Pub Date : 2025-02-01DOI: 10.1016/j.edurev.2025.100664
Alie Meedendorp, Marjolein Irene Deunk
As classrooms are becoming increasingly diverse, teachers often find themselves in a prominent position within initiatives to provide a safe learning environment with equal opportunities for every student in the classroom. This requires preparation for diversity and inclusion within teacher education. This systematic review explores the use of drama and theatre-based work forms in pre-service and in-service teacher education to elicit critical reflection among teachers, as a means to prepare them for the diverse classroom. A comprehensive search in electronic databases resulted in 26 eligible articles that were analysed using Gorski's equity literacy approach (2016) as a framework. Various drama and theatre-based work forms emerged from the data. The drama and theatre-based work forms could be categorised as work forms focused on embodiment, prompted drama, stepping in, and collective play building. The equity-related outcomes for teachers involved skills and competences such as empathy, perspective-taking and collaboration, shifts in attitude regarding diversity and inclusion, as well as advocacy and willingness to teach for social justice. The findings suggest that drama and theatre-based work forms can enhance teachers' equity literacy skills, or prerequisites to those skills, and, consequently, can be applied in pre-service and in-service teacher professional development aiming at educational justice.
{"title":"Stimulating teachers’ equity literacy through drama and theatre-based work forms: A systematic review","authors":"Alie Meedendorp, Marjolein Irene Deunk","doi":"10.1016/j.edurev.2025.100664","DOIUrl":"10.1016/j.edurev.2025.100664","url":null,"abstract":"<div><div>As classrooms are becoming increasingly diverse, teachers often find themselves in a prominent position within initiatives to provide a safe learning environment with equal opportunities for every student in the classroom. This requires preparation for diversity and inclusion within teacher education. This systematic review explores the use of drama and theatre-based work forms in pre-service and in-service teacher education to elicit critical reflection among teachers, as a means to prepare them for the diverse classroom. A comprehensive search in electronic databases resulted in 26 eligible articles that were analysed using Gorski's equity literacy approach (2016) as a framework. Various drama and theatre-based work forms emerged from the data. The drama and theatre-based work forms could be categorised as work forms focused on embodiment, prompted drama, stepping in, and collective play building. The equity-related outcomes for teachers involved skills and competences such as empathy, perspective-taking and collaboration, shifts in attitude regarding diversity and inclusion, as well as advocacy and willingness to teach for social justice. The findings suggest that drama and theatre-based work forms can enhance teachers' equity literacy skills, or prerequisites to those skills, and, consequently, can be applied in pre-service and in-service teacher professional development aiming at educational justice.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"46 ","pages":"Article 100664"},"PeriodicalIF":9.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143071516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.edurev.2024.100662
Olga Chernikova , Daniel Sommerhoff , Matthias Stadler , Doris Holzberger , Michael Nickl , Tina Seidel , Enkelejda Kasneci , Stefan Küchemann , Jochen Kuhn , Frank Fischer , Nicole Heitzmann
This meta-analysis builds on 217 empirical studies in higher education and investigates the role of the different forms of adaptivity and adaptability as personalization strategies in simulation-based learning environments for complex skills in higher education. The strategies used to personalize scaffolding and task progression were the central point in this meta-analysis. We identified conditions under which personalization advances complex skills in higher education. The results indicate that whereas adaptivity (i.e., computer makes decisions) is more effective for scaffolding, adaptability (the decisions made by individual learners) seem more beneficial for task progression. We conclude that adaptivity and adaptability can be effectively used to personalize simulation-based learning environments in higher education to better address needs of learners with different learning needs. We also discuss the potential of artificial intelligence for empowering personalization in simulation-based learning.
{"title":"Personalization through adaptivity or adaptability? A meta-analysis on simulation-based learning in higher education","authors":"Olga Chernikova , Daniel Sommerhoff , Matthias Stadler , Doris Holzberger , Michael Nickl , Tina Seidel , Enkelejda Kasneci , Stefan Küchemann , Jochen Kuhn , Frank Fischer , Nicole Heitzmann","doi":"10.1016/j.edurev.2024.100662","DOIUrl":"10.1016/j.edurev.2024.100662","url":null,"abstract":"<div><div>This meta-analysis builds on 217 empirical studies in higher education and investigates the role of the different forms of adaptivity and adaptability as personalization strategies in simulation-based learning environments for complex skills in higher education. The strategies used to personalize scaffolding and task progression were the central point in this meta-analysis. We identified conditions under which personalization advances complex skills in higher education. The results indicate that whereas adaptivity (i.e., computer makes decisions) is more effective for scaffolding, adaptability (the decisions made by individual learners) seem more beneficial for task progression. We conclude that adaptivity and adaptability can be effectively used to personalize simulation-based learning environments in higher education to better address needs of learners with different learning needs. We also discuss the potential of artificial intelligence for empowering personalization in simulation-based learning.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"46 ","pages":"Article 100662"},"PeriodicalIF":9.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142889093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.edurev.2025.100668
Ole Emil Jensen , Anne-Mette Veber Nielsen , Anne Kær Gejl , Rasmus Ahmt Rohde , Laurits Munk Højberg , Linn Damsgaard , Anne Sofie Bøgh Malling , Emma Stevnsborg , Anna Bugge , Mads Poulsen , Jacob Wienecke
<div><h3>Background</h3><div>Reading and spelling skills are important abilities to acquire for later success in school and therefore it is highly relevant to examine strategies of facilitating these academic skills. Physical activity integrated with the learning sessions or physical activity added but not integrated with the learning sessions has been identified as possible strategies.</div></div><div><h3>Objective</h3><div>To identify, categorize and examine the characteristics and effects of interventions investigating the effect of physical activity on children's early reading skills.</div></div><div><h3>Design</h3><div>This systematic review follows the PRISMA guidelines. Studies were separated into two categories based on whether physical activity integrates academic content or not, i.e., 1) <em>low integration interventions</em> or 2) <em>high integration interventions</em>. Additionally, high integration interventions were further subgrouped based on the congruency of the activity (i.e., whether the movement supported the learning content). Low integration interventions were subgrouped based on the complexity of the activity (i.e., if the physical activity was cognitively/coordinatively demanding or not). Study quality was assessed, and effects were summarized narratively for each category. Furthermore, a meta-analysis was conducted to quantify both types of interventions. Only studies involving children with an intervention investigating the long-term effects of physical activity on prereading, word recognition, and spelling skills were included.</div></div><div><h3>Data sources</h3><div>PubMed, Web of Science, PsychINFO, Linguistics and Language Behavior Abstracts, ERIC and SportDiscuss.</div></div><div><h3>Results</h3><div>Twenty-three studies were identified and categorized into two groups (thirteen <em>high integration interventions</em> and ten <em>low integration interventions</em>). Across outcome measures, eight of the thirteen high-integration intervention studies reported statistically significant effects on at least one measure of prereading, word recognition, or spelling skills favoring the intervention. In contrast, only two out of ten studies categorized as <em>low integration interventions</em> reported a statistically significant effect. Multilevel meta-analysis showed an insignificant average random-effects model size of Hedges’ <em>g</em> = 0.03 (95% CI: 0.02, 0.09) for low integration and a significant effect size of <em>g</em> = 0.69 (95% CI: 0.12, 1.26) for high integration interventions. The distinction between low and high complexity within the low integration group, and between levels of congruency in high integration interventions, revealed no significant differences between these subgroups.</div></div><div><h3>Conclusions</h3><div>Results from the present review and meta-analysis suggest that the integration of physical activity into the classroom, using activities with a close temporal connection to the academi
{"title":"The effects of physical activity interventions on prereading, early word recognition and spelling development in children: A systematic review and meta-analysis","authors":"Ole Emil Jensen , Anne-Mette Veber Nielsen , Anne Kær Gejl , Rasmus Ahmt Rohde , Laurits Munk Højberg , Linn Damsgaard , Anne Sofie Bøgh Malling , Emma Stevnsborg , Anna Bugge , Mads Poulsen , Jacob Wienecke","doi":"10.1016/j.edurev.2025.100668","DOIUrl":"10.1016/j.edurev.2025.100668","url":null,"abstract":"<div><h3>Background</h3><div>Reading and spelling skills are important abilities to acquire for later success in school and therefore it is highly relevant to examine strategies of facilitating these academic skills. Physical activity integrated with the learning sessions or physical activity added but not integrated with the learning sessions has been identified as possible strategies.</div></div><div><h3>Objective</h3><div>To identify, categorize and examine the characteristics and effects of interventions investigating the effect of physical activity on children's early reading skills.</div></div><div><h3>Design</h3><div>This systematic review follows the PRISMA guidelines. Studies were separated into two categories based on whether physical activity integrates academic content or not, i.e., 1) <em>low integration interventions</em> or 2) <em>high integration interventions</em>. Additionally, high integration interventions were further subgrouped based on the congruency of the activity (i.e., whether the movement supported the learning content). Low integration interventions were subgrouped based on the complexity of the activity (i.e., if the physical activity was cognitively/coordinatively demanding or not). Study quality was assessed, and effects were summarized narratively for each category. Furthermore, a meta-analysis was conducted to quantify both types of interventions. Only studies involving children with an intervention investigating the long-term effects of physical activity on prereading, word recognition, and spelling skills were included.</div></div><div><h3>Data sources</h3><div>PubMed, Web of Science, PsychINFO, Linguistics and Language Behavior Abstracts, ERIC and SportDiscuss.</div></div><div><h3>Results</h3><div>Twenty-three studies were identified and categorized into two groups (thirteen <em>high integration interventions</em> and ten <em>low integration interventions</em>). Across outcome measures, eight of the thirteen high-integration intervention studies reported statistically significant effects on at least one measure of prereading, word recognition, or spelling skills favoring the intervention. In contrast, only two out of ten studies categorized as <em>low integration interventions</em> reported a statistically significant effect. Multilevel meta-analysis showed an insignificant average random-effects model size of Hedges’ <em>g</em> = 0.03 (95% CI: 0.02, 0.09) for low integration and a significant effect size of <em>g</em> = 0.69 (95% CI: 0.12, 1.26) for high integration interventions. The distinction between low and high complexity within the low integration group, and between levels of congruency in high integration interventions, revealed no significant differences between these subgroups.</div></div><div><h3>Conclusions</h3><div>Results from the present review and meta-analysis suggest that the integration of physical activity into the classroom, using activities with a close temporal connection to the academi","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100668"},"PeriodicalIF":9.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143418578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.edurev.2025.100665
Sandra J. Mathers, Pinar Kolancali, Fiona Jelley, Daniela Singh, Alex Hodgkiss, Sophie A. Booton, Lars-Erik Malmberg, Victoria A. Murphy
This study reviewed research on the features of digital media (e.g. apps, e-books) which influence interactions between adults and children aged 2–7 years when using these media together. We focused on interactions which support child learning, particularly oral language development. We used robust variance estimation to conduct multilevel meta-analyses of 15 experimental studies (n = 627 parent–child pairs; k = 190 effects). Findings suggest that digital design can shape adult-child interactions (g = 0.56, k = 170), particularly the quality of parental language input (g = 1.1, k = 86). Embedding conversation prompts into e-books showed particular promise (g = 0.84–0.99, k = 58–74). Though small in scope, this study offers direction for media design and research and indicates promise for low-cost intervention via digital design. However, it also indicates a need for more robust and well-powered research to inform design, practice and policy. In particular, better evidence is needed to establish whether the benefits identified for adult-child interaction translate into benefits for wider child and adult outcomes.
本研究回顾了数字媒体（如应用程序、电子书）的特征，这些特征会影响2-7岁儿童在一起使用这些媒体时的互动。我们专注于支持儿童学习的互动，特别是口语的发展。我们采用稳健方差估计对15项实验研究(n = 627对亲子对；K = 190效应)。研究结果表明，数字设计可以塑造成人与儿童的互动（g = 0.56, k = 170），特别是父母语言输入的质量（g = 1.1, k = 86）。在电子书中嵌入对话提示显示出特别的前景（g = 0.84-0.99, k = 58-74）。虽然本研究范围小，但为媒体设计和研究提供了方向，并表明了通过数字设计进行低成本干预的希望。然而，这也表明需要更有力的研究来为设计、实践和政策提供信息。特别是，需要更好的证据来确定成人-儿童互动的益处是否转化为更广泛的儿童和成人结果的益处。
{"title":"Features of digital media which influence social interactions between adults and children aged 2–7 years during joint media engagement: A multi-level meta-analysis","authors":"Sandra J. Mathers, Pinar Kolancali, Fiona Jelley, Daniela Singh, Alex Hodgkiss, Sophie A. Booton, Lars-Erik Malmberg, Victoria A. Murphy","doi":"10.1016/j.edurev.2025.100665","DOIUrl":"10.1016/j.edurev.2025.100665","url":null,"abstract":"<div><div>This study reviewed research on the features of digital media (e.g. apps, e-books) which influence interactions between adults and children aged 2–7 years when using these media together. We focused on interactions which support child learning, particularly oral language development. We used robust variance estimation to conduct multilevel meta-analyses of 15 experimental studies (<em>n</em> = 627 parent–child pairs; <em>k</em> = 190 effects). Findings suggest that digital design can shape adult-child interactions (<em>g</em> = 0.56, <em>k</em> = 170), particularly the quality of parental language input (<em>g</em> = 1.1, <em>k</em> = 86). Embedding conversation prompts into e-books showed particular promise (<em>g</em> = 0.84–0.99, <em>k</em> = 58–74). Though small in scope, this study offers direction for media design and research and indicates promise for low-cost intervention via digital design. However, it also indicates a need for more robust and well-powered research to inform design, practice and policy. In particular, better evidence is needed to establish whether the benefits identified for adult-child interaction translate into benefits for wider child and adult outcomes.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"46 ","pages":"Article 100665"},"PeriodicalIF":9.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-31DOI: 10.1016/j.edurev.2025.100667
Cheng Yong Tan , Sung Tae Jang , Si Man Lam , Ariel Qi An , Ue Kiu Venus Lo
Teaching and learning in schools worldwide was severely disrupted due to COVID-19. Therefore, the present study aimed to understand the teaching and learning challenges that confronted schools due to the pandemic. It systematically reviewed the international literature involving 226 studies to elucidate a comprehensive range of teaching and learning challenges confronting schools due to the pandemic. Thematic analysis was used to derive patterns of challenges from the studies included in the systematic review. Results showed that the teaching and learning challenges were often inextricably linked to those affecting wellbeing and safety. They involved different stakeholders beyond school leaders – teachers, students, parents, and other members of the school community. They also pertained to the period of time corresponding to school closure during the pandemic and post-pandemic reopening. The analysis identified four themes on teaching and learning challenges schools were confronted with, namely schools' urgent need to respond to the challenging external environment, implementation and consequences of home-based online teaching and learning during the pandemic, need to do more with less, and deteriorating wellbeing of the school community during the pandemic. Our study contributes to the development of the leadership contingency opportunities theory in the context of teaching and learning challenges confronting schools due to COVID-19. Implications for policy and schools to enhance schools’ capacity to address teaching and learning challenges during future crises were discussed.
{"title":"Teaching and learning challenges due to the COVID-19 pandemic: A systematic review","authors":"Cheng Yong Tan , Sung Tae Jang , Si Man Lam , Ariel Qi An , Ue Kiu Venus Lo","doi":"10.1016/j.edurev.2025.100667","DOIUrl":"10.1016/j.edurev.2025.100667","url":null,"abstract":"<div><div>Teaching and learning in schools worldwide was severely disrupted due to COVID-19. Therefore, the present study aimed to understand the teaching and learning challenges that confronted schools due to the pandemic. It systematically reviewed the international literature involving 226 studies to elucidate a comprehensive range of teaching and learning challenges confronting schools due to the pandemic. Thematic analysis was used to derive patterns of challenges from the studies included in the systematic review. Results showed that the teaching and learning challenges were often inextricably linked to those affecting wellbeing and safety. They involved different stakeholders beyond school leaders – teachers, students, parents, and other members of the school community. They also pertained to the period of time corresponding to school closure during the pandemic and post-pandemic reopening. The analysis identified four themes on teaching and learning challenges schools were confronted with, namely schools' urgent need to respond to the challenging external environment, implementation and consequences of home-based online teaching and learning during the pandemic, need to do more with less, and deteriorating wellbeing of the school community during the pandemic. Our study contributes to the development of the leadership contingency opportunities theory in the context of teaching and learning challenges confronting schools due to COVID-19. Implications for policy and schools to enhance schools’ capacity to address teaching and learning challenges during future crises were discussed.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100667"},"PeriodicalIF":9.6,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143519123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.edurev.2024.100645
Guanglun Michael Mu , Danielle Gordon , Jingjing Liang , Liting Zhao , Roxana Aguilar Alonso , M. Zahid Juri , Xuechen Zhang , Hoi Vo , Danwei Gao , Yating Hu , Congcong Xing
The relationship between teacher self-efficacy (TSE) and teacher resilience (TR) is a bourgeoning area of study in teacher education research. This meta-analysis is the first of its kind to synthesise ‘fragmented’ quantitative evidence on the correlation between the two constructs. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a total of 21 studies were included in the meta-analysis, encompassing a sample of 6022 pre-service and in-service teachers across different national settings. The random-effects model yielded a statistically significant, positive, moderate correlation between TSE and TR (r = .49). Follow-up subgroup meta-analysis revealed the variability in the effect sizes between studies conducted in Asia, Europe, the Caribbean, and North America. No statistically significant variability in the effect sizes was found between pre-service and in-service teacher samples or between studies using different measures of resilience and self-efficacy. This meta-analysis provides insights into fostering the ‘concerted growth’ in TSE and TR through initial teacher education and ongoing professional development. These insights offer a productive response to the challenging teaching profession.
{"title":"A meta-analysis of the correlation between teacher self-efficacy and teacher resilience: Concerted growth and contextual variance","authors":"Guanglun Michael Mu , Danielle Gordon , Jingjing Liang , Liting Zhao , Roxana Aguilar Alonso , M. Zahid Juri , Xuechen Zhang , Hoi Vo , Danwei Gao , Yating Hu , Congcong Xing","doi":"10.1016/j.edurev.2024.100645","DOIUrl":"10.1016/j.edurev.2024.100645","url":null,"abstract":"<div><div>The relationship between teacher self-efficacy (TSE) and teacher resilience (TR) is a bourgeoning area of study in teacher education research. This meta-analysis is the first of its kind to synthesise ‘fragmented’ quantitative evidence on the correlation between the two constructs. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a total of 21 studies were included in the meta-analysis, encompassing a sample of 6022 pre-service and in-service teachers across different national settings. The random-effects model yielded a statistically significant, positive, moderate correlation between TSE and TR (<em>r</em> = .49). Follow-up subgroup meta-analysis revealed the variability in the effect sizes between studies conducted in Asia, Europe, the Caribbean, and North America. No statistically significant variability in the effect sizes was found between pre-service and in-service teacher samples or between studies using different measures of resilience and self-efficacy. This meta-analysis provides insights into fostering the ‘concerted growth’ in TSE and TR through initial teacher education and ongoing professional development. These insights offer a productive response to the challenging teaching profession.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"45 ","pages":"Article 100645"},"PeriodicalIF":9.6,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142554603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.edurev.2024.100646
Lynn Van den Broeck , Tinne De Laet , Rani Dujardin , Shandris Tuyaerts , Greet Langie
In today's dynamic job market, lifelong learning (LLL) is essential due to technological advancements and evolving requirements. Since it is the responsibility of higher education to prepare students for LLL, it is imperative for higher education not only to acknowledge the significance of LLL but also to delve deeper into the core competencies that underpin LLL. This systematic literature review aims to construct a comprehensive LLL competency framework. The primary focus is to unveil which core competencies are vital for lifelong learners. Following prisma 2020 guidelines, a search in Scopus yielded 65 relevant paper across various disciplines. Data extraction resulted in 10 existing LLL frameworks and a total of 254 LLL competencies. Categorization and discussions led to six LLL competency categories: (1) Information Literacy, (2) Self-Regulation & Self-Direction, (3) Autonomous Motivation, (4) Learning Beliefs & Strategies, (5) Initiative & Perseverance, and (6) Adaptability & Resilience. A comparison with existing LLL frameworks highlighted gaps, since no framework covered all six categories and often only included sub aspects of a specific LLL competency category. The new comprehensive LLL framework combines insights and provides definitions for each LLL competency category. The framework provides a generic and discipline overarching view, while still providing room for domain and discipline specific adaptations if required.
{"title":"Unveiling the competencies at the core of lifelong learning: A systematic literature review","authors":"Lynn Van den Broeck , Tinne De Laet , Rani Dujardin , Shandris Tuyaerts , Greet Langie","doi":"10.1016/j.edurev.2024.100646","DOIUrl":"10.1016/j.edurev.2024.100646","url":null,"abstract":"<div><div>In today's dynamic job market, lifelong learning (LLL) is essential due to technological advancements and evolving requirements. Since it is the responsibility of higher education to prepare students for LLL, it is imperative for higher education not only to acknowledge the significance of LLL but also to delve deeper into the core competencies that underpin LLL. This systematic literature review aims to construct a comprehensive LLL competency framework. The primary focus is to unveil which core competencies are vital for lifelong learners. Following prisma 2020 guidelines, a search in Scopus yielded 65 relevant paper across various disciplines. Data extraction resulted in 10 existing LLL frameworks and a total of 254 LLL competencies. Categorization and discussions led to six LLL competency categories: (1) Information Literacy, (2) Self-Regulation & Self-Direction, (3) Autonomous Motivation, (4) Learning Beliefs & Strategies, (5) Initiative & Perseverance, and (6) Adaptability & Resilience. A comparison with existing LLL frameworks highlighted gaps, since no framework covered all six categories and often only included sub aspects of a specific LLL competency category. The new comprehensive LLL framework combines insights and provides definitions for each LLL competency category. The framework provides a generic and discipline overarching view, while still providing room for domain and discipline specific adaptations if required.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"45 ","pages":"Article 100646"},"PeriodicalIF":9.6,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142643095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.edurev.2024.100647
Cheng Yong Tan , Qianqian Pan , Sisi Tao , Qianru Liang , Min Lan , Shihui Feng , Hoi Shan Cheung , Dian Liu
Digital parenting is being enacted in a rapidly digitalized context and it impacts different children's outcomes. The present study employs an umbrella review involving 31 reviews to derive insights on different aspects of relationships between digital parenting and child development. Results showed that digital parenting had been conceptualized as comprising three dimensions (parental mediation, parents' use of digital technologies, and parents' role-modeling the use of digital technologies) that encompassed what parents did at home and for supporting their children's school learning. Parents and children's media-related variables (e.g., attitudes, technological access and skills) predicted the enactment of digital parenting. Digital parenting was inextricably related to general parenting in that it extended general parenting in the digital environment and it facilitated general parenting. Research was characterized by the use of cross-sectional designs, examination of either a single or multiple aspects of digital parenting, the use of parent or child self-reported perceptions, and the application of exploratory factor analytical approaches. Digital parenting impacted children's online behaviors, exposure to online risks, psychological and emotional wellbeing, digital literacy, and privacy protection. The present study contributes to the scholarship by providing a comprehensive conceptualization of digital parenting, underscoring the protective and promotive functions of digital parenting in child development, and highlighting the need for methodological enhancements in the measurement of digital parenting. It also identifies areas in digital parenting research where the evidence has been mixed or inadequate and therefore, points the way forward for future research.
{"title":"Conceptualization, measurement, predictors, outcomes, and interventions in digital parenting research: A comprehensive umbrella review","authors":"Cheng Yong Tan , Qianqian Pan , Sisi Tao , Qianru Liang , Min Lan , Shihui Feng , Hoi Shan Cheung , Dian Liu","doi":"10.1016/j.edurev.2024.100647","DOIUrl":"10.1016/j.edurev.2024.100647","url":null,"abstract":"<div><div>Digital parenting is being enacted in a rapidly digitalized context and it impacts different children's outcomes. The present study employs an umbrella review involving 31 reviews to derive insights on different aspects of relationships between digital parenting and child development. Results showed that digital parenting had been conceptualized as comprising three dimensions (parental mediation, parents' use of digital technologies, and parents' role-modeling the use of digital technologies) that encompassed what parents did at home and for supporting their children's school learning. Parents and children's media-related variables (e.g., attitudes, technological access and skills) predicted the enactment of digital parenting. Digital parenting was inextricably related to general parenting in that it extended general parenting in the digital environment and it facilitated general parenting. Research was characterized by the use of cross-sectional designs, examination of either a single or multiple aspects of digital parenting, the use of parent or child self-reported perceptions, and the application of exploratory factor analytical approaches. Digital parenting impacted children's online behaviors, exposure to online risks, psychological and emotional wellbeing, digital literacy, and privacy protection. The present study contributes to the scholarship by providing a comprehensive conceptualization of digital parenting, underscoring the protective and promotive functions of digital parenting in child development, and highlighting the need for methodological enhancements in the measurement of digital parenting. It also identifies areas in digital parenting research where the evidence has been mixed or inadequate and therefore, points the way forward for future research.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"45 ","pages":"Article 100647"},"PeriodicalIF":9.6,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142691087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.edurev.2024.100649
Jihyun Lee , Dennis Alonzo , Kim Beswick , Cherry Zin Oo , Daniel W.J. Anson , Jan Michael Vincent Abril
This systematic review aims to clarify the concept of principals' data literacy and its various components. After examining 56 empirical studies, we have defined principals' data literacy and identified 63 specific indicators, organized into seven dimensions. Our findings highlight the complex tasks and responsibilities principals undertake to effectively lead with data. Although some data-related activities overlap between principals and teachers, the nature, scope, and purposes of data use differ between these roles. While teachers’ data literacy focuses on hands-on data creation, collection, and analysis, principals' data literacy revolves around leading their school communities and beyond. We argue that three of the seven dimensions—Dimension 3 (“Data use for fostering a data-driven culture”), Dimension 4 (“Data use for school improvement”), and Dimension 5 (“Data use for informing own practices”)—are particularly relevant to school leaders, thereby distinguishing principals' data literacy from that of teachers. We conclude by suggesting several practical implications based on our review, which could benefit the professional development of both school leaders and teachers at various career stages.
{"title":"Data literacy of principals in K–12 school contexts: A systematic review","authors":"Jihyun Lee , Dennis Alonzo , Kim Beswick , Cherry Zin Oo , Daniel W.J. Anson , Jan Michael Vincent Abril","doi":"10.1016/j.edurev.2024.100649","DOIUrl":"10.1016/j.edurev.2024.100649","url":null,"abstract":"<div><div>This systematic review aims to clarify the concept of principals' data literacy and its various components. After examining 56 empirical studies, we have defined principals' data literacy and identified 63 specific indicators, organized into seven dimensions. Our findings highlight the complex tasks and responsibilities principals undertake to effectively lead with data. Although some data-related activities overlap between principals and teachers, the nature, scope, and purposes of data use differ between these roles. While teachers’ data literacy focuses on hands-on data creation, collection, and analysis, principals' data literacy revolves around leading their school communities and beyond. We argue that three of the seven dimensions—Dimension 3 (“Data use for fostering a data-driven culture”), Dimension 4 (“Data use for school improvement”), and Dimension 5 (“Data use for informing own practices”)—are particularly relevant to school leaders, thereby distinguishing principals' data literacy from that of teachers. We conclude by suggesting several practical implications based on our review, which could benefit the professional development of both school leaders and teachers at various career stages.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"45 ","pages":"Article 100649"},"PeriodicalIF":9.6,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142691086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-04DOI: 10.1016/j.edurev.2024.100644
Kerryann Walsh , Lyra L'Estrange , Rhiannon Smith , Tanya Burr , Kate E. Williams
Over the past 20 years there has been a growing international focus within early childhood education sectors on the potential benefits of neuroscience-informed approaches. This has resulted in a burgeoning of initiatives that draw upon neuroscience to influence early childhood educator practice and, in turn, children's learning and development. This study reports an international scoping review of professional learning programs for early childhood educators that are based on the translation of neuroscience research to practice. A total of 15 studies were included with the professional learning approaches documented variously aiming to build educator knowledge, support educators to embed specific practices, and/or deliver a structured intervention with children. There were largely positive reports across studies of boosts in educator knowledge, attitudes, confidence, and self-efficacy in relation to neuroscience. In several studies, educators also reported changes to their practice, improvements in the quality of their relationships with children, and reduced stress levels. Child outcomes were less often reported, with two of the three studies reporting these documenting enhanced child social-emotional development from delivery of a specific intervention by educators. Implementation fidelity was an important aspect with high fidelity linked with better documented outcomes. Overall, the robustness of the evidence for neuroscience-based professional learning for early childhood educators is mixed, with the majority of included studies not including a comparison group, and thus causality cannot be claimed. We propose a theory of change model for this field of work, and note the current limited research focussed on outcomes beyond initial changes in educator attitudes and knowledge. There is potential for design of more comprehensive approaches to embed neuroscience in early childhood education. Future scaling up of effective programs, and design of new ones, requires deeper understanding of program implementation and points to the need for comprehensive evaluations incorporating both process and outcomes assessment.
{"title":"Translating neuroscience to early childhood education: A scoping review of neuroscience-based professional learning for early childhood educators","authors":"Kerryann Walsh , Lyra L'Estrange , Rhiannon Smith , Tanya Burr , Kate E. Williams","doi":"10.1016/j.edurev.2024.100644","DOIUrl":"10.1016/j.edurev.2024.100644","url":null,"abstract":"<div><div>Over the past 20 years there has been a growing international focus within early childhood education sectors on the potential benefits of neuroscience-informed approaches. This has resulted in a burgeoning of initiatives that draw upon neuroscience to influence early childhood educator practice and, in turn, children's learning and development. This study reports an international scoping review of professional learning programs for early childhood educators that are based on the translation of neuroscience research to practice. A total of 15 studies were included with the professional learning approaches documented variously aiming to build educator knowledge, support educators to embed specific practices, and/or deliver a structured intervention with children. There were largely positive reports across studies of boosts in educator knowledge, attitudes, confidence, and self-efficacy in relation to neuroscience. In several studies, educators also reported changes to their practice, improvements in the quality of their relationships with children, and reduced stress levels. Child outcomes were less often reported, with two of the three studies reporting these documenting enhanced child social-emotional development from delivery of a specific intervention by educators. Implementation fidelity was an important aspect with high fidelity linked with better documented outcomes. Overall, the robustness of the evidence for neuroscience-based professional learning for early childhood educators is mixed, with the majority of included studies not including a comparison group, and thus causality cannot be claimed. We propose a theory of change model for this field of work, and note the current limited research focussed on outcomes beyond initial changes in educator attitudes and knowledge. There is potential for design of more comprehensive approaches to embed neuroscience in early childhood education. Future scaling up of effective programs, and design of new ones, requires deeper understanding of program implementation and points to the need for comprehensive evaluations incorporating both process and outcomes assessment.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"45 ","pages":"Article 100644"},"PeriodicalIF":9.6,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142417695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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