Showing papers in "Review of Educational Research in 2018"
TL;DR: Teacher coaching has emerged as a promising alternative to traditional models of professional development as discussed by the authors, and the empirical literature on teacher coaching and conduct meta-analyses to estimate the effectiveness of teacher coaching.
Abstract: Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estima...
571 citations
TL;DR: This meta-analysis synthesizes research findings on the effects of computer-supported collaborative learning based on its three main elements: (1) the collaboration per se, (2) the use of computers, and (3) theUse of extra learning environments or tools, or supporting strategies in CSCL.
Abstract: This meta-analysis synthesizes research findings on the effects of computer-supported collaborative learning (CSCL) based on its three main elements: (1) the collaboration per se, (2) the use of co...
211 citations
TL;DR: In recent decades, K-12 school discipline policies and practices have garnered increasing attention among researchers, policymakers, and educators as mentioned in this paper. Disproportionalities in school discipline raise s...
Abstract: In recent decades, K–12 school discipline policies and practices have garnered increasing attention among researchers, policymakers, and educators. Disproportionalities in school discipline raise s...
175 citations
TL;DR: In this article, a review summarizes findings from (quasi-experimental studies that high pedagogical quality in early childhood education and care (ECEC) is related to developmental outcomes in young children.
Abstract: High pedagogical quality in early childhood education and care (ECEC) is related to developmental outcomes in young children. This review summarizes findings from (quasi)-experimental studies that ...
174 citations
TL;DR: The authors used quantitative mixed models to examine literature published from 1966 through 2016 on the effectiveness of direct instruction and found that most of the estimated effects were positive and all were statistically significant except results from metaregressions involving affective outcomes.
Abstract: Quantitative mixed models were used to examine literature published from 1966 through 2016 on the effectiveness of Direct Instruction. Analyses were based on 328 studies involving 413 study designs and almost 4,000 effects. Results are reported for the total set and subareas regarding reading, math, language, spelling, and multiple or other academic subjects; ability measures; affective outcomes; teacher and parent views; and single-subject designs. All of the estimated effects were positive and all were statistically significant except results from metaregressions involving affective outcomes. Characteristics of the publications, methodology, and sample were not systematically related to effect estimates. Effects showed little decline during maintenance, and effects for academic subjects were greater when students had more exposure to the programs. Estimated effects were educationally significant, moderate to large when using the traditional psychological benchmarks, and similar in magnitude to effect si...
161 citations
TL;DR: This paper conducted a systematic review of empirical research focused on the experiences of female students in science, technology, engineering, and mathematics (STEM) during middle and high school and concluded that perceptions regarding who is part of the ingroup or outgroup of STEM fields can be changed through intervention and educational programs.
Abstract: We conducted a systematic review of empirical research focused on the experiences of female students in science, technology, engineering, and mathematics (STEM) during middle and high school. Drawing on social identity theory, recent research was synthesized to explore how aspects of the social environment influence STEM identity development. Findings indicate that young women experience challenges to their participation and inclusion when they are in STEM settings. Additionally, we found that perceptions regarding who is part of the ingroup or outgroup of STEM fields can be changed through intervention and educational programs. We conclude with recommendations for theory, research, programs, and policy for STEM identity development among young women, informed by a social identity perspective.
144 citations
TL;DR: In this article, the authors present a systematic literature review of approaches to model learning in Massive Open Online Courses offering an analysis of learning-related constructs used in the prediction and measurement of student engagement and learning outcome.
Abstract: Despite a surge of empirical work on student participation in online learning environments, the causal links between the learning-related factors and processes with the desired learning outcomes remain unexplored. This study presents a systematic literature review of approaches to model learning in Massive Open Online Courses offering an analysis of learning-related constructs used in the prediction and measurement of student engagement and learning outcome. Based on our literature review, we identify current gaps in the research, including a lack of solid frameworks to explain learning in open online setting. Finally, we put forward a novel framework suitable for open online contexts based on a well-established model of student engagement. Our model is intended to guide future work studying the association between contextual factors (i.e., demographic, classroom, and individual needs), student engagement (i.e., academic, behavioral, cognitive, and affective engagement metrics), and learning outcomes (i.e...
128 citations
TL;DR: In this article, the authors systematically review and compare executive functions (EFs), important cognitive processes that enable goal-directed behavior, develop due to maturation and environmental stimulation, and present a systematic review of EFs.
Abstract: Executive functions (EFs), important cognitive processes that enable goal-directed behavior, develop due to maturation and environmental stimulation. The current study systematically reviews and sy...
99 citations
TL;DR: The Advanced Placement (AP) program offers an opportunity for students to earn college credit and develop college-ready skills in high school as discussed by the authors, and the curriculum was initially designed for "superior" students.
Abstract: The Advanced Placement (AP) program offers an opportunity for students to earn college credit and develop college-ready skills in high school. The curriculum was initially designed for “superior” s...
87 citations
TL;DR: Among the many challenges facing public schools are high levels of principal turnover as mentioned in this paper, and given the important role that principals play and are expected to play in the improvement process, concerns ab...
Abstract: Among the many challenges facing public schools are high levels of principal turnover. Given the important role that principals play and are expected to play in the improvement process, concerns ab...
79 citations
TL;DR: In this paper, the authors synthesize the broader literature investigating the effectiveness and salient features of interventions designed to enhance the social competence of youth and adults with autism spectrum disorder, and classify the major categories and issues associated with the key features of the intervention (e.g., the intervention method, agent, tools, and measures).
Abstract: This article is intended to synthesize the broader literature investigating the effectiveness and salient features of interventions designed to enhance the social competence of youth and adults with autism spectrum disorder. Outcomes for adults with autism spectrum disorder remain poor with only minimal improvement shown for decades. Among 796 articles reviewed, 42 representative social skill intervention studies met the selection criteria and were coded descriptively for design elements and findings. The review synthesizes and classifies the major categories and issues associated with the key features of the intervention (e.g., the intervention method, agent, tools, and measures), nature of the learning tasks, the implementation setting and length, research methodology, and key findings related to social competence.
TL;DR: In this paper, the authors investigated the cognitive deficit profiles among individuals with mathematics difficulties and potential moderators and mechanism for these profiles and found that 75% of the individuals with MD had cognitive deficits.
Abstract: The current study investigated the cognitive deficit profiles among individuals with mathematics difficulties (MD) and potential moderators and mechanism for these profiles. Seventy-five cognitive ...
TL;DR: Alongside the increased presence of students classified as English learners (ELs) in mathematics classrooms, there exists a persistent pattern of the marginalization of ELs as discussed by the authors, and teachers have sought research to understand why this occurs.
Abstract: Alongside the increased presence of students classified as English learners (ELs) in mathematics classrooms exists a persistent pattern of the marginalization of ELs. Educators have sought research...
TL;DR: In this article, a meta-analysis was conducted to examine how shared book reading affects the English language and literacy skills of young children learning English as a second language (EASL).
Abstract: The present meta-analysis was conducted to examine how shared book reading affects the English language and literacy skills of young children learning English as a second language. The final analys...
TL;DR: The purpose of as discussed by the authors is to expand understanding of the ways culturally, ethnically, and racially diverse youth have begun to reimagine urban and rural spaces using digital storytelling and ph...
Abstract: The purpose of this review is to expand understanding of the ways culturally, ethnically, and racially diverse youth have begun to reimagine urban and rural spaces using digital storytelling and ph...
TL;DR: In this article, a critical review of the recent literature on undocumented students in higher education, placing it in the context of recent anti-immigrant sentiment and policy revisions, is presented.
Abstract: This article presents a critical review of the recent literature on undocumented students in higher education, placing it in the context of recent anti-immigrant sentiment and policy revisions. The...
TL;DR: A meta-ethnographic literature review synthesizes what is currently known about the advantages and obstacles young Black women encounter within public schooling contexts given their marginalized racial and gender identities as mentioned in this paper.
Abstract: There has been a paucity of research on the educational experiences of young Black women in U.S. K–12 education. Although both Black male and female students experience constrained opportunities to learn, the popular and academic conversation has almost unilaterally focused on the plight of Black boys and men. Drawing on critical race theory, this meta-ethnographic literature review synthesizes what is currently known about the advantages and obstacles young Black women encounter within public schooling contexts given their marginalized racial and gender identities. The data were drawn from a careful systematic search of electronic databases, key journals, books, and the reference lists of key articles, which yielded 37 sources for review. The analysis revealed that school officials positioned young Black women to be undisciplined in their academic habits and unequivocally misaligned with school norms. As such, they were viewed as unapproachable, unteachable, and ultimately fully responsible for the limit...
TL;DR: Results indicated that children with SCD had deficits in oral language, but these deficits were not as severe as their deficit in reading comprehension, which suggests that the oral language weaknesses of children withSCD represent a developmental delay rather than developmental deviance.
Abstract: The purpose of this meta-analysis was to examine the comprehension problems of children who have a specific reading comprehension deficit (SCD), which is characterized by poor reading comprehension despite adequate decoding. The meta-analysis included 86 studies of children with SCD who were assessed in reading comprehension and oral language (vocabulary, listening comprehension, storytelling ability, and semantic and syntactic knowledge). Results indicated that children with SCD had deficits in oral language (d = -0.78, 95% CI [-0.89, -0.68], but these deficits were not as severe as their deficit in reading comprehension (d = -2.78, 95% CI [-3.01, -2.54]). When compared to reading comprehension age-matched normal readers, the oral language skills of the two groups were comparable (d = 0.32, 95% CI [-0.49, 1.14]), which suggests that the oral language weaknesses of children with SCD represent a developmental delay rather than developmental deviance. Theoretical and practical implications of these findings are discussed.