Showing papers in "Review of Educational Research in 2017"
TL;DR: This paper examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004, concluding that teacher leadership, although rarely defined, focused on roles beyond the classroom, supporting the professional learning of peers, influencing policy/decision making, and ultimately targeting student learning.
Abstract: In the current review, we examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004. The review was undertaken to examine how teacher leadership is defined, how teacher leaders are prepared, their impact, and those factors that facilitate or inhibit teacher leaders’ work. Beyond this, the review considered theories informing teacher leadership, teacher leadership within disciplinary contexts, and the roles of teacher leaders in social justice and equity issues. The most salient findings were (a) teacher leadership, although rarely defined, focused on roles beyond the classroom, supporting the professional learning of peers, influencing policy/decision making, and ultimately targeting student learning; (b) the research is not always theoretically grounded; (c) principals, school structures, and norms are important in empowering or marginalizing teacher leaders; and (d) very little teacher leadership research examines issues of social ...
387 citations
TL;DR: This article asserted that supportive school and classroom climates can positively influence the academic outcomes of students, thus potentially reducing academic achieve and suggested that supportive environments can positively affect academic performance of students in the classroom.
Abstract: Educational researchers and practitioners assert that supportive school and classroom climates can positively influence the academic outcomes of students, thus potentially reducing academic achieve
355 citations
TL;DR: In this paper, a systematic review examined multiple indicators of adolescent students' engagement in school, and the indicators' associations with teacher-student relationships (TSRs), and found that better quality TSRs were associated with enhanced engagement in high school.
Abstract: This systematic review examined multiple indicators of adolescent students’ engagement in school, and the indicators’ associations with teacher–student relationships (TSRs). Seven psychology, education, and social sciences databases were systematically searched. From this search, 46 published studies (13 longitudinal) were included for detailed analysis. Cross-sectional studies showed better quality TSRs were associated with enhanced engagement in school. These associations with TSRs were demonstrated among multiple indicators of student engagement (i.e., psychological engagement, academic grades, school attendance, disruptive behaviors, suspension, and dropout). Similar associations were found in longitudinal studies. Longitudinal and cross-sectional associations remained when covariates from the individual, family, school, and teacher contexts known to influence student engagement were controlled for. TSRs were shown to have an important but not exclusive role in their association with a comprehensive r...
289 citations
TL;DR: In this article, the authors conducted a meta-analysis of the effects of practice tests versus non-testing learning conditions and found that practice tests are more beneficial for learning than restudying and all other comparison conditions.
Abstract: The testing effect is a well-known concept referring to gains in learning and retention that can occur when students take a practice test on studied material before taking a final test on the same material. Research demonstrates that students who take practice tests often outperform students in nontesting learning conditions such as restudying, practice, filler activities, or no presentation of the material. However, evidence-based meta-analysis is needed to develop a comprehensive understanding of the conditions under which practice tests enhance or inhibit learning. This meta-analysis fills this gap by examining the effects of practice tests versus nontesting learning conditions. Results reveal that practice tests are more beneficial for learning than restudying and all other comparison conditions. Mean effect sizes were moderated by the features of practice tests, participant and study characteristics, outcome constructs, and methodological features of the studies. Findings may guide the use of practic...
266 citations
TL;DR: The findings of this review have relevance for all working in workforce education and include the need for educational programs to be relevant to participants’ role and experience.
Abstract: Ensuring an informed and effective dementia workforce is of international concern; however, there remains limited understanding of how this can be achieved. This review aimed to identify features of effective dementia educational programs. Critical interpretive synthesis underpinned by Kirkpatrick’s return on investment model was applied. One hundred and fifty-two papers of variable quality were included. Common features of more efficacious educational programs included the need for educational programs to be relevant to participants’ role and experience, involve active face-to-face participation, underpin practice-based learning with theory, be delivered by an experienced facilitator, have a total duration of at least 8 hours with individual sessions of 90 minutes or more, support application of learning in practice, and provide a structured tool or guideline to guide care practice. Further robust research is required to develop the evidence base; however, the findings of this review have relevance for all working in workforce education.
190 citations
TL;DR: Scaffolding’s effect was substantial and significantly greater than zero across all age groups and assessment levels and can largely be designed in many different ways while still being highly effective.
Abstract: Computer-based scaffolding assists students as they generate solutions to complex problems, goals, or tasks, helping increase and integrate their higher order skills in the process. However, despite decades of research on scaffolding in STEM (science, technology, engineering, and mathematics) education, no existing comprehensive meta-analysis has synthesized the results of these studies. This review addresses that need by synthesizing the results of 144 experimental studies (333 outcomes) on the effects of computer-based scaffolding designed to assist the full range of STEM learners (primary through adult education) as they navigated ill-structured, problem-centered curricula. Results of our random effect meta-analysis (a) indicate that computer-based scaffolding showed a consistently positive (ḡ = 0.46) effect on cognitive outcomes across various contexts of use, scaffolding characteristics, and levels of assessment and (b) shed light on many scaffolding debates, including the roles of customization (i.e., fading and adding) and context-specific support. Specifically, scaffolding's influence on cognitive outcomes did not vary on the basis of context-specificity, presence or absence of scaffolding change, and logic by which scaffolding change is implemented. Scaffolding's influence was greatest when measured at the principles level and among adult learners. Still scaffolding's effect was substantial and significantly greater than zero across all age groups and assessment levels. These results suggest that scaffolding is a highly effective intervention across levels of different characteristics and can largely be designed in many different ways while still being highly effective.
182 citations
TL;DR: Computational thinking (CT) uses concepts that are essential to computing and information science to solve problems, design and evaluate complex systems, and understand human reasoning and behavior as mentioned in this paper.
Abstract: Computational thinking (CT) uses concepts that are essential to computing and information science to solve problems, design and evaluate complex systems, and understand human reasoning and behavior...
176 citations
TL;DR: This paper provided a quantitative synthesis of empirical evaluations of school-based programs implemented in middle and high schools that sought to prevent or reduce incidents of dating violence, but to date, the results for dating violence perpetration and victimization indicate programs are not affecting these behaviors to a significant extent.
Abstract: The incidence of violence in dating relationships has a significant impact on young people, including decreased mental and physical health. This review is the first to provide a quantitative synthesis of empirical evaluations of school-based programs implemented in middle and high schools that sought to prevent or reduce incidents of dating violence. After a systematic search and screening procedure, a meta-analysis of 23 studies was used to examine the effects of school-based programs. Results indicated school-based programs influence dating violence knowledge (g¯=0.22, 95% confidence interval [0.05, 0.39]) and attitudes (g¯=0.14, 95% confidence interval [0.10, 0.19]); however, to date, the results for dating violence perpetration and victimization indicate programs are not affecting these behaviors to a significant extent. The results of this review are encouraging, but they also highlight the need for modifications to dating violence prevention programs including the incorporation of skill-building com...
170 citations
TL;DR: This paper conducted a comprehensive literature review of the empirical research studying adaptability across academic disciplines, and described how adaptive teaching is defined and conceptualized in the education research literature from 1975 to 2014, the methods used to study instructional adaptations, and the results of these studies.
Abstract: Researchers recognize adaptive teaching as a component of effective instruction. Educators adjust their teaching according to the social, linguistic, cultural, and instructional needs of their students. While there is consensus that effective teachers are adaptive, there is no consensus on the language to describe this phenomenon. Diverse terminology surrounding the same phenomenon impedes effective communication and comprehensive understanding of this important aspect of classroom instruction. Moreover, researchers have studied this phenomenon using a variety of methods, in various disciplines, with different results. Therefore, our research team completed a comprehensive literature review of the empirical research studying adaptability across academic disciplines. In this article, we describe how adaptive teaching is defined and conceptualized in the education research literature from 1975 to 2014, the methods used to study instructional adaptations, and the results of these studies.
165 citations
TL;DR: This article conducted a systematic literature review to examine the role that print and digital mediums play in text comprehension, and found that medium plays an influential role in reading comprehension in both digital and print media.
Abstract: This systematic literature review was undertaken primarily to examine the role that print and digitally mediums play in text comprehension. Overall, results suggest that medium plays an influential...
161 citations
TL;DR: The authors conduct an integrative and rigorous review of theory and research on education in emergencies programs and interventions as international agencies implement them in areas of armamentation and disaster response in Africa.
Abstract: In this article, we conduct an integrative and rigorous review of theory and research on education in emergencies programs and interventions as international agencies implement them in areas of arm...
TL;DR: In this article, a systematic review and meta-analysis was conducted to identify effective academic interventions for elementary and middle school students in the United States, focusing on socioeconomic status as a major predictor of educational achievement.
Abstract: Socioeconomic status is a major predictor of educational achievement. This systematic review and meta-analysis seeks to identify effective academic interventions for elementary and middle school st...
TL;DR: In this paper, the authors identify educational interventions with an impact on student learning in Sub-Saharan Africa and conduct a meta-analysis to synthesize 56 artworks for each of them.
Abstract: In this article, I identify educational interventions with an impact on student learning in Sub-Saharan Africa. After a systematic literature search, I conducted a meta-analysis synthesizing 56 art...
TL;DR: The authors examines evolving uses of Bourdieu's signature concept of Cultural Capital in American educational research, including the application of cultural capital in the context of educational research in science and technology.
Abstract: This article examines evolving uses of Bourdieu’s signature concept of Cultural Capital in American educational research. Bourdieu originally developed the concept in the 1960s and 1970s by mixing ...
TL;DR: In this paper, a meta-analysis examined if students' writing performance is improved by reading interventions in studies (k = 54 experiments; 5,018 students) where students were taught how to read and studies where students' interaction with words or text was increased through reading or observing others read.
Abstract: This meta-analysis examined if students’ writing performance is improved by reading interventions in studies (k = 54 experiments; 5,018 students) where students were taught how to read and studies (k = 36 investigations; 3,060 students) where students’ interaction with words or text was increased through reading or observing others read. Studies included in this review involved true- or quasi-experiments (with pretests) written in English that tested the impact of a reading intervention on the writing performance of students in preschool to Grade 12. Studies were not included if the control condition was a writing intervention, treatment students received writing instruction as part of the reading intervention (unless control students received equivalent writing instruction), control students received a reading intervention (unless treatment students received more reading instruction than controls), study attrition exceeded 20%, less than 10 students were included in any experimental condition, and studen...
TL;DR: In this article, a comprehensive review of the literature on multiple-choice testing is presented, which is considered one of the most effective and enduring forms of educational assessment that remains in practice today.
Abstract: Multiple-choice testing is considered one of the most effective and enduring forms of educational assessment that remains in practice today. This study presents a comprehensive review of the litera...
TL;DR: The authors conducted a systematic review of interventions' impact on reading self-efficacy and found that the primary focus of these studies was reading selfefficacy, rather than self-esteem.
Abstract: Studies of interventions’ impact on reading self-efficacy have been conducted since the 1980s. The purpose of this project was to conduct a systematic review of these studies because the primary st...
TL;DR: mCSCL has produced meaningful improvements for collaborative learning, with an overall mean effect size of 0.516, and Moderator variables, such as domain subject, group size, teaching method, intervention duration, and reward method were related to different effect sizes.
Abstract: One of the trends in collaborative learning is using mobile devices for supporting the process and products of collaboration, which has been forming the field of mobile-computer-supported collabora...
TL;DR: Several factors that can either hinder or support professional development in teams are identified at the individual teacher level, at the team level, and also at the organizational level.
Abstract: Most professional development activities focus on individual teachers, such as mentoring or the use of portfolios However, new developments in higher education require teachers to work together in teams more often Due to these changes, there is a growing need for professional development activities focusing on teams Therefore, this review study was conducted to provide an overview of what is known about professional development in teams in the context of higher education A total of 18 articles were reviewed that describe the effects of professional development in teams on teacher attitudes and teacher learning Furthermore, several factors that can either hinder or support professional development in teams are identified at the individual teacher level, at the team level, and also at the organizational level
TL;DR: In this paper, the authors analyzed 75 empirical studies to determine whether the research collectively represents the goals of educational policy and real-world science, has considered a variety of settings and populations, and has demonstrated systematic investigation of interventions with a view to scale.
Abstract: The study of complex systems has been highlighted in recent science education policy in the United States and has been the subject of important real-world scientific investigation. Because of this, research on complex systems in K–12 science education has shown a marked increase over the past two decades. In this systematic review, we analyzed 75 empirical studies to determine whether the research (a) collectively represents the goals of educational policy and real-world science, (b) has considered a variety of settings and populations, and (c) has demonstrated systematic investigation of interventions with a view to scale. Results revealed needs in five areas of research: a need to diversify the knowledge domains within which research is conducted, more research on learning about system states, agreement on the essential features of complex systems content, greater focus on contextual factors that support learning including teacher learning, and a need for more comparative research.
TL;DR: In this paper, a meta-analysis examined the relationship between psychosocial factors and community college student success, and found that psycho-social factors had small but meaningful relationships with community college persistence and achievement.
Abstract: This meta-analysis examined the relationship between psychosocial factors and community college student success. Informed by college persistence models and motivational theory, we statistically integrated past research on five psychosocial categories (motivation, self-perceptions, attributions, self-regulation, and anxiety), examining their relationship with two student success outcomes: community college persistence (58 samples, N = 23,372) and achievement (186 samples, N = 56,095). Results indicated that psychosocial factors had small but meaningful relationships with community college persistence and achievement. Correlations were larger overall for motivation and self-perceptions, and when outcomes were more proximally related with student engagement. Implications for research and practice are discussed.
TL;DR: In this paper, a systematic review and meta-analysis of the relationship between cyber-victimization and educational outcomes of adolescents aged 12 to 17, including 25 effect sizes from 12 studies drawn from a variety of disciplines.
Abstract: Adolescents’ Internet use is increasingly mobile, private, and unsupervised, which raises concerns given that the Internet increasingly serves as a medium for experiencing victimization. Although it is widely recognized that in-person victimization has a deleterious effect on adolescents’ educational outcomes, the extent to which cyber-victimization has similar effects is less well known. This systematic review and meta-analysis offers a synthesis of the relationship between cyber-victimization and educational outcomes of adolescents aged 12 to 17, including 25 effect sizes from 12 studies drawn from a variety of disciplines. A series of random-effects meta-analyses using robust variance estimation revealed associations between cyber-victimization and higher school attendance problems (r = .20) and academic achievement problems (r = .14). Results did not differ by provided definition, publication status, reporting time frame, gender, race/ethnicity, or average age. Implications for future research are dis...
TL;DR: Suggestions and preliminary guidelines for improving the rigor and utility of overviews are provided and further guidance for conducting overviews and advance the evolution of overview methods are provided.
Abstract: Overviews, or syntheses of research syntheses, have become a popular approach to synthesizing the rapidly expanding body of research and systematic reviews. Despite their popularity, few guidelines exist and the state of the field in education is unclear. The purpose of this study is to describe the prevalence and current state of overviews of education research and to provide further guidance for conducting overviews and advance the evolution of overview methods. A comprehensive search across multiple online databases and gray literature repositories yielded 25 total education–related overviews. Our analysis revealed that many commonly reported aspects of systematic reviews, such as the search, screen, and coding procedures, were regularly unreported. Only a handful of overview authors discussed the synthesis technique and few authors acknowledged the overlap of included systematic reviews. Suggestions and preliminary guidelines for improving the rigor and utility of overviews are provided.
TL;DR: In this article, an integrative review of the literature on K-12 student mobility in the United States is presented, with a focus on the impact of student mobility on public policy.
Abstract: This article provides an integrative review of the extant literature on K–12 student mobility in the United States. Student mobility is a widespread phenomenon with significant policy implications....
TL;DR: In this article, a systematic review and meta-analysis of studies that use regression discontinuity to examine the effects of placement into developmental education is presented, concluding that placement into education is associated with effects that are negative, statistically significant, and substantively large for three outcomes: the probability of passing the college-level course in which remediation was needed, the college credits earned, and attainment.
Abstract: This article reports a systematic review and meta-analysis of studies that use regression discontinuity to examine the effects of placement into developmental education. Results suggest that placement into developmental education is associated with effects that are negative, statistically significant, and substantively large for three outcomes: (a) the probability of passing the college-level course in which remediation was needed, (b) college credits earned, and (c) attainment. Several sensitivity analyses suggest these results are not a function of particular stylized studies or the choices made in assembling the meta-analytic database. Two exploratory moderator analyses suggest that the negative effects of placement into developmental education are stronger for university students than for community college students and worse for students placed in reading or writing than in math. This work can inform debate and research on postsecondary policies and on alternative mechanisms for ensuring that college ...
TL;DR: The authors synthesized recent research on strategy instruction effectiveness to estimate SI effects and their moderators for two domains: second/foreign language and self-regulated lea... and their meta-analysis synthesized a meta analysis synthesized the effectiveness of strategy instruction.
Abstract: This meta-analysis synthesized recent research on strategy instruction (SI) effectiveness to estimate SI effects and their moderators for two domains: second/foreign language and self-regulated lea...
TL;DR: A review of the recent value-added literature suggests three concerns with the state of the research as discussed by the authors : the issues receiving the most research attention have not always been the concerns of greatest importance to theorists or critics, and there has been insufficient research on the interactions among various issues or assumption violations.
Abstract: Value-added estimates of teacher or school quality are increasingly used for both high- and low-stakes accountability purposes, making understanding of their limitations critical. A review of the recent value-added literature suggests three concerns with the state of the research. First, the issues receiving the most research attention have not always been the concerns of greatest importance to theorists or critics. Second, there has been insufficient research on the interactions among various issues or assumption violations. Third, some of the big issues in value-added modeling have been challenging to address and may require educators to step back and answer some underlying philosophical questions about the nature of teacher and school quality.
TL;DR: The authors found that students sometimes think of effort as inversely related to ability, and that the relation between effort and ability can influence their motivation, affect, and academic achievement, which can influence academic achievement.
Abstract: Students’ thinking about the relation between effort and ability can influence their motivation, affect, and academic achievement. Students sometimes think of effort as inversely related to ability...
TL;DR: A more current review of the literature on social problem-solving interventions in school settings is presented in this article, where the authors examine and summarize studies investigating SPS interventions in K-12 settings from 1993 to 2015.
Abstract: Students with significant behavioral and social problems experience some of the poorest outcomes in school and beyond. It is imperative, therefore, that educational researchers and school-based professionals address the needs of students who exhibit maladaptive behavior to alter their poor outcome trajectory. Social problem-solving (SPS) instruction is a promising approach for improving social competence and changing problem behaviors. Despite documented outcomes for SPS instruction in school settings, Coleman, Wheeler, and Webber’s review appears to be the most up-to-date compilation of the SPS literature. Thus, the purpose of this article is to present a more current review of the literature on SPS interventions in school settings. We examine and summarize studies investigating SPS interventions in K–12 settings from 1993 to 2015 and discuss findings and implications for educational research and practice.
TL;DR: A review of the relationship between family formation and academic-career progression is presented in this article, emphasizing obstacles women face seeking a tenured position and beyond, emphasizing the difficulty of raising young children and advancing an academic career.
Abstract: This article critically reviews recent literature on the relationship between family formation and academic-career progression, emphasizing obstacles women face seeking a tenured position and beyond. Evidence indicates that the pipeline model is dominated by “ideal worker” norms. These norms impose rigid, tightly coupled, sequential, time-bound requirements on aspiring academics, making the raising of young children and advancing an academic career incompatible. Studies indicate that women with PhDs and young children are disproportionately more likely to leak out of the tenure-track pipeline. Lack of family friendliness is one of the chief reasons why women opt out of tenure-track careers. One way to increase the proportion of tenured women is to adapt the pipeline model by bolstering institutional work–family policies and providing child care centers. Departmental leaders can ensure that making use of work–family policies does not negatively affect tenure decisions. Collecting longitudinal data to evalu...