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Educational Research Review
Journal Prestige (SJR): 2.963
Citation Impact (citeScore): 6
Number of Followers: 183  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1747-938X - ISSN (Online) 1747-938X
Published by Elsevier Homepage  [3206 journals]
  • Smart teachers, successful students' A systematic review of the
           literature on teachers’ cognitive abilities and teacher effectiveness
    • Abstract: Publication date: Available online 28 January 2020Source: Educational Research ReviewAuthor(s): Lisa Bardach, Robert M. Klassen This study provides a systematic review of the literature on teachers' cognitive abilities (intelligence test scores and proxies of cognitive abilities such as college entrance exam scores and basic skills test scores) and teacher effectiveness. Twenty-seven studies conducted between 2000 and 2019 constitute the sample for this review. Studies using intelligence test scores were rare, with the results indicating no or negative associations with teacher effectiveness. Studies on proxies of cognitive abilities yielded, at most, small positive relations with teacher effectiveness. However, behind these overall results regarding proxies of cognitive abilities lie interesting heterogeneities, as several studies analyzing different test domains uncover a differentiated pattern of findings. We also identify key limitations related to construct measurement, sampling approaches, statistical analyses and the interpretation and reporting of the included studies, and outline a path for future research on teachers’ cognitive abilities and teacher effectiveness.
       
  • Predicting and resolving non-completion in higher (online) education
           – A literature review
    • Abstract: Publication date: Available online 28 January 2020Source: Educational Research ReviewAuthor(s): Laurie, E.C. Delnoij, Kim, J.H. Dirkx, José, P.W. Janssen, Rob, L. Martens Non-completion in higher education is a persistent problem and even worse of a problem in higher online education. Although there is a lot of research on predictors of non-completion, less is known about what interventions resolve the non-completion problem and to what extent these interventions focus on relevant predictors of non-completion. To close that gap, the literature was systematically reviewed with a twofold aim: 1. Identify modifiable predictors of non-completion in higher (online) education 2. Investigate characteristics of effective interventions to reduce non-completion in higher (online) education. Results showed that study- or learning strategies, academic self-efficacy, (academic) goals and intentions, institutional or college adjustment, employment, supportive network, and faculty-student interaction are modifiable consistent predictors of non-completion. Coaching, remedial teaching, and peer mentoring are promising interventions to resolve the problem of non-completion in higher education. Interventions aimed at increasing completion rates are limited in targeting relevant modifiable predictors of non-completion.
       
  • Corrigendum to “The role of passion in education: A systematic review”
           [Educational Research Review 19 (2016) 173–188]
    • Abstract: Publication date: Available online 23 January 2020Source: Educational Research ReviewAuthor(s): Zuleica Ruiz-Alfonso, Jaime León
       
  • Knowledge restructuring through case processing: The key to generalise
           expertise development theory across domains'
    • Abstract: Publication date: Available online 11 January 2020Source: Educational Research ReviewAuthor(s): Henny P.A. Boshuizen, Hans Gruber, Josef Strasser In many domains evidence exists that expertise development goes along with the adaptation of cognitive structures and processes. Whilst it is generally assumed that expertise and its acquisition is domain-specific, there are nevertheless similarities across domains that may evoke comparable processes and lead to similar cognitive restructuring. The “Knowledge Restructuring through Case Processing” (KR-CP) theory is proposed as a domain-general framework that takes into account similarities and differences between domains in order to explain corresponding processes and performances of professionals in different domains. The KR-CP theory is based on the assumption that dealing with complex cases plays a major role in many professional domains and allows for cognitive adaptations to routine as well as novel situations. The focus of this review is to investigate the capacity of this assumption to explain expertise development in multiple domains. Starting from the domain of medicine, in which such outcomes have been extensively studied, three further domains are analysed. Evidence is reviewed from counselling and psychotherapy, business management, and law. Thereby specific methodological complications emerge concerning the criteria for expert selection, the definition of levels of expertise, or the degree of authenticity of participants’ tasks. Nevertheless, direct and strong indications for restructuring knowledge into scripts and macro-concepts could be identified in all three domains. To further substantiate the KR-CP theory, studies are needed that explicitly address the comparison of case processing in different domains.
       
  • Social networks, social capital, social support and academic success in
           higher education: A systematic review with a special focus on
           ‘underrepresented’ students
    • Abstract: Publication date: February 2020Source: Educational Research Review, Volume 29Author(s): Shweta Mishra Widening higher education participation has resulted in efforts directed towards increasing higher education access. However, inequality in higher education completion continues to exist. Social factors have been found to play an important role in academic achievement. Given the role of social factors, this article examines the academic outcomes of students from a social network, social capital, and social support perspective with a special focus on underrepresented groups in higher education. The article is based on a systematic review of literature where evidence shows that the networks of students including their family, ethnic and religious affiliations, friends, and faculty play a role in academic success. The article details a framework describing how network members of underrepresented groups complement each other with regard to resources offered and contribute to academic success.
       
  • Exploring the interrelationship between Universal Design for Learning
           (UDL) and Differentiated Instruction (DI): A systematic review
    • Abstract: Publication date: February 2020Source: Educational Research Review, Volume 29Author(s): Júlia Griful-Freixenet, Katrien Struyven, Wendelien Vantieghem, Esther Gheyssens A lot of confusion between UDL and DI exists, especially on how they exactly relate to each other. Consequently, a systematic review was conducted to identify all specific types of interrelationships between both pedagogical models in the literature. In total, 27 peer-reviewed articles were included. Three conceptual interpretations of the UDL and DI interrelationship were identified: 1) The complementary interrelationship between UDL and DI, which tended to diminish the status of either UDL or DI to an inferior category; 2) The embedded interrelationship of DI within UDL, which appeared as a consequence of interpreting DI as the act of differentiating; and 3) The incompatible interrelationship between UDL and DI, in which the studies tended to ignore most recent theoretical developments when contrasting both models. Our results clarify these different interpretations and present the assumptions that these are based on. Finally, we present future avenues of study towards empirical testing.
       
  • A comprehensive review of research on reading comprehension strategies of
           learners reading in English-as-an-additional language
    • Abstract: Publication date: Available online 28 December 2019Source: Educational Research ReviewAuthor(s): Kwangok Song, Hyun Joo Kwon, Bokhee Na
       
  • The impact of in-service professional development on the quality of
           teacher-child interactions in early education and care: A meta-analysis
    • Abstract: Publication date: Available online 20 December 2019Source: Educational Research ReviewAuthor(s): Franziska Egert, Verena Dederer, Ruben G. Fukkink
       
  • Assessing social, emotional, and intercultural competencesof students and
           school staff: A systematic literature review
    • Abstract: Publication date: Available online 26 November 2019Source: Educational Research ReviewAuthor(s): Fabian Müller, Albert Denk, Emily Lubaway, Christine Sälzer, Ana Kozina, Tina Vršnik Perše, Maria Rasmusson, Ivana Jugović, Birgitte Lund Nielsen, Mojca Rozman, Aleš Ojsteršek, Svetlana Jurko The inclusion of social, emotional, and intercultural competences (SEI) in academic contexts has been supported by international organizations, such as the European Union, the United Nations, and the OECD, since the early 2000s. However, little information is yet available regarding the assessment of these competencies. This paper shares the findings of a systematic literature review that produced an inventory of existing tools for the assessment of SEI competences of students and school staff. This is the first time assessment tools for these three competences have been concurrently reviewed. An interdisciplinary and international research team conducted this systematic literature review in the databases of ERIC, PsycInfo, PSYNDEX, Scopus, and Web of Science. Out of 13,963 articles, 149 assessment tools were examined and processed. In addition to the instrument analysis and a detailed description of the procedure, this article shows the basic theoretical concepts as well as the limitations of such a review. It was found that 1) the majority of the discovered instruments rely on self-reported survey and inventory data, 2) of the three competencies, intercultural competence had the fewest relevant instruments, and 3) very few tools have been created to assess all three competences together. From this review, it is apparent that a wider variety of assessment tools (other than self-reports), as well as more comprehensive tools (e.g. qualitative analysis of vignettes) for the assessment of all three SEI competences, should be developed to meet international demand. The results of the literature review are available and accessible for free in the form of an assessment catalogue.
       
  • Socio-economic status and academic performance in higher education:A
           systematic review
    • Abstract: Publication date: Available online 23 November 2019Source: Educational Research ReviewAuthor(s): Carlos Felipe Rodríguez Hernández, Eduardo Cascallar, Eva Kyndt Previous educational research has extensively investigated the relationship between socio-economic status (SES) and academic performance. In higher education, however, this relationship still deserves a comprehensive examination. To attend to this need, a mixed-methods systematic literature review of 42 studies is carried out. In the first part, a summative content analysis is performed to analyze how SES and academic performance are measured. In the second part, a meta-analysis is conducted to determine the effect size of the relationship between SES and academic performance in higher education. Findings suggest that SES is measured through education, occupation, income, home resources, and neighborhood resources. Academic performance in higher education is measured in terms of achievement, competencies, and persistence. Furthermore, the meta-analysis reveals a positive yet weak relationship between SES and academic performance in higher education. Prior academic achievement, university experience, and working status are stronger related to academic performance than SES.
       
  • Interventions for academically underachieving students: A systematic
           review and meta-analysis
    • Abstract: Publication date: November 2019Source: Educational Research Review, Volume 28Author(s): Kate E. Snyder, Carlton J. Fong, Jackson Kai Painter, Caroline M. Pittard, Sebastian M. Barr, Erika A. Patall Despite decades of research on interventions for academically underachieving students, no clear answers have emerged. Synthesizing across existing intervention efforts can help in understanding not only the overall effectiveness for these interventions, but also the factors that may moderate such effectiveness. In the current study, we conducted a systematic review and meta-analysis to examine the effectiveness of interventions for academically underachieving students, exploring effects on achievement and psychosocial outcomes. Overall, findings from 53 studies revealed that interventions are moderately effective in improving achievement and psychosocial outcomes. Moderator analyses revealed that intervention effectiveness varied by grade level. Implications for research and practice are discussed, particularly the need for rigorous evaluations of well-designed interventions that consider the fit between students’ unique reasons for underachievement and the makeup of the intervention.
       
  • Supporting learning from text: A meta-analysis on the timing and content
           of effective feedback
    • Abstract: Publication date: Available online 4 November 2019Source: Educational Research ReviewAuthor(s): Elise K. Swart, Thijs M.J. Nielen, Maria T. Sikkema de Jong The aim of the present meta-analysis was to examine the effects of feedback on learning from text in conventional readers (ranging from primary school students to university students). Combining 104 contrasts of conditions of reading texts with and without feedback, including 6124 participants, using the random effects model resulted in a positive effect of feedback on learning from text (g+ = 0.35). Moderator analyses showed that feedback is particularly effective if provided directly after reading, but less so when provided during reading. If feedback is provided directly after reading, elaborate feedback and knowledge-of-correct-response feedback were more effective than knowledge-of-response feedback. If feedback is provided during reading, no differences are found between the effects of different types of feedback. Additionally, computer-delivered feedback is more beneficial for learning from text than non-computer-delivered feedback. Implications for optimizing conditions to support learning from text are discussed.
       
  • Post-secondary education for young people with intellectual disabilities:
           A systematic review of stakeholders’ experiences
    • Abstract: Publication date: Available online 28 October 2019Source: Educational Research ReviewAuthor(s): Sohil Alqazlan, Barah Alallawi, Vasiliki Totsika Post-secondary education (PSE) is an important option in the educational and employment paths of students with intellectual disabilities (ID). However, PSE for young adults with ID is not in wide use across the world. Different issues might affect the geographical spread of PSE programmes. Some of these are related to the attitudes, expectations and/or funding for those programmes. In this systematic review, the PSE experiences of different stakeholder groups (young adults with ID, their parents, PSE staff and students without a disability) were examined by reviewing findings across 22 studies that investigated PSE for students with ID. This examination encompassed attitudes and motivation to engage with PSE, as well as stakeholders’ perceived barriers and facilitators in accessing and remaining in the three PSE models (separate, inclusive and mixed). Students with ID and their parents were the stakeholder groups least represented in the available evidence. Findings suggested that most stakeholder groups reported positive experiences of PSE derived mostly from gains in social skills and independence. Several barriers to accessing PSE were reported by each group, namely physical and academic barriers by students with ID, an understanding of the PSE system by their parents, and the lack of training by PSE staff. Evidence from the present review seems to indicate that inclusive PSE models were associated with a more positive experience across stakeholder groups.
       
  • Webinars in Higher Education and Professional Training: A Meta-Analysis
           and Systematic Review of Randomized Controlled Trials
    • Abstract: Publication date: Available online 7 October 2019Source: Educational Research ReviewAuthor(s): Andreas Gegenfurtner, Christian Ebner Digital learning environments are increasingly popular in higher education and professional training. Teaching and learning via webinars, and web conferencing more broadly, represents one widely used approach. Webinars are defined as web-based seminars, in which participants and facilitators communicate live over the Internet across distant geographical locations using shared virtual platforms and interact ubiquitously and synchronously in real time via voice over IP technology and web camera equipment. In the past, studies have reported mixed evidence concerning the effectiveness of webinars in promoting student achievement. As a remedy, this systematic literature review and meta-analysis cumulates observed effect sizes from previously published randomized controlled trials and corrects artifactual variance induced by sampling error. The research questions were: How effective are webinars in promoting student achievement' And which characteristics moderate webinar effectiveness' The findings suggest that webinars were slightly more effective than control conditions (online asynchronous learning management systems and offline face-to-face classroom instruction), but the differences were trivial in size. Differences were moderated by webinar, participant, achievement, and publication characteristics. This meta-analysis is the first to systematically review and meta-analyze the best evidence available for evaluating the effectiveness of webinars and video conferences in promoting student knowledge and skills. The implications of the study’s findings can inform school teachers, lecturers, trainers, technologists, and theorists interested in the computer-supported design, implementation, delivery, tutoring, and assessment of webinar-based learning environments.
       
  • Conceptual difficulties when interpreting histograms: A review
    • Abstract: Publication date: Available online 18 September 2019Source: Educational Research ReviewAuthor(s): Lonneke Boels, Arthur Bakker, Wim van Dooren, Paul Drijvers
       
  • The Impact of Shared Book Reading on Children’s Language Skills: A
           Meta-Analysis
    • Abstract: Publication date: Available online 17 September 2019Source: Educational Research ReviewAuthor(s): Claire Noble, Giovanni Sala, Michelle Peter, Jamie Lingwood, Caroline Rowland, Fernand Gobet, Julian Pine Shared book reading is thought to have a positive impact on young children’s language development, with shared reading interventions often run in an attempt to boost children’s language skills. However, despite the volume of research in this area, a number of issues remain outstanding. The current meta-analysis explored whether shared reading interventions are equally effective (a) across a range of study designs; (b) across a range of different outcome variables; and (c) for children from different SES groups. It also explored the potentially moderating effects of intervention duration, child age, use of dialogic reading techniques, person delivering the intervention and mode of intervention delivery.Our results show that, while there is an effect of shared reading on language development, this effect is smaller than reported in previous meta-analyses (g¯ = 0.194, p = .002). They also show that this effect is moderated by the type of control group used and is negligible in studies with active control groups (g¯ = 0.028, p = .703). Finally, they show no significant effects of differences in outcome variable (ps ≥ .286), socio-economic status (p = .658), or any of our other potential moderators (ps ≥ .077), and non-significant effects for studies with follow-ups (g¯ = 0.139, p = .200). On the basis of these results, we make a number of recommendations for researchers and educators about the design and implementation of future shared reading interventions.
       
  • Self-Regulated Learning Partially Mediates the Effect of Self-Regulated
           Learning Interventions on Achievement in Higher Education: a Meta-Analysis
           
    • Abstract: Publication date: Available online 16 September 2019Source: Educational Research ReviewAuthor(s): Renée S. Jansen, Anouschka van Leeuwen, Jeroen Janssen, Suzanne Jak, Liesbeth Kester It is often assumed that interventions aimed at supporting students’ self-regulated learning (SRL) are effective for improving achievement because these interventions support SRL activity. In this study, meta-analytic structural equation modeling (MASEM) was used to test whether SRL activity indeed mediates the effect of SRL interventions on achievement in higher education. Contrary to popular belief, the results only provide evidence for partial mediation. Furthermore, three separate meta-analyses were performed to investigate the role of possible moderators of the relations between: (1) SRL interventions and achievement, (2) SRL interventions and SRL activity, and (3) SRL activity and achievement. Although SRL interventions were effective in improving SRL activity and achievement, most of the study, measurement, and intervention moderators did not explain significant variance of the investigated effect sizes. Other factors, such as task motivation and time on task, potentially influence the effectiveness of SRL interventions. Practical, theoretical and methodological implications are provided.
       
  • What is children’s agency' A review of conceptualisations used in
           early childhood education research
    • Abstract: Publication date: Available online 11 September 2019Source: Educational Research ReviewAuthor(s): Jan Varpanen
       
  • The Relations between Acculturation and Creativity and Innovation in
           Higher Education: A Systematic Literature Review
    • Abstract: Publication date: Available online 30 July 2019Source: Educational Research ReviewAuthor(s): Rukhsar Sharif This systematic literature review focuses on research findings from 20 peer-reviewed studies on the relations between the constructs of acculturation and creativity as well as acculturation and innovation in higher education. The overall research findings suggested a primarily causal relation between acculturation and creativity through statistical modeling. However, acculturation was also found to be correlated with and predict creativity. Moreover, attributes of acculturation discovered to engender creativity included multicultural learning experiences, individualistic culture type, homogeneous cultural dyads and the acculturation strategy of biculturalism. In contrast to its well-founded relation with creativity, acculturation was tentatively found to be a positive and significant predictor of innovation. This review highlights the strength of acculturation aspects, particularly biculturalism and the integration of contrasting cultural ideas, in influencing the ability to be creative or innovative in postsecondary environments.
       
  • Secondary student teachers’ professional identity: Theoretical
           underpinnings and research contributions
    • Abstract: Publication date: Available online 26 July 2019Source: Educational Research ReviewAuthor(s): Filomena Rodrigues, Maria João Mogarro Twenty-two empirical studies on student teachers’ professional identity were selected for this review. In this paper we present important implications for current and future research on student teachers’ professional identity by focusing on the discussion of key-issues associated with it. We also discuss the studies’ contributions and implications for initial teacher education and future research. Based on this discussion, we present a working definition of professional identity and consider which are the current emerging research issues.
       
  • Conceptualizing and measuring social and emotional learning: A systematic
           review and meta-analysis of moral reasoning and academic ability,
           religiosity, political orientation, personality
    • Abstract: Publication date: Available online 11 July 2019Source: Educational Research ReviewAuthor(s): Roisin P. Corcoran, Joanne O’Flaherty, Chen Xie, Alan C.K. Cheung Responsible decision-making is a sub-domain of social emotional competence and develops through the educational process of social and emotional learning (SEL). The current review examines the relationship between decision-making, specifically, moral reasoning (MR) and academic ability (N = 6,992, 18), MR and religiosity (N = 3,441, 15), MR and political orientation (N = 12,814, 14) and MR and personality (N = 1,659, 8). Forty-three studies qualified for inclusion and analysis. The results indicated a positive effect between MR and academic ability (ES = + 0.24). Interestingly, small negative effects were found between MR and political orientation (ES = - 0.07). Results also indicated small non-significant effects between MR and religiosity (ES = +0.00, p = .94), and MR and personality (ES = + 0.01, p = .92). Possible interpretations of these findings are discussed with reference to the literature.
       
  • Ten Years of Computer-Supported Collaborative Learning: A meta-analysis of
           CSCL in STEM education during 2005-2014
    • Abstract: Publication date: Available online 14 June 2019Source: Educational Research ReviewAuthor(s): Heisawn Jeong, Cindy E. Hmelo-Silver, Kihyun Jo The goal of this paper is to report on a meta-analysis about the effects of Computer-Supported Collaborative Learning (CSCL) in STEM education. The analysis is based on 316 outcomes from 143 studies that examined the effects of CSCL published between 2005 and 2014. Our analysis showed that the overall effect size of STEM CSCL was .51, a moderate but notable effect size in educational research. The effect was greatest on the process outcomes, followed by knowledge outcomes, and affective outcomes. The sizes of the effects were moderated by types of technology and pedagogies, levels of learners, and learning domains. Moderators further interacted so that effects of technology and pedagogy varied depending on the modes of collaboration, learner levels, and domains of learning. The current study demonstrates the overall advantage of CSCL in STEM education and highlights a need to develop a need to understand how these variables may interact to contribute to CSCL effectiveness.
       
  • The Relationships between Teachers’ Emotional Labor and Their Burnout
           and Satisfaction: A Meta-Analytic Review
    • Abstract: Publication date: Available online 12 June 2019Source: Educational Research ReviewAuthor(s): Hongbiao Yin, Shenghua Huang, Gaowei Chen Teaching is an emotional endeavor. Unlike mass service employees, teachers enjoy considerable autonomy in their teaching and maintain relatively stable relationships with students, parents, and colleagues. This study is a meta-analytic review of the associations between teachers’ emotional labor strategies (i.e., surface acting, deep acting, and the expression of naturally felt emotions) and other relevant constructs. The meta-analysis is based on 85 empirical articles and 86 independent samples, with the experiences of 33,248 teachers represented in the articles reviewed. The meta-correlations are generally in the expected direction. Surface acting is positively related to the individual and interpersonal components of burnout and negatively related to teaching satisfaction. Deep acting is not significantly related to the individual or interpersonal components of burnout, but positively related to teaching satisfaction and the efficacy component of burnout. The expression of naturally felt emotions is negatively related to teachers’ burnout and reduced teaching satisfaction. The moderation analysis of relevant correlates also provides some insights about the research development.
       
  • Effects of Flipping the Classroom on Learning Outcomes and Satisfaction: a
           Meta-Analysis
    • Abstract: Publication date: Available online 1 June 2019Source: Educational Research ReviewAuthor(s): David C.D. van Alten, Chris Phielix, Jeroen Janssen, Liesbeth Kester In a flipped classroom, students study instructional material before class and apply this material during class. To provide a statistical synthesis of current research on effects of flipped classrooms, we conducted meta-analyses that included 114 studies which compared flipped and non-flipped classrooms in secondary and postsecondary education. We found a small positive effect on learning outcomes, but no effect was found on student satisfaction regarding the learning environment. In addition, we found considerable heterogeneity between studies. Moderator analyses showed that students in flipped classrooms achieve higher learning outcomes when the face-to-face class time was not reduced compared to non-flipped classrooms, or when quizzes were added in the flipped classrooms. We conclude that a flipping the classroom (FTC) approach is a promising pedagogical approach when appropriately designed. Our results provide insights into effective instructional FTC design characteristics that support an evidence-informed application of FTC.
       
 
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