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Showing papers in "Review of Educational Research in 2010"


Journal ArticleDOI
TL;DR: The authors conducted a meta-analysis of studies that examined the cognitive correlates of bilingualism and found that bilingualism is reliably associated with several cognitive outcomes, including increased attentional control, working memory, metalinguistic awareness, and abstract and symbolic representation skills.
Abstract: A number of studies have documented the cognitive outcomes associated with bilingualism. To gain a clear understanding of the extent and diversity of these cognitive outcomes, the authors conducted a meta-analysis of studies that examined the cognitive correlates of bilingualism. Data from 63 studies (involving 6,022 participants) were extracted and analyzed following established protocols and procedures for conducting systematic reviews and guidelines for meta-analysis. Results indicate that bilingualism is reliably associated with several cognitive outcomes, including increased attentional control, working memory, metalinguistic awareness, and abstract and symbolic representation skills. Overall mean effect sizes varied from small to large, depending on the cognitive outcomes measured, and were moderated by methodological features of the studies.

845 citations


Journal ArticleDOI
TL;DR: This paper examined the effects of vocabulary interventions on pre-K and kindergarten children's oral language development and found that although they might improve oral language skills, vocabulary interventions are not sufficiently powerful to close the gap.
Abstract: This meta-analysis examines the effects of vocabulary interventions on pre-K and kindergarten children’s oral language development The authors quantitatively reviewed 67 studies and 216 effect sizes to better understand the impact of training on word learning Results indicated an overall effect size of 88, demonstrating, on average, a gain of nearly one standard deviation on vocabulary measures Moderator analyses reported greater effects for trained adults in providing the treatment, combined pedagogical strategies that included explicit and implicit instruction, and author-created measures compared to standardized measures Middle- and upper-income at-risk children were significantly more likely to benefit from vocabulary intervention than those students also at risk and poor These results indicate that although they might improve oral language skills, vocabulary interventions are not sufficiently powerful to close the gap—even in the preschool and kindergarten years

549 citations


Journal ArticleDOI
TL;DR: A meta-analysis of the relationship between class attendance in college and college grades reveals that attendance has strong relationships with both class grades (k = 69, N = 21,195, r = 44) and GPA as mentioned in this paper.
Abstract: >> A meta-analysis of the relationship between class attendance in college and college grades reveals that attendance has strong relationships with both class grades (k = 69, N = 21,195, r = 44) and GPA (k = 33, N = 9,243, r = 41) These relationships make class attendance a better predictor of college grades than any other known predictor of academic performance, including scores on standardized admissions tests such as the SAT, high school GPA, study habits, and study skills Results also show that class attendance explains large amounts of unique variance in college grades because of its relative independence from SAT scores and high school GPA and weak relationship with student characteristics such as conscientiousness and motivation Mandatory attendance policies appear to have a small positive impact on average grades (k = 3, N = 1,421, d = 21) Implications for theoretical frameworks of student academic performance and educational policy are discussed

483 citations


Journal ArticleDOI
TL;DR: This paper conducted a meta-analysis of morphological interventions for reading, spelling, vocabulary, and morphological skills in children from preschool to grade 8 and found that morphological instruction benefits learners, and brings particular benefits for less able readers.
Abstract: The authors reviewed all peer-reviewed studies with participants from preschool to Grade 8 for this meta-analysis of morphological interventions. They identified 22 applicable studies. Instructional effects (Cohen’s d) were averaged by linguistic outcome categories (morphological sublexical, nonmorphological sublexical, lexical, and supralexical) and comparison group (experimental group vs. control or experimental group vs. alternative training). The authors investigated the effects of morphological instruction (a) on reading, spelling, vocabulary, and morphological skills, (b) for less able readers versus undifferentiated samples, (c) for younger versus older students, and (d) in combination with instruction of other literacy skills or in isolation. Results indicate that (a) morphological instruction benefits learners, (b) it brings particular benefits for less able readers, (c) it is no less effective for younger students, and (d) it is more effective when combined with other aspects of literacy instruc...

482 citations


Journal ArticleDOI
TL;DR: In this paper, a review of academic and policy research in search of explanations for low rates of success in community colleges is presented, emphasizing what is known about challenges stemming from three levels of influence: the macro-level opportunity structure; institutional practices; and the social, economic, and academic attributes students bring to college.
Abstract: Many of the democratizing opportunities provided by community colleges are diminished in the eyes of policy makers by inadequate rates of success. In particular, large proportions of students who enter community colleges do not persist for longer than a semester, complete a program, or attain a credential. This review critically examines academic and policy research in search of explanations, emphasizing what is known about challenges stemming from three levels of influence: the macro-level opportunity structure; institutional practices; and the social, economic, and academic attributes students bring to college. It provides examples of how factors operating at each level affect rates of success at key times, including the initial transition to college, the experience of remedial education, and persistence through credit-bearing coursework. The article also discusses potential and ongoing reforms that could increase rates of community college success by addressing one or more areas of influence (the macro, the institutional, or the individual). It is concluded that increasing success in the open-access, public 2-year sector requires reforms directed at multiple levels and cannot be achieved with either student- or institution-focused incentives alone.

449 citations


Journal ArticleDOI
TL;DR: In this article, a review examines research on retention and turnover of teachers of color, focusing on new teachers because they leave at disproportionately high rates, finding that teachers of colour are more likely than Whites to work and remain in hard-to-staff urban schools with high proportions of students from low-income and nondominant racial and cultural communities.
Abstract: Given calls to diversify the teaching workforce, this review examines research on retention and turnover of teachers of color, focusing on new teachers because they leave at disproportionately high rates. Reviewing 70 studies, the authors found that (a) recent national studies identify turnover rates for teachers of color are now higher than those for White teachers; (b) policy-amenable school-level conditions related to financial, human, social, and cultural capital can affect retention; (c) teachers of color are more likely than Whites to work and remain in “hard-to-staff” urban schools with high proportions of students from low-income and nondominant racial and cultural communities; and (d) factors affecting the retention of teachers of color can contribute to staffing urban schools with quality teachers, including teachers’ humanistic commitments, innovative approaches in the professional preparation of teachers of color, and the presence of multicultural capital in schools.

383 citations


Journal ArticleDOI
TL;DR: This paper reviewed a decade of empirical work of the New Literacy Studies, identifying the shift toward research of digital literacy applications, and highlighted the distinctive trends in the digital strand, identifying common patterns across new literacy practices through crosscomparisons of ethnographic research in digital media environments.
Abstract: Digital communication has transformed literacy practices and assumed great importance in the functioning of workplace, recreational, and community contexts. This article reviews a decade of empirical work of the New Literacy Studies, identifying the shift toward research of digital literacy applications. The article engages with the central theoretical, methodological, and pragmatic challenges in the tradition of New Literacy Studies, while highlighting the distinctive trends in the digital strand. It identifies common patterns across new literacy practices through cross-comparisons of ethnographic research in digital media environments. It examines ways in which this research is taking into account power and pedagogy in normative contexts of literacy learning using the new media. Recommendations are given to strengthen the links between New Literacy Studies research and literacy curriculum, assessment, and accountability in the 21st century.

365 citations


Journal ArticleDOI
TL;DR: In this paper, a study of 54 articles from the research literature examines how argument interventions promote scientific literacy and concludes that while argument does influence communication skills, metacognition, and critical thinking, not all forms of argument promote an understanding of scientific practice and subsequently scientific literacy.
Abstract: The goal of scientific literacy has led to a steady increase in argument-based interventions in science education contexts. It has been suggested that student participation in argument develops communication skills, metacognitive awareness, critical thinking, an understanding of the culture and practice of science, and scientific literacy. Although argument does influence communication skills, metacognition, and critical thinking, not all forms of argument promote an understanding of scientific practice and, subsequently, scientific literacy. This study of 54 articles from the research literature examines how argument interventions promote scientific literacy. Articles were classified across three domains to determine structural patterns of the various argument interventions: (a) the nature of the argument activity, (b) the emphasis of the argument activity, and (c) the aspects of science included in the argument activity. The structures of the interventions suggest that researchers approach learning of a...

325 citations


Journal ArticleDOI
TL;DR: The authors used meta-analysis to examine the relationship between diversity experiences and cognitive development and found that several types of diversity experiences are positively related to several cognitive outcomes, but the magnitude of the effect varies substantially depending on the type of diversity experience and cognitive outcome, and the study design.
Abstract: In light of rapid demographic shifts and legal challenges to affirmative action in the United States, the issue of diversity on college campuses is of increasing importance. Most syntheses of research on diversity interactions and educational outcomes have focused on attitude change, such as reductions in prejudice or racial bias. Despite the presence of numerous studies on college diversity experiences and cognitive development, no research has systematically reviewed the literature on this topic. The current study uses meta-analysis to examine this relationship systematically. The findings suggest that several types of diversity experiences are positively related to several cognitive outcomes, but the magnitude of the effect varies substantially depending on the type of diversity experience, the type of cognitive outcome, and the study design. Implications for future research and practice are discussed.

298 citations


Journal ArticleDOI
TL;DR: In this paper, the authors explored the complexities of assessing involvement and focused specifically on the following organized activity dimensions: (a) breadth, intensity, duration/consistency, and engagement.
Abstract: Despite increased focus on the effects of organized activities on youth development, there is currently no consensus about the best way to assess various dimensions of involvement. This article explores the complexities of assessing involvement and focuses specifically on the following organized activity dimensions: (a) breadth, (b) intensity, (c) duration/consistency, and (d) engagement. For each dimension, the article examines the theoretical underpinnings for why it is important to measure the dimension, presents measurement issues that have arisen in previous studies, describes how the dimension relates to developmental outcomes, and offers recommendations for assessing it in future use. A conceptual model is presented to describe issues that are important to consider when assessing various dimensions of organized activity involvement in future research.

271 citations


Journal ArticleDOI
TL;DR: In this paper, a comprehensive search of the literature, 15 empirical studies of various designs conducted since 1985 were found, concluding that extending school time can be an effective way to support student learning, particularly for students most at risk of school failure and when considerations are made for how time is used.
Abstract: Attention has been directed toward extended school time as a measure to improve academic achievement. The school year and day length have varied over time and across localities depending on the particular needs of the community. Proponents argue that extending time will have learning and nonacademic benefits. Opponents suggest increased time is not guaranteed to lead to more effective instruction and suggest other costs. Despite noted limitations in the research, past reviewers have argued that any positive relation between allocated time and achievement is tentative and instructional quality needs to be addressed first. After a comprehensive search of the literature, 15 empirical studies of various designs conducted since 1985 were found. The literature revealed that (a) designs are generally weak for making causal inferences and (b) outcomes other than achievement are scarcely studied. That said, findings suggest that extending school time can be an effective way to support student learning, particularly (a) for students most at risk of school failure and (b) when considerations are made for how time is used. Of note, the strongest research designs produced the most consistent positive results. Implications for policy and practice are discussed.

Journal ArticleDOI
TL;DR: In this article, a systematic review of algebra instructional improvement strategies identified 82 relevant studies with 109 independent effect sizes representing a sample of 22,424 students and five categories of improvement strategies emerged.
Abstract: This systematic review of algebra instructional improvement strategies identified 82 relevant studies with 109 independent effect sizes representing a sample of 22,424 students. Five categories of improvement strategies emerged: technology curricula, nontechnology curricula, instructional strategies, manipulatives, and technology tools. All five of these strategies yielded positive, statistically significant results. Furthermore, the learning focus of these strategies moderated their effects on student achievement. Interventions focusing on the development of conceptual understanding produced an average effect size almost double that of interventions focusing on procedural understanding.

Journal ArticleDOI
TL;DR: A meta-analysis found that attending full-day (or all-day) kindergarten had a positive association with academic achievement (compared to half-day kindergarten) equal to about one quarter standard deviation at the end of the kindergarten year.
Abstract: A meta-analysis found that attending full-day (or all-day) kindergarten had a positive association with academic achievement (compared to half-day kindergarten) equal to about one quarter standard deviation at the end of the kindergarten year. But the association disappeared by third grade. Reasons for this fade-out are discussed. Social development measures revealed mixed results. Evidence regarding child independence was inconclusive. Evidence was suggestive of a small positive association between full-day kindergarten and attendance and a more substantial positive association with the child’s self-confidence and ability to work and play with others. However, children may not have as positive an attitude toward school in full-day versus half-day kindergarten and may experience more behavior problems. In general, the research on full-day kindergarten would benefit from future studies that allow strong causal inferences and that include more nonacademic outcomes. The authors suggest that full-day kinderga...

Journal ArticleDOI
TL;DR: In this paper, the authors systematically review 46 unique studies that pertain to four domains of expected influence: student achievement, graduation, postsecondary outcomes, and school response, and conclude that exit tests have produced few of the expected benefits and have been associated with costs for the most disadvantaged students.
Abstract: High school exit exams are affecting a growing majority of high school students. Although exit testing polices were enacted with the goal of improving student achievement as well as postsecondary outcomes, they also have the potential for negative effects. To better understand the effects of exit testing policies, in this article the authors systematically review 46 unique studies that pertain to four domains of expected influence: student achievement, graduation, postsecondary outcomes, and school response. The evidence reviewed indicates that exit tests have produced few of the expected benefits and have been associated with costs for the most disadvantaged students. This review suggests policy modifications that may attenuate some of the negative effects.

Journal ArticleDOI
TL;DR: The authors evaluated the role of language in explaining the relatively superior performance of Chinese and other East Asian students in cross-national studies of mathematics achievement and found that language is still seen as contributing to mathematics learning.
Abstract: This review evaluates the role of language—specifically, the Chinese-based system of number words and the simplicity of Chinese mathematical terms—in explaining the relatively superior performance of Chinese and other East Asian students in cross-national studies of mathematics achievement. Relevant research is critically reviewed focusing on linguistic and cultural influences. The review (a) provides equivocal findings about the extent to which number words in the Chinese language afford benefits for mathematics learning; (b) indicates that cultural and contextual factors are gaining prominence in accounting for the superior performance of East Asian students in cross-national studies; and (c) yields emerging evidence from neuroscience that highlights interrelationships among language, cultural beliefs, and mathematics learning. Although it is not possible to disentangle the influences of linguistic, cultural, and contextual factors on mathematics performance, language is still seen as contributing to ea...

Journal ArticleDOI
TL;DR: This paper reviewed a wide variety of empirical evidence to draw conclusions about the appropriateness of extended time accommodations and raised concerns with the way that extended-time accommodations are currently provided, although the same literature also points to potential solutions and best practices.
Abstract: Extended time is one of the most common testing accommodations provided to students with disabilities. It is also controversial; critics of extended time accommodations argue that extended time is used too readily, without concern for how it changes the skills measured by tests, leading to scores that cannot be compared fairly with those of other students. Advocates argue, instead, that many students with disabilities are only able to demonstrate their skills with extended time. This article reviews a wide variety of empirical evidence to draw conclusions about the appropriateness of extended time accommodations. The evidence reviewed raises concerns with the way that extended time accommodations are currently provided, although the same literature also points to potential solutions and best practices.

Journal ArticleDOI
TL;DR: In this article, a triangulated approach assesses the association of a neighborhood's racial segregation and low level of economic resources to less academic success, whether certain neighborhood social processes lower children's educational performance, and if residential opportunity leads to improvements in educational performance after children leave impoverished and segregated neighborhoods for integrated and middle-class areas.
Abstract: The “underclass” debate of the 1980s often concerned the relative importance of neighborhood racial and economic isolation to the educational challenges facing many African Americans. This review organizes the neighborhood effects research that has emerged since that time according to these differing perspectives. The review’s triangulated approach assesses (a) the association of a neighborhood’s racial segregation and low level of economic resources to less academic success, (b) whether certain neighborhood social processes lower children’s educational performance, and (c) if residential opportunity leads to improvements in educational performance after children leave impoverished and segregated neighborhoods for integrated and middle-class areas. The analysis reveals that the education of African Americans appears less affected by neighborhood conditions than the two perspectives suggest, at least as they are currently conceptualized and measured. The results are contextualized with the author’s identif...

Journal ArticleDOI
TL;DR: In this article, a review aims at clarifying scholars' understanding of court-driven reform of educational governance to leverage equal educational opportunities across the major fields of school desegregation, school finance reform, and school choice.
Abstract: Judicial decisions focusing on equal educational opportunity involve significant issues of educational governance and often involve explicit questions about the extent to which authority to make educational decisions should be centralized or decentralized across various institutions and entities. This review aims at clarifying scholars’ understanding of court-driven reform of educational governance to leverage equal educational opportunities across the major fields of school desegregation, school finance reform, and school choice. Issues of centralization and decentralization have particularly emerged in courts’ approaches to these fields with respect to both the judicial process and the substance of the policies themselves. An examination of these issues reveals a movement toward the decentralization of authority away from the courts that, at times, has reflected a growing judicial awareness of the courts’ strengths and weaknesses. Based on this examination, a more effective role for the courts in reform...

Journal ArticleDOI
TL;DR: In this paper, the authors present evidence that the educational world can in fact capitalize on the presence and use of boundaries to move through and beyond possible barriers, and present a clearly argued case of the power of social psychological interventions for educational improvement.
Abstract: This volume is bracketed by articles that span the wide horizons of current educational research. The volume opens with the deeply thoughtful and intricate work of Akkerman and Bakker on boundary crossing and boundary objects. They present evidence that the educational world can in fact capitalize on the presence and use of boundaries to move through and beyond possible barriers. Their work is both international and broad in terms of theory base. They access literature from management, linguistics, medicine, industry, communications, and anthropology, as well as education. In contrast, the last article, by Yeager and Walton, stays close to the home base of social psychology and presents a clearly argued case of the power of social psychological interventions for educational improvement. The contribution resides in their unpacking of how and why these interventions work and what we have to do in the future to build others like them. The middle sections of this issue deal with specific reviews of interventions or practices that show promise for educational growth. Weiser and Mathes focus on encoding and its supportive role in learning to read, especially for students at risk. Ingersoll and Strong review induction studies to examine the impact of variation of education on teacher retention and practice and on student achievement. McGrew challenges some of the assumptions of resistance research, which is anchored in the ideas of Paul Willis. He presses for his colleagues to reexamine their assumptions about where various ideas of resistance theory come from and what they actually say. The overall value of the volume rests with its considerable diversity in focus, methodology, and content.