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Showing papers in "Review of Educational Research in 2014"


Journal ArticleDOI
TL;DR: In this article, the authors take a holistic approach and review human capital theory from four comprehensive perspectives focusing on the methodological, empirical, practical, and moral aspects of the theory, and present a systematic approach to bridge this gap and organize them in a systematic way.
Abstract: Human capital theory has had a profound impact on a range of disciplines from economics to education and sociology. The theory has always been the subject of bitter criticisms from the very beginning, but it has comfortably survived and expanded its influence over other research disciplines. Not surprisingly, a considerable number of criticisms have been made as a reaction to this expansion. However, it seems that these criticisms are rather fragmented and disorganized. To bridge this gap and organize them in a systematic way, the present article takes a holistic approach and reviews human capital theory from four comprehensive perspectives focusing on the methodological, empirical, practical, and moral aspects of the theory.

454 citations


Journal ArticleDOI
TL;DR: In this article, Brodie, Cowling, and Nissen's notion of categories of participation to generate 11 different ways that cooperating teachers participate in teacher education: Providers of Feedback, Gatekeepers of the Profession, Modelers of Practice, Supporters of Reflection, Gleaners of Knowledge, Purveyors of Context, Conveners of Relation, Agents of Socialization, Advocates of the Practical, Abiders of Change, and Teachers of Children.
Abstract: Student teachers consider cooperating teachers to be one of the most important contributors to their teacher preparation program. Therefore, the ways in which cooperating teachers participate in teacher education are significant. This review seeks to move conceptions of that participation beyond commonly held beliefs to empirically supported claims. The analysis draws on Brodie, Cowling, and Nissen’s notion of categories of participation to generate 11 different ways that cooperating teachers participate in teacher education: as Providers of Feedback, Gatekeepers of the Profession, Modelers of Practice, Supporters of Reflection, Gleaners of Knowledge, Purveyors of Context, Conveners of Relation, Agents of Socialization, Advocates of the Practical, Abiders of Change, and Teachers of Children. When set against Gaventa’s typology of participation, the resultant grid highlights the importance of negotiated or invited spaces for cooperating teacher participation and provides a new way of thinking about, planni...

358 citations


Journal ArticleDOI
TL;DR: This paper conducted a meta-analysis of 110 studies to determine the relative importance of decoding skills to reading comprehension in reading development and identify which reader characteristics and reading assessment characteristics contribute to differences in the decoding and reading comprehension correlation.
Abstract: The twofold purpose of this meta-analysis was to determine the relative importance of decoding skills to reading comprehension in reading development and to identify which reader characteristics and reading assessment characteristics contribute to differences in the decoding and reading comprehension correlation. A meta-analysis of 110 studies found a sizeable average corrected correlation (r¯c = .74). Two reader characteristics (age and listening comprehension level) were significant moderators of the relationship. Several assessment characteristics were significant moderators, particularly for young readers: the way that decoding was measured and, with respect to the reading comprehension assessment, text genre; whether or not help was provided with decoding; and whether or not the texts were read aloud. Age and measure of decoding were the strongest moderators. We discuss the implications of these findings for assessment and the diagnosis of reading difficulties.

307 citations


Journal ArticleDOI
TL;DR: In this article, a case study using effect sizes from a recent meta-analysis of reading interventions is presented to compare the results obtained from different approaches to dealing with dependence, finding that the effect of the method of handling dependence on the heterogeneity estimates varied.
Abstract: Previous research has shown that treating dependent effect sizes as independent inflates the variance of the mean effect size and introduces bias by giving studies with more effect sizes more weight in the meta-analysis. This article summarizes the different approaches to handling dependence that have been advocated by methodologists, some of which are more feasible to implement with education research studies than others. A case study using effect sizes from a recent meta-analysis of reading interventions is presented to compare the results obtained from different approaches to dealing with dependence. Overall, mean effect sizes and variance estimates were found to be similar, but estimates of indexes of heterogeneity varied. Meta-analysts are advised to explore the effect of the method of handling dependence on the heterogeneity estimates before conducting moderator analyses and to choose the approach to dependence that is best suited to their research question and their data set.

191 citations


Journal ArticleDOI
TL;DR: A systematic review of the literature between 2001 and 2010 regarding the effectiveness of SI was presented in this paper, where a senior student facilitates peer learning between undergraduates studying a high-risk course.
Abstract: Supplemental instruction (SI)—variously known as peer-assisted learning, peer-assisted study sessions, and other names—is a type of academic support intervention popular in higher education. In SI sessions, a senior student facilitates peer learning between undergraduates studying a high-risk course. This article presents a systematic review of the literature between 2001 and 2010 regarding the effectiveness of SI. Twenty-nine studies met the inclusion criteria. Due to methodological heterogeneity and lack of consistency defining the SI treatment, qualitative synthesis methods were applied. For seven included studies, however, an effect size of SI participation on final grades was calculated, ranging from d = 0.29 to d = 0.60. The findings of the review are consistent with claims validated by the U.S. Department of Education in the 1990s that participation in SI is correlated with higher mean grades, lower failure and withdrawal rates, and higher retention and graduation rates.

180 citations


Journal ArticleDOI
TL;DR: The authors reviewed the current literature on missing data handling methods within the special context of education research to summarize the pros and cons of various methods and provide guidelines for future research in this area.
Abstract: Missing data are a common occurrence in survey-based research studies in education, and the way missing values are handled can significantly affect the results of analyses based on such data. Despite known problems with performance of some missing data handling methods, such as mean imputation, many researchers in education continue to use those methods as a quick fix. This study reviews the current literature on missing data handling methods within the special context of education research to summarize the pros and cons of various methods and provides guidelines for future research in this area.

167 citations


Journal ArticleDOI
TL;DR: In this paper, a review summarizes published studies on undergraduate mentoring programs from 2008 to 2012, which included empirical research on formal mentoring with undergraduate students as mentees or mentors.
Abstract: This review summarizes published studies on undergraduate mentoring programs from 2008 to 2012. Twenty studies met the inclusion criteria, which included empirical research on formal mentoring programs with undergraduate students as mentees or mentors. Each study was assessed based on limitations identified in two earlier reviews of the mentoring literature: definition, theory, and methods. Results from this review indicate minimal progress has been made in these three areas. However, every study included the functions of mentoring, and most studies were guided by a theory or a conceptual framework. Aspects of social validity, a construct not previously examined, were assessed and found to be present in 50% of studies. Finally, information on primary mentoring program components, another dimension not previously examined, was absent in 75% of studies, making replication difficult. Future research needs to specify program components, employ rigorous research designs to guide evidence-based practice in unde...

158 citations


Journal ArticleDOI
TL;DR: This paper reviewed current literature to determine what is known about the nature of academic English within the context of K-12 schooling and raised critical challenges in defining and operationalizing AE for instruction and suggested areas for further inquiry.
Abstract: Academic English (AE) refers to the language used in school to help students acquire and use knowledge. This article reviews current literature to determine what is known about the nature of AE within the context of K–12 schooling. It describes how AE is conceptualized in the education research literature, how these conceptualizations are realized in instructional practices, and the implications of these conceptualizations for teacher education and professional development. The student population that is the primary focus of the article is English language learners, but the findings have implications for all students who struggle with learning AE. The article raises critical challenges in defining and operationalizing AE for instruction and suggests areas for further inquiry.

138 citations


Journal ArticleDOI
TL;DR: The Good Behavior Game (GBG) has been found to be useful to positively change student behavior as mentioned in this paper, however, previous reviews of the GBG have not quantified effects, have not focused solely on school and classroom behaviors, and have not examined study features that facilitate greater outcomes.
Abstract: Challenging behavior at school remains a concern for teachers and administrators. Thus classroom management practices to prevent challenging behavior are sorely needed. The Good Behavior Game (GBG) has been found to be useful to positively change student behavior. However, previous reviews of the GBG have not quantified effects, have not focused solely on school and classroom behaviors, and have not examined study features that facilitate greater outcomes. Twenty-two peer-reviewed journal articles were reviewed. Study data were analyzed using effect sizes, percent of nonoverlapping data, percent of all nonoverlapping data, and hierarchical linear modeling to determine intervention effectiveness as well as study features that facilitated greater outcomes. Findings suggested that (a) moderate to large effects were found on challenging behaviors and these effects were immediate; (b) the GBG was most commonly used for disruptive behavior, off-task behavior, aggression, talking out, and out-of-seat behaviors; ...

126 citations


Journal ArticleDOI
TL;DR: The authors summarized the empirical findings on the development of early interindividual differences in reading and found that Matthew effects were more likely to occur for measures of decoding efficiency, vocabulary, and composite reading scores when the achievement tests were not affected by deficits in measurement precision.
Abstract: The idea of Matthew effects in reading—the widening achievement gap between good and poor readers—has attracted considerable attention in education research in the past 25 years. Despite the popularity of the topic, however, empirical studies that have analyzed the core assumption of Matthew effects in reading have produced inconsistent results. This review summarizes the empirical findings on the development of early interindividual differences in reading. We did not find strong support for the general validity of a pattern of widening achievement differences or for a pattern of decreasing achievement differences in reading. The inclusion of moderating variables, however, allowed a clearer picture to be painted. Matthew effects were more likely to occur for measures of decoding efficiency, vocabulary, and composite reading scores when the achievement tests were not affected by deficits in measurement precision. Furthermore, moderators such as the applied analytic method or the orthographic consistency of...

119 citations


Journal Article
TL;DR: This article reviewed and interpreted the evidence from 223 rigorous impact evaluations of educational initiatives conducted in 56 low and middle-income countries and derived four lessons from the studies we review. But they did not consider the impact of the interventions on individual students.
Abstract: In this article, we reviewed and interpreted the evidence from 223 rigorous impact evaluations of educational initiatives conducted in 56 low- and middle-income countries. We considered for inclusion in our review all studies in recent syntheses that have reached seemingly conflicting conclu- sions about which interventions improve educational outcomes. We grouped interventions based on their theory of action. We derived four lessons from the studies we review. First, reducing the costs of going to school and expanding schooling options increase attendance and attain- ment, but do not consistently increase student achievement. Second, pro- viding information about school quality, developmentally appropriate parenting practices, and the economic returns to schooling affects the actions of parents and the achievement of children and adolescents. Third, more or better resources improve student achievement only if they result in changes in children?s daily experiences at school. Fourth, well-designed incentives increase teacher effort and student achievement from very low levels, but low-skilled teachers need specific guidance to reach minimally acceptable levels of instruction.

Journal ArticleDOI
TL;DR: In this paper, the authors identify five themes that are important in determining the feasibility of peer review of teaching: benefits of using peer review in developing faculty members, barriers to peer review, gaps in literature, potential problems to teaching practice, and opportunities.
Abstract: The issues of professional accountability, faculty member development, and enhancing higher education quality in universities are gaining importance. A strategy that could increase personal control over teaching practices in addition to improving professional development among faculty members is peer review of teaching (PRT). Five themes that are important in determining the feasibility of PRT are (a) benefits of peer review in developing faculty members, (b) barriers to peer review of teaching, (c) gaps in literature, (d) potential problems to teaching practice, and (e) opportunities. Of the 65 studies identified, 34 were selected for further analysis, and drawing on PRT and the SWOT (strength, weakness, opportunity, and threat) framework, 27 studies were selected for content mapping. Textual narrative synthesis was used to further categorize the review findings into the four quadrants of the SWOT framework. This analysis highlights a positive strategy in promoting PRT in higher education.

Journal ArticleDOI
TL;DR: Healthy nutrition and team sports participation were found to have a positive effect on academic performance, whereas the effects of alcohol use, smoking, early sexual intercourse, bullying, and certain screen time behaviors were overall negative.
Abstract: Schools are increasingly involved in efforts to promote health and healthy behavior among their adolescent students, but are healthier students better learners? This synthesis of the empirical, longitudinal literature investigated the effects of the most predominant health-related behaviors—namely, alcohol and marijuana use, smoking, nutrition, physical activity, sexual intercourse, bullying, and screen time use (television, Internet, video games)—on the academic performance of adolescents. Thirty studies dating back to 1992 were retrieved from the medical, psychological, educational, and social science literature. Healthy nutrition and team sports participation were found to have a positive effect on academic performance, whereas the effects of alcohol use, smoking, early sexual intercourse, bullying, and certain screen time behaviors were overall negative. Generally, all relations of health-related behaviors and academic performance were dependent on contextual factors and were often mediated by psychos...

Journal ArticleDOI
TL;DR: The authors conducted a meta-analysis on the effectiveness of English as the Medium of Instruction (EMI) education in Hong Kong secondary schools and found that students in EMI secondary schools were more proficient in second language and performed better on measures of affective variables.
Abstract: To facilitate second language learning, it has become increasingly popular to use a second language as the medium of instruction for content subjects for majority language students. Although numerous research studies have shown the advantages of such kind of programs in North America and Europe, those investigating English as the Medium of Instruction (EMI) schools in Hong Kong yielded inconclusive results. This meta-analysis is the first attempt to synthesize the research evidence on EMI education in Hong Kong since 1970. Based on 24 studies, this meta-analysis shows that students in EMI secondary schools were more proficient in second language and performed better on measures of affective variables. Yet their learning in other content subjects suffered. The differences between the effectiveness of EMI education in Hong Kong and that of similar programs in other contexts will be discussed, thereby illuminating second language acquisition theories and bilingual education.

Journal ArticleDOI
TL;DR: This article examined the influence of attributes related to the implementation of learning strategy instruction interventions on students' academic performance, and also examined how the attributes related with the method of testing the intervention effects affected the actual effects measured.
Abstract: This meta-analysis examined the influence of attributes related to the implementation of learning strategy instruction interventions on students’ academic performance, and also examined how the attributes related to the method of testing the intervention effects affected the actual effects measured. Using metaregression, we analyzed the influence of the subject domain in which the intervention was implemented, the implementer, its duration and intensity, student cooperation, and research method aspects (including measurement instrument). Most attributes moderated the intervention effect. Using forward regression analysis, we only needed four attributes to obtain the best model, however. This analysis showed that the intervention effect was lower when a standardized test was used for evaluation instead of an unstandardized test. Interventions implemented by assistants or researchers were more effective than those implemented by teachers or using computers. Cooperation had a negative, and session duration a...

Journal ArticleDOI
TL;DR: This review of research on science inquiry learning environments (ILEs) identifies ILEs that are taking advantage of learning sciences research, building on the accomplishments of others, and creating the platforms envisioned in the report.
Abstract: The National Science Foundation–sponsored report Fostering Learning in the Networked World called for “a common, open platform to support communities of developers and learners in ways that enable both to take advantage of advances in the learning sciences.” We review research on science inquiry learning environments (ILEs) to characterize current platforms. We searched databases and 11 major science and technology journals and identified 30 distinct ILEs investigated in articles published from 2008 onwards. We use research-based inquiry principles to analyze ILE features that support learners, teachers, developers, and researchers. We identify ILEs that are taking advantage of learning sciences research, building on the accomplishments of others, and creating the platforms envisioned in the report. We hope that this review will help teachers, designers, and researchers identify platforms they can customize and enhance rather than starting anew if unnecessary. Enhancing existing platforms combines the eff...

Journal ArticleDOI
TL;DR: In this paper, the overall effect of including learner control within educational technology was almost zero (g = 0.05), and were also near zero when examining most characteristics of control and classroom contextual factors.
Abstract: Giving a student control over their learning has theoretical and intuitive appeal, but its effects are neither powerful nor consistent in the empirical literature base. This meta-analysis updated previous meta-analytic research by Niemiec, Sikorski, and Walberg by studying the overall effectiveness of providing learner control within educational technology, the characteristics of instruction along the continuum of learner control, and elements of the instructional environments that may play a role in the effectiveness of educational technology. The search terms identified 85 distinct articles, 18 of which met the inclusion criteria (29 effects were computed). The overall effect of including learner control within educational technology was almost zero (g = 0.05), and were also near zero when examining most characteristics of control and classroom contextual factors. Moderate effects were reported for providing learner control within social studies/history courses and for comprehensive technology instructi...

Journal ArticleDOI
TL;DR: In this paper, a synthesis of academic intervention studies conducted between 1970 and 2012 with adolescents who were incarcerated in residential juvenile correctional facilities is presented, including literacy, mathematics, written expression, and multicomponent interventions.
Abstract: This article contains a synthesis of academic intervention studies conducted between 1970 and 2012 with adolescents who were incarcerated in residential juvenile correctional facilities. Literacy, mathematics, written expression, and multicomponent interventions were included if they measured effects on at least one academic outcome measure. Of the 16 studies synthesized, 7 studies employed an experimental or quasi-experimental design, 4 used a single-case design, and 5 used a single-group design. Because the results are restricted due to methodological limitations and a general lack of research in this area, we discuss the existing gaps in the literature and explore initial findings using these 16 studies. Results suggest the potential of implementing explicit, targeted, academic interventions that have previously shown promise with adolescents in the general school setting (e.g., peer-mediated instruction). Implications and guidance for future research regarding effective delivery of evidence-based prac...

Journal ArticleDOI
TL;DR: In this paper, the authors systematically reviewed 46 studies conducted with students in Grades K-8 identified as having a reading disability or at-risk for reading failure and discussed the potential threats to assessment fidelity and the implications of these threats for interpreting intervention study res...
Abstract: Recent studies indicate that examiners make a number of intentional and unintentional errors when administering reading assessments to students. Because these errors introduce construct-irrelevant variance in scores, the fidelity of test administrations could influence the results of evaluation studies. To determine how assessment fidelity is being addressed in reading intervention research, we systematically reviewed 46 studies conducted with students in Grades K–8 identified as having a reading disability or at-risk for reading failure. Articles were coded for features such as the number and type of tests administered, experience and role of examiners, tester to student ratio, initial and follow-up training provided, monitoring procedures, testing environment, and scoring procedures. Findings suggest assessment integrity data are rarely reported. We discuss the results in a framework of potential threats to assessment fidelity and the implications of these threats for interpreting intervention study res...