‘scaffolding’ is used to describe support that allows learners to engage with content in a language they only partially know. Much remains unclear about the ways scaffolding is conceptualized in bilingual education research. This critical thematic review uses Van de Pol et al.’s (2010) distinction between scaffolding goals and means, as well as their characteristics of scaffolding to synthesize the various forms that scaffolding of language takes in the teaching practice of subject teachers teaching in bilingual secondary education contexts. Six characteristics of scaffolding were identified. Although ‘contingency’ has the status of necessary condition in recent literature on scaffolding in broader educational research contexts, this is not the case in bilingual education research. The review identified six means and four goals of scaffolding and suggests that there is a hierarchy of language scaffolding goals where focusing on disciplinary literacy presupposes a focus on content and language.

Academic resilience describes the capability to bounce back from adverse circumstances and maintain positive psychological and academic well-being in school. Several prior studies have identified different risk factors that may cause academic setbacks, as well as protective factors that may mitigate the effects of such risk factors and promote academic resilience. Although academic resilience studies have increasingly reported the correlations between these various risk factors, protective factors, and measures of academic achievement, no published review has previously summarized the relative strength of these relationships. This meta-analysis of correlational evidence identified major risk and protective factors reported in the extant academic resilience literature. It also estimated the magnitude and direction of their relationships with academic achievement outcomes. A total of 56 studies and 239 effect sizes were included in the review. The aggregated correlations of relationships between risk, protective factors and achievement outcomes were small but statistically significant. The aggregated correlations of risk and protective factors and academic achievement were r = −0.16 and r = 0.16, respectively. The correlations between achievement and specific family, individual, and societal-related risk factors were significant and higher than the aggregate. Similarly, the correlations of achievement and specific ability, belief, and institutional protective factor variables were statistically significant. Implications of these relationships for future academic resilience studies are discussed.

A range of methods has been applied in research to enable children and young people with special educational needs and/or disabilities to share their views about educational experiences. However, methods tend to be targeted at older children and those who can communicate verbally and so there remains an important gap in knowledge about the methods used to support children with complex needs to share their views. This systematic literature review addresses this gap by exploring the creative methods that have been developed and used to facilitate the voices of children and young people with complex needs about their educational experiences and preferences. Additionally, methods were analysed conceptually in relation to Lundy's (2007)framework of Space, Voice, Audience and Influence to examine where, how and whose voices are heard, and what happens as a result. Fourteen qualitative papers published between 2003 and 2021 were included and synthesised according to PRISMA guidelines. Findings emphasize how it is possible to access the views of children and young people with complex needs using multi-modal, flexible approaches that require spending time with children, families, and practitioners to co-construct knowledge. The importance of a toolbox approach to enabling voice and participation challenges more orthodox and standardised methods of data collection. However, more needs to be done to ensure that children's views are acted upon, given due weight, and influence change.

This study aimed to investigate the effect of feedback on students' academic achievement in a technology-rich environment through a systematic and quantitative synthesis of the studies conducted over several decades. We focused on three issues: (a) the effectiveness of feedback in enhancing learning performance; (b) possible factors (feedback characteristics and study features) associated with different studies that could have resulted in the inconsistent findings across the studies; and (c) how different types of feedback differed in their effect in enhancing academic achievement. Based on 182 effect sizes extracted from 61 studies, we found that, compared with no feedback condition, feedback had at least a medium effect (g = 0.44, 95%CI [0.324, 0.555]) in enhancing academic achievement, and the effect of explanation feedback was the strongest compared to other types of feedback. The study further revealed that the feedback in blended learning was more effective than that in online learning. Possible explanations and implications of these findings, as well as limitations and future research directions were discussed.

This meta-analysis is designed to test the immigrant paradox hypothesis, which argues that first-generation immigrant students tend to outperform their more acculturated peers. We aim to unpack the complex relation between acculturation and academic performance among immigrant-origin students with attention to methodological and demographic moderators. The review includes 79 independent samples generated from 54 studies, representing 89,827 students (M = 646.24, SD = 862.93) with a mean age of 13.26 (SD = 5.16). We found an overall main effect of 0.04, (p < .001), suggesting a significant, positive correlation between acculturation and academic performance. However, given the significant variation among studies, focused moderator analyses revealed the importance of critical methodological (e.g., type of acculturation measure used, type of academic indicator used, and type of publication) and demographic (e.g., developmental stage, race/ethnicity, urbanicity) factors that moderate the relation between acculturation and school achievement. These results suggest the opposite of the immigrant paradox, that is second-generation (or more acculturated) students seem to perform better than their first-generation (or less acculturated) peers. Moderation analysis, however, revealed that acculturation seems to have no effect on grades, while having a positive effect on test scores. Finally, we found a positive relation between acculturation and academic performance in studies conducted with children and adolescents, but not for young adults.

More than a decade after publications on Dialogic Literary Gatherings in indexed peer-review journals started, a systematic review that gathered the findings was necessary to provide further insight for future educational research, practice, and policymaking. The purpose of the present systematic review was to gather the existing evidence on the social, educational, and learning impact of DLGs on children, adolescents and adults involved in different settings. It has reviewed 46 articles published between 2010 and 2021. The findings of this systematic review provide a better understanding on the DLG as educational and learning action that enables dialogue and exchange, overcoming stereotypes and cultural barriers, self-improvement through education, increasing one's self-esteem, creating a non-violent and supportive environment, bringing the community in, and taking the new learnings out, building new possible worlds in all ages and in very divers settings such as primary, secondary, high, special, and adult schools, family and community education, foster care centre for minors, and prisons. Implications of the evidence on the impact of DLG for practice and policymaking could be considered for the promotion of educational and learning actions aimed at both the improvement linguistic and reading skills and the enhancement of values that promote social cohesión.