Educational Research Review最新文献

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.

Effective teaching for democracy requires an understanding of the teaching methods and educational characteristics that are effective in interventions. In order to address this requirement, we conducted a systematic literature review. We used an extensive search syntax and snowballing method that allowed us to find n = 2093 unique publications. After a screening process, we have included 54 interventions in 51 different quantitative effect studies written between 2010 and 2020. We categorized these interventions into five types of teaching methods: instruction, small-group work, assignments, projects, and democratic decision-making. We analyzed what the educational characteristics (i.e., subject matter, classroom interaction, classroom management) of these interventions were and for which democratic competences (i.e., knowledge, attitude, skill, behavior) they were effective. Our results show that teaching methods have differential effects on democratic competences. We also discuss the robustness of these results. Our study shows that there is still much to be gained in terms of research designs, the conceptualization of democratic competences, and the description of teaching methods.

Learner-centered classrooms are cooperative learning spaces in which instructors intentionally incorporate the needs, experiences, and feedback of students in order to design course objectives, materials, and assessments. This paper is concerned with the question: To what extent does the literature on learner-centered classrooms address the unique teaching challenges of faculty of color in higher education? Through a review of the foundational literature on learner-centered classrooms and scholarship on faculty of color's teaching experiences, as well as the incorporation of personal vignettes, the author argues that scholarship on learner-centered classrooms in higher education excludes faculty of color epistemologically, or as sources of knowledge about learner-centered classrooms, and experientially, as practitioners enacting learner-centered pedagogical practice. In fact, many recommendations in the literature on learner-centered classrooms directly contradict scholarship on the experiences, challenges, and best practices of faculty of color. This paper ends with directions for future research and practice.