Showing papers in "Review of Educational Research in 1991"
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TL;DR: In this paper, the authors describe learning with media as a complementary process within which representations are constructed and procedures performed, sometimes by the learner and sometimes by a medium, and the effect of media characteristics on the structure, formation, and modification of mental models is discussed.
Abstract: This article describes learning with media as a complementary process within which representations are constructed and procedures performed, sometimes by the learner and sometimes by the medium It reviews research on learning with books, television, computers, and multimedia environments These media are distinguished by cognitively relevant characteristics of their technologies, symbol systems, and processing capabilities Studies are examined that illustrate how these characteristics, and the instructional designs that employ them, interact with learner and task characteristics to influence the structure of mental representations and cognitive processes Of specific interest is the effect of media characteristics on the structure, formation, and modification of mental models Implications for research and practice are discussed
1,664 citations
TL;DR: A critical review of the literature on mentoring, with an emphasis on the links between mentoring and undergraduate academic success, is provided in this paper, where a variety of ways in which mentoring has been defined within higher education, management, and psychology are discussed.
Abstract: Despite a growing body of research about mentoring, definitional, theoretical, and methodological deficiencies reduce the usefulness of existing research. This article provides a critical review of the literature on mentoring, with an emphasis on the links between mentoring and undergraduate academic success. The first section describes a variety of ways in which mentoring has been defined within higher education, management, and psychology. Issues related to developing a standard operational definition of mentoring within higher education are discussed. The second section provides a critical review of empirical research about mentoring and undergraduate education. The third section describes four different theoretical perspectives that could be used in future research about mentoring. Finally, future directions for research, including methodological issues and substantive concerns, are addressed.
1,323 citations
TL;DR: The authors reviewed 58 effect sizes from 40 reports and found that feedback effects vary with control for presearch availability, type of feedback, use of pretests, and type of instruction and could be quite large under optimal conditions.
Abstract: Feedback is an essential construct for many theories of learning and instruction, and an understanding of the conditions for effective feedback should facilitate both theoretical development and instructional practice. In an early review of feedback effects in written instruction, Kulhavy (1977) proposed that feedback’s chief instructional significance is to correct errors. This error-correcting action was thought to be a function of presentation timing, response certainty, and whether students could merely copy answers from feedback without having to generate their own. The present meta-analysis reviewed 58 effect sizes from 40 reports. Feedback effects were found to vary with control for presearch availability, type of feedback, use of pretests, and type of instruction and could be quite large under optimal conditions. Mediated intentional feedback for retrieval and application of specific knowledge appears to stimulate the correction of erroneous responses in situations where its mindful (Salomon & Glo...
1,248 citations
TL;DR: In this article, a view of comprehension based on recent models of the reading process is presented as a basis for reconceptualizing the comprehension curriculum as a set of five effective comprehension strategies.
Abstract: This article is an attempt to integrate findings from research about comprehension processes, comprehension strategies, and teaching strategies in order to inform instructional practice in reading comprehension. The article begins with a discussion of traditional views about reading and how those views have shaped the current comprehension curriculum in American schools. A view of comprehension based on recent models of the reading process is presented next as a basis for reconceptualizing the comprehension curriculum as a set of five effective comprehension strategies. From research on teaching comes a foundation for establishing a new view of instruction, one that focuses on the negotiation of meaning among students and teachers through teachers’ instructional actions. Instructional recommendations, based on the research synthesized in this article, and questions for future research bring the article to a close.
818 citations
TL;DR: This article present a conceptual framework for organizing and relating terms that pertain to select knowledge constructs, which is intended to clarify terms and the associations among them, and to articulate definitional statements for these knowledge terms.
Abstract: Terms used to designate knowledge constructs have proliferated in the literature and often seem to duplicate, subsume, or contradict one another. In this article, we present a conceptual framework for organizing and relating terms that pertain to select knowledge constructs. We begin with an examination of the literature. Based on that review, we build a framework that is intended to clarify terms, and the associations among them, and to articulate definitional statements for these knowledge terms. Finally, we consider the importance of this theoretical undertaking for future research in cognition and in learning.
714 citations
TL;DR: A review of the literature on social responsibility and academic achievement can be found in this article, which suggests that social responsibility can facilitate learning and performance outcomes by promoting positive interactions with teachers and peers and, from a motivational perspective, by providing students with additional incentives to achieve.
Abstract: This article reviews the literature on social responsibility and academic achievement. Both theoretical and empirical work suggest that student social responsibility is not only a valued outcome in and of itself but that it can be instrumental in the acquisition of knowledge and the development of cognitive abilities. This review describes research on the value of social responsibility for parents and teachers and on how it is promoted within the classroom. It is proposed that social responsibility can facilitate learning and performance outcomes by promoting positive interactions with teachers and peers and, from a motivational perspective, by providing students with additional incentives to achieve.
497 citations
TL;DR: A review of the research conducted during the 1980s on race/ethnicity, gender, and social class differences in K-12 educational uses of computers is summarized in terms of access, processes, and outcomes as discussed by the authors.
Abstract: In this review, the research conducted during the 1980s on race/ethnicity, gender, and social class differences in K–12 educational uses of computers is summarized in terms of access, processes, and outcomes. First, gender, social class, and racial inequalities in access to computers are documented. Second, equity in four aspects of process is considered: type of use, teachers’ attitudes towards equity and equality, curriculum content, and interactions among students. Third, the literature on three outcome variables is considered: student attitudes, computer-related competence (literacy and programming), and traditional achievement measures using computer-aided instruction. Finally, implications from the decade of research are drawn. These include the conclusions that the use of computers maintained and exaggerated inequities, that equity issues are complex and future research should reflect this, that between-school differences in equality should be examined, and that much more research on poor and minor...
301 citations
TL;DR: The authors reviewed research on classroom questioning and found that the meaning of questions is dependent on their context in discourse, that the content of questions cannot be ignored, and that questions may reflect and sustain status differences in the classroom.
Abstract: This article reviews research on classroom questioning. Analysis focuses on three characteristics of questions: context, content, and responses and reactions by speakers. Studies originating in the process-product and sociolinguistic paradigms are discussed separately, but findings from both research traditions are interpreted from a sociolinguistic perspective. The review argues that research on questioning must acknowledge that the meaning of questions is dependent on their context in discourse, that the content of questions cannot be ignored, and that questions may reflect and sustain status differences in the classroom. Research on questioning has generally failed to recognize that classroom questions are not simply teacher behaviors but mutual constructions of teachers and students.
247 citations
TL;DR: In this paper, the exploratory case study method is proposed as a means to engender rigor in reviews of multivocal literatures, which abound in the field of education, are comprised of all accessible writings on a common, often contemporary topic.
Abstract: This article aims to stimulate discussion about the issue of rigor in conducting reviews of multivocal literatures. Multivocal literatures, which abound in the field of education, are comprised of all accessible writings on a common, often contemporary topic. The exploratory case study method is proposed as a means to engender rigor in reviews of such literatures. It is argued that it is appropriate to apply the concept of rigor to reviews of multivocal literatures and to use the exploratory case study method as a tool for thinking about procedures that could enhance rigor in such reviews. The article draws upon the authors’ experiences in conducting a review of the literature on school-based management to illustrate how the proposed procedures might be employed.
234 citations
TL;DR: The authors argue that researchers avoid asking questions about time-to-event (“When?”) because of methodological difficulties introduced when members of the sample do not experience the target events during the data collection period.
Abstract: Educational researchers studying student dropout and teacher attrition typically ask whether specific events occur by particular points in time. In this article, we argue that a more powerful and informative way of framing such questions is to ask when the transitions occur. We believe that researchers avoid asking questions about time-to-event (“When?”) because of methodological difficulties introduced when members of the sample do not experience the target events during the data collection period. These people—the students who do not graduate or drop out, the teachers who do not quit—possess censored event times. Until recently, statistical techniques available for analyzing censored data were in their infancy. In this article, we show how the methods of survival analysis (also known as event history analysis) lend themselves naturally to the study of the timing of educational events. Drawing examples from the literature on teacher attrition and student dropout and graduation, we introduce a panoply of ...
220 citations
TL;DR: The authors reviewed the literature that pertains to word processing and writing in elementary classrooms by constructing five major propositions that cut across individual studies and methods and provided a schema for understanding and categorizing what is known and still needs to be known about word processing, a framework for probing the significant theoretical and substantive issues underlying the findings and a point of departure for discussing the most provocative themes and questions that emerge from many fields of study.
Abstract: Word processing has been widely endorsed as one of the most promising uses of microcomputers in the elementary school curriculum. This article reviews the burgeoning literature that pertains to word processing and writing in elementary classrooms by constructing five major propositions that cut across individual studies and methods. Together, the propositions provide a schema for understanding and categorizing what is known and still needs to be known about word processing and young writers, a framework for probing the significant theoretical and substantive issues underlying the findings, and a point of departure for discussing the most provocative themes and questions that emerge from many fields of study. Throughout the review, I demonstrate that using word processing for writing in individual classrooms is a practice that is social as well as technical. I argue, therefore, that we cannot determine how word processing is most effectively used in classrooms apart from the ways particular teachers work i...
TL;DR: This paper made a comprehensive survey of English language articles that cite Habermas from January 1972 to June 1987 in the Social Science Citation Index (SSCI), identifying those aspects of his work that have implications for education and analyzing those implications and the applications of them to educational topics and issues.
Abstract: Jurgen Habermas is a dominant figure in social theory. His work addresses the whole of society, not merely one aspect of it. As a result of this comprehensiveness, his work is used internationally in philosophy, political science, sociology, and education. This article reviews specific aspects of his work that are used in the English language educational literature. I made a comprehensive survey of English language articles that cite Habermas from January 1972 to June 1987 in the Social Science Citation Index (SSCI). The focus of my review was on: (a) identifying those aspects of Habermas’s work that have implications for education and (b) analyzing those implications and the applications of them to educational topics and issues.
TL;DR: In this article, a review criticizes and summarizes case studies, cost-effectiveness estimates, surveys, and experiments conducted in primary and secondary education in low and moderate-income countries.
Abstract: This review criticizes and summarizes case studies, cost-effectiveness estimates, surveys, and experiments conducted in primary and secondary education in low- and moderate-income countries. It further summarizes research syntheses (meta-analyses) and reviews in advanced countries. Taken as a whole, it suggests that science education in developing countries can be made considerably more effective and productive. Concentrating resources on primary and secondary schools, rather than on vocational and higher education, and employing efficient educational methods would increase the availability and quality of science education which, in turn, would seem likely to lead to greater equality of educational opportunity and higher levels of economic growth. Some research conducted in developing countries on distance education and cost-effectiveness is exemplary and appears to have research and practical implications for both developing and advanced countries.
TL;DR: A synthesis of traditional succession and socialization research frameworks provides an enriched view of leader succession that can be applied to the study of principal succession, role change, and reform in schools as discussed by the authors.
Abstract: Leader succession research presents intriguing evidence that leader succession affects school performance. Organizational socialization provides equally tantalizing evidence that leaders are shaped in their organizations. Socialization illuminates processes through which the outcomes of succession can be improved by successors and their superiors. The dynamic interactions among social and personal factors examined by socialization theories, however, are underemphasized by traditional succession frameworks. This omission leaves important gaps in knowledge about leader succession processes and outcomes. A synthesis of traditional succession and socialization research frameworks provides an enriched view of leader succession that can be applied to the study of principal succession, role change, and reform in schools. The literature in organizational socialization and professional socialization applicable to this synthesis is reviewed and compared with earlier succession reviews. Research issues raised by the...
TL;DR: In this article, the authors discuss the effects of community involvement on students who face multiple impediments to success in schools and propose a typology of four processes of social change: conversion, mobilization, allocation of resources, and instruction.
Abstract: This review discusses the effects of community involvement on students who face multiple impediments to success in schools. The first part of the article conceptualizes community involvement as a typology of four processes of social change: conversion, mobilization, allocation of resources, and instruction. Illustrations of these processes are drawn from research and programmatic literature. The second part of the article considers the effects of the varied forms of involvement in a review of 13 evaluations of interventions implemented with significant input from community entities. Overall, the studies indicate that programs can have positive effects on school-related behavior and achievement as well as attitudes and risk-taking behavior. The concluding section identifies gaps in the research and offers a framework for future studies.
TL;DR: This paper conducted a meta-analysis of both classroom and laboratory studies of the effects of expecting a recall, recognition, essay, multiple-choice or true-false test on students' subsequent achievement.
Abstract: We conducted a meta-analysis of both classroom and laboratory studies of the effects of expecting a recall, recognition, essay, multiple-choice or true-false test on students’ subsequent achievement. In laboratory studies, studying with a recall set produced strong positive effect sizes for both discrete and prose materials. However, studying with a recognition set produced no effects with discrete materials and small negative effects with prose materials. In contrast, results from classroom studies indicated that students achieved most when preparing for the type of test they received. These results run counter to standard wisdom in the college study skills area and lead us to challenge the assumption that laboratory studies on expecting tests of recall and recognition provide a useful analog to test expectancy effects involving essay and multiple-choice tests in the classroom.
TL;DR: In this paper, the authors highlight the methodological implications of multivocal literature reviews, making the utility criterion primary and rigor secondary, and address what seems to me to be the central question posed by Ogawa and Malen: What standards should apply to multi-language literature reviews?
Abstract: In their article, "Towards Rigor in Reviews of Multivocal Literatures: Applying the Exploratory Case Study Method," Ogawa and Malen (1991) have done an excellent job of showing how multivocal literature reviews can be done rigorously using the framework of the exploratory case study method. They address the traditional academic concerns of bias, error, control, and validity. They have done an outstanding job given their basic assumption-namely, that rigor is the most important standard to apply in judging a literature review. If one begins with a different standard, as I do, then the result is somewhat less outstanding. In my work-program evaluation and policy analysis-utility supplants rigor as the first and most important criterion for judging research, including literature reviews. What I shall do in this response is highlight the methodological implications for multivocal literature reviews, making the utility criterion primary and rigor secondary. In this way, I shall address what seems to me to be the central question posed by Ogawa and Malen: What standards should apply to multivocal literature reviews?
TL;DR: In "Towards Rigor in Reviews of Multivocal Literatures: Applying the Exploratory Case Study Method," Rodney Ogawa and Betty Malen (1991) propose an inventive methodological advance as discussed by the authors.
Abstract: In "Towards Rigor in Reviews of Multivocal Literatures: Applying the Exploratory Case Study Method," Rodney Ogawa and Betty Malen (1991) propose an inventive methodological advance. Specifically, they propose that: (a) social scientists apply the "notion of rigor" to their review of multivocal literatures and consider it as a form of original research and that (b) the exploratory case study be the method for this task. Whether this proposal actually is an advance is the topic of my review. At the outset, however, my own biases need clarification. First, any methodological advance is to be valued, because our craft has been considered more primitive than those in other academic disciplines. Moreover, advances in methods are often accompanied by advances in concepts (Yin, 1982). Therefore, the potential gains are significant. Second, any advance in the name of rigor is to be doubly valued, again reflecting continued criticism of the lack of rigor in social science research. Third, any advance based on the case study method may be considered pleasing, given my own previous work in this field. Finally, any advance in educational research techniqueswhich have not enjoyed the highest esteem even among social science inquiries-would be more than welcome. Despite my positive inclinations, Ogawa and Malen's article in the end falls short of its claims. Readers must therefore be forewarned of my article's conclusion: that the claimed advance is in fact based on muddled and tenuous grounds and that different conclusions are more than possible. My approach is straightforward. My review initially tries to organize, analytically, Ogawa and Malen's article. Then, my review shows how their article itself does not follow its own recommended standards for the rigorous testing and presentation of its own conclusions. Finally, my review also notes that Ogawa and Malen have accidentally or purposefully encountered a significant boundary-distinguishing the appropriate methods for contemporary events from those for entirely historic events-but that they do not discuss these ramifications.
TL;DR: In this article, a critique of the claim that knowledge alone can account for the variance of memory and development is presented, along with a brief historical sketch of the movement towards a knowledge-based view.
Abstract: This article is a critique of the claim that knowledge alone can account for the variance of memory and development. There are two parts: a brief historical sketch of the movement towards a knowledge-based view of memory and development and a discussion of some of its problems. The problems discussed are the equivocal nature of much of the data cited to support the knowledge-based view, the evidence that suggests that domain independent strategies influence memory and development, and the evidence for a domain independent tool of developmental import. Finally, the implications of these problems as they relate to theories of memory and development are discussed.
TL;DR: Rodney Ogawa and Betty Malen as mentioned in this paper presented a framework for reviewing literature from diverse sources around a common topic, arguing that such reviews should be treated as exploratory case studies and that there are well-specified standards of inquiry that apply to such studies.
Abstract: Rodney Ogawa and Betty Malen (1991) have presented a framework for reviewing literature from diverse sources around a common topic, arguing that such reviews should be treated as exploratory case studies and that there are well-specified standards of inquiry that apply to such studies. I find their article quite useful, in both methodological and conceptual terms, and I have few criticisms. I was, however, stimulated by their article to think about a number of questions related to the review of what they call multivocal' literatures. So rather than search for critical things to say about their article, I will try to capture a few questions that are embedded in their argument but, for whatever reason, are not treated in detail.
TL;DR: The authors proposed a method for engendering rigor in reviews of what they ultimately, albeit reluctantly, termed multivocal1 literatures, and they genuinely appreciate the thoughtful, diverse, and provocative reactions contained in the Elmore, Patton, and Yin commentaries.
Abstract: In our article, we proposed a method for engendering rigor in reviews of what we ultimately, albeit reluctantly, termed multivocal1 literatures. Because "our purpose in proposing the method" was to "direct attention to and stimulate discussion of rigor" in reviews of these literatures, we genuinely appreciate the thoughtful, diverse, and provocative reactions contained in the Elmore, Patton, and Yin commentaries. Because the commentaries offer contrasting assessments of our proposal and emphasize different sets of issues, we summarize the central thesis of and respond to some of the major issues raised in each commentary.