Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

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Qualitative research for education: An introduction to theories and methods

Principles and Practice of Structural Equation Modeling (2nd ed.)

How we Think

The culture of education

In present-day knowledge societies, competent reading involves the integration of information from multiple sources into a coherent, meaningful representation of a topic, issue, or situation. This article reviews research and theory concerning the comprehension of multiple textual resources, focusing especially on linkages recently established between dimensions of epistemic beliefs and multiple-text comprehension. Moreover, a proposed model incorporates epistemic beliefs into a theoretical framework for explaining multiple-text comprehension, specifying how and why different epistemic belief dimensions may be linked to the comprehension and integration of multiple texts. Also discussed is the need for further research concerning mediational mechanisms, causality, and generalizability.

https://www.tandfonline.com/doi/pdf/10.1080/00461520.2011.538647

The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model

The authors present the results of a 2-year longitudinal study of 228 Norwegian children beginning some 12 months before formal reading instruction began The relationships between a range of cognitive and linguistic skills (letter knowledge, phoneme manipulation, visual-verbal paired-associate learning, rapid automatized naming (RAN), short-term memory, and verbal and nonverbal ability) were investigated and related to later measures of word recognition in reading Letter knowledge, phoneme manipulation, and RAN were independent longitudinal predictors of early reading (word recognition) skills in the regular Norwegian orthography Early reading skills initially appeared well described as a unitary construct that then showed rapid differentiation into correlated subskills (word decoding, orthographic choice, text reading, and nonword reading) that showed very high levels of longitudinal stability The results are related to current ideas about the cognitive foundations of early reading skills

The cognitive and linguistic foundations of early reading development: a Norwegian latent variable longitudinal study.

Background. More empirical work is needed to examine the dimensionality of personal epistemology and relations between those dimensions and motivational and strategic components of self-regulated learning. In particular, there is great need to investigate personal epistemology and its relation to self-regulated learning across cultures and academic contexts. Because the demarcation between personal epistemology and implicit theories of intelligence has been questioned, dimensions of personal epistemology should also be studied in relation to implicit theories of intelligence.

Aims. The primary aim was to examine the dimensionality of personal epistemology and the relation between those dimensions and implicit theories of intelligence in the cultural context of Norwegian postsecondary education. A secondary aim was to examine the relative contribution of epistemological beliefs and theories of intelligence to motivational and strategic components of self-regulated learning in different academic contexts within that culture.

Samples. The first sample included 178 business administration students in a traditional transmission-oriented instructional context; the second, 108 student teachers in an innovative pedagogical context.

Methods. The dimensionality of the Schommer Epistemological Questionnaire was examined through factor analyses, and the resulting dimensions were examined in relation to implicit theories of intelligence. We performed multiple regression analyses, separately for the two academic contexts, to try to predict motivational (i.e. self-efficacy beliefs, mastery goal orientation, and interest) and strategic (i.e. self-regulatory strategy use) components of self-regulated learning with epistemological beliefs and implicit theories of intelligence.

Results. Considerable cross-cultural generalizability was found for the dimensionality of personal epistemology. Moreover, the dimensions of personal epistemology seemed to represent constructs separate from the construct of implicit theories of intelligence. Differences in the predictability of the epistemological dimensions were found for the two samples. For the student teachers, belief about knowledge construction and modification was a better predictor of self-regulated learning. For the business administration students, belief about the certainty of knowledge played a more important role in self-regulated learning.

Conclusions. Epistemological beliefs predict self-regulated learning among Norwegian postsecondary students and play more important roles than implicit theories of intelligence. Relations between epistemological beliefs and self-regulated learning may vary with academic context.

The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students.

Students obtain information from a variety of sources that vary with respect to their trustworthiness. And, while the trustworthiness of a source ought to influence the weight and position that the information in a document plays in students' overall comprehension of a topic, there is little empirical evidence of this relationship. In this study, the authors examine whether source evaluation is related to single or cross-document comprehension. Participants read seven texts on global warming that varied on important source characteristics. The authors found that both trustworthiness ratings of the most reliable documents and the use of document type as rating criteria independently predicted comprehension. The authors also found both similarities and differences between source evaluation regarding a science topic compared to history topics. Several possible mechanisms for the observed relationship between source evaluation and comprehension when students use multiple texts are discussed.



يحصل الطلبة على معلومات من مصادر متنوعة تختلف من حيث مصداقيتها. ومع أن مصداقية المصدر ينبغي أن تؤثر في وزن المعلومة وموقفها في النص بالنسبة لاستيعاب الطلبة الموضوع فإنه ليس هناك براهين تجريبية لتثبت هذه العلاقة. وفي هذه الدراسة نتقصى إذا كان تقييم المصدر يتعلق باستيعاب وثيقة منفردة ووثائق متشابكة. لقد قرأ المشاركون سبعة نصوص عن الاحتباس الحراري وكل نص يختلف عن الآخر من حيث خصائص المصدر المهمة. لقد وجدنا أن كلا تصانيف مصداقية الوثائق الأكثر ثقة واستعمال نوع الوثيقة كمقياس تصنيفي قد تنبآ الاستيعاب على حدة. ووجدنا أيضا تشابهات واختلافات بين تقييم المصدر بشأن مقارنة موضوع علمي بمواضيع تاريخية. لقد تم النقاش عن عدة آليات محتملة للعلاقة الملحوظة بين تقييم المصدر والاستيعاب حين يستخدم الطلبة نصوصا متنوعة.



学生从各种来源得到可信度高低不同的资料。虽然资料来源的可信度会影响学生对所得资料的重要性和观点与角度的衡量，从而影响他们对某一课题资料的整体理解；可是这种关系的经验研究证据却很少。在本研究中，我们考查资料来源评估是否与单一文件和跨文件的阅读理解相关。参加者阅读七篇有关全球变暖的资料文件，而其重要来源特征却有所不同。研究结果显示，最可靠文件的可信度评级和以文件种类作为评级标准，均可以独立预测阅读理解能力。研究结果亦显示，学生在阅读科学和历史课题时，对资料来源可信度的评估有相同地方，也有差异的地方。本文讨论几种可能的机制，以解释学生阅读多种文本时，对资料来源的评估与阅读理解能力之间的关系。



Les etudiants trouvent l'information dans toutes sortes de sources dont le degre de fiabilite est variable. Et, alors que la fiabilite du document influe sans doute sur le poids et la position que l'information qu'il contient joue dans la comprehension generale du theme etudie, on dispose de peu de donnees empiriques a ce propos. Nous examinons dans cette etude si l'evaluation de la source est liee a la comprehension d'un seul document isole ou de plusieurs documents. Les participants ont lu sept textes sur le rechauffement global qui variaient selon d'importantes caracteristiques de la source. Nous avons trouve que les evaluations de la fiabilite des documents les plus fiables, tout comme l'utilisation d'un type de document comme critere d'evaluation, permettent de predire la comprehension de facon independante. Nous avons aussi trouve a la fois des similitudes et des differences entre l'evaluation de la source d'un theme de science et d'un theme d'histoire. La discussion porte sur les divers mecanismes possibles de la relation observee entre l'evaluation de la source et la comprehension quand les etudiants utilisent plusieurs textes.



Ученики получают информацию из разнообразных, не всегда надежных источников. Понятно, что заслуживающий доверия источник должен играть более значительную роль при освоении темы, однако на деле так происходит не всегда. В этом исследовании проверялось, является ли оценка того или иного источника результатом сравнения нескольких документов или источник оценивается на основе лишь одного документа. Участники исследования прочитали семь текстов о глобальном потеплении, взятые из различных источников. Выяснилось, что на их восприятие независимо друг от друга влияли два параметра: степень доверия к источнику, сформированная на основе нескольких документов, и тип документа как таковой. Мы также определили сходства и различия между оценкой источников, связанных с историей и естественными науками. В статье обсуждаются возможные механизмы для оценивания надежности информации при работе с текстами из разных источников.



Los estudiantes obtienen informacion de varias fuentes cuya fiabilidad varia. Y, aunque la fiabilidad de una fuente deberia influenciar el peso y el papel que la informacion de tal documento debe desempenar en la comprension general del asunto, hay poca evidencia empirica de tal asociacion. En este estudio, nos preguntamos si la evaluacion de fuentes tiene alguna asociacion con la comprension de documentos sencillos y documentos contrarios. Los participantes leyeron siete textos sobre el calentamiento global. Las fuentes de estos textos diferian en aspectos importantes. Se descubrio que tanto el indice de fiabilidad de los documentos mas fidedignos como el uso de la clase de documento como indice de criterio podian predecir por si solos la comprension. Tambien se encontraron diferencias y similitudes entre la evaluacion de las fuentes de material cientifico comparado a los de historia. Se discuten varios mecanismos posibles para la asociacion observada entre la evaluacion de las fuentes y la comprension cuando los estudiantes usan varios textos.

Ivar Bråten

Papers

The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model

The cognitive and linguistic foundations of early reading development: a Norwegian latent variable longitudinal study.

The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students.

Trust Matters: Examining the Role of Source Evaluation in Students' Construction of Meaning Within and Across Multiple Texts

Epistemological Beliefs and Implicit Theories of Intelligence as Predictors of Achievement Goals.