Review Of Educational Research Research Articles

A review of meta-analysis research in early childhood education.

A review of meta-analysis research in early childhood education.

Navigating dilemmas in transforming assessment practices: experiences of mathematics teachers in Ontario, Canada

Current thinking encourages teachers to incorporate a range of assessment practices that are responsive to student thinking and promote student learning. At the same time, teachers are situated in a landscape of accountability, where they are often seen as technicians who implement prescribed curriculum, policies, and procedures with success measured by externally created assessments. This paper considers how teachers navigate this difficult terrain as they incorporate new assessment practices in their classrooms. We report on a two-year project undertaken with 42 teachers of mathematics (Grades 4–12) in Ontario, Canada. Using an analytic framework adapted from Windschitl (Review of Educational Research, 72(2), 131–175.2002), we explore the dilemmas these teachers identified as they met in communities of practice. Our findings highlight the need for coherence in the assessment messages communicated to teachers and provide evidence of the critical role of ongoing collaboration and dialogue to support the development of teachers’ professional judgement and enable change in their assessment practice.

Executive Functions and Academic Achievement: Current Research and Future Directions

Executive Functions and Academic Achievement: Current Research and Future Directions

Educational Innovation in the Sultanate of Oman and its Research Requirements: a research Map for the Department of Educational Foundations and Administration

This study intended to provide a research map that shows the most important research issues and educational challenges facing education in the Sultanate of Oman in the light of contemporary educational innovations. A descriptive research method was used. The procedures followed in the study included a review of educational research maps in the colleges of education, conducted a theoretical analysis of the relationship between global changes and their impact on the areas of educational innovation, identify areas of educational innovation in Oman, and Meta analysis of research conducted at the Department of Educational Foundations and Administration. Based on the analysis and interpretation of data collected from 120 research participants, consisting of 10 faculty members, 15 Master students, 20 experts from the Ministry of Education and Ministry of Higher Education, and 75 school principals representing different provinces, a research map, with its objectives, scopes, and mechanics of implementation, was developed.

Educational Innovation in the Sultanate of Oman and its Research Requirements: a research Map for the Department of Educational Foundations and Administration

This study intended to provide a research map that shows the most important research issues and educational challenges facing education in the Sultanate of Oman in the light of contemporary educational innovations. A descriptive research method was used. The procedures followed in the study included a review of educational research maps in the colleges of education, conducted a theoretical analysis of the relationship between global changes and their impact on the areas of educational innovation, identify areas of educational innovation in Oman, and Meta analysis of research conducted at the Department of Educational Foundations and Administration. Based on the analysis and interpretation of data collected from 120 research participants, consisting of 10 faculty members, 15 Master students, 20 experts from the Ministry of Education and Ministry of Higher Education, and 75 school principals representing different provinces, a research map, with its objectives, scopes, and mechanics of implementation, was developed.

Including ideology

Ellen Brantlinger's paper, Using ideology: cases of non-recognition of the politics of research and practice in special education (Brantlinger, E. 1997. Using ideology: Cases of nonrecognition of the politics of research and practice in special education. Review of Educational Research 67, no. 4: 425–59), was of considerable significance in drawing attention to the central role of ideology in research in special and inclusive education. Her powerful critique is re-examined in this paper, together with some reflections on the field and on her own work within it. These reflections were obtained in an interview with Ellen for a book (Allan, J., and R. Slee 2008. Doing inclusive education research. Rotterdam, The Netherlands: Sense). The paper concludes with a set of propositions, drawing on Ellen's scholarship, which provide guidance on how to examine the work of ideology.

Baccalaureate Attainment of College Students at 4-Year Institutions as a Function of Student Engagement Behaviors: Social and Academic Student Engagement Behaviors Matter

Vincent Tinto originally asserted, “… it is the individual’s integration into the academic and social systems of the college that most directly related to his continuance in that college” (Tinto, Review of Educational Research 45(10): 89–125, 1975), yet the rates of college degree attainment are still stagnant. Institution-level research on student engagement indicates that both types of engagement contribute to increased student persistence and degree attainment. Research has prompted going beyond institutional-level data and calls for using of nationally representative, longitudinal data to addressing engagement. Using the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09) and logistic regression, this study finds that both academic and social student engagement behaviors significantly impact degree attainment in postsecondary education net of individual and institutional factors. Interaction analysis of the two different types of engagement finds that the impact is not additive but instead is differential and dependent upon the student’s engagement typology as proposed by Coates (Assessment and Evaluation in Higher Education 32(2): 121–141, 2007).

Twenty-five years of Multicultural Science Education: Looking backward, looking forward

This paper provides a focused (not comprehensive) review of multicultural science education research in order to determine whether it “has arrived” as a field of inquiry from its meager beginnings over twenty-five years ago. While the answer is yes given the exponential growth of research in the field, only a qualified yes is allowed given the weaknesses identified: a tendency to polemical, hypothetical work; over-extrapolation from the data that do exist and little transference to the classroom—the latter partially due to policy positions and lack of explicit help for teachers in complex contexts—. The paper concludes that there is, however, an optimistic future.

Evaluation of Medical Simulations

Simulations hold great promise for medical education, but not all simulations are effective, and reviews of simulation-based medical education research indicate that most evaluations of the effectiveness of medical simulations have not been of sufficient technical quality to produce trustworthy results. This article discusses issues associated with the technical quality of evaluations and methods for achieving it in evaluations of the effectiveness of medical simulations. It begins with a discussion of the criteria for technical quality, and then discusses measures available for evaluating medical simulation, approaches to scoring simulation performance, and methodological approaches. It concludes with a summary and discussion of future directions in methods and technology for evaluating medical simulations.

Toward an understanding of the democratic reconceptualization of physical education teacher education in post-military Brazil

Background: Teacher education, including physical education teacher education (PETE), around the world remains highly autocratic and content focused [Apple, M. W. 2000. Official Knowledge: Democratic Education in a Conservative Age. New York: Routledge]. Scholars in physical education [O'Sullivan, M., D. Siedentop, and L. F. Locke. 1992. “Toward Collegiality: Competing Viewpoints among Teacher Educators.” Quest 44 (2): 266–280] as well as in and education more broadly [McAllister, G., and J. J. Irvine. 2000. “Cross Cultural Competency and Multicultural Teacher Education.” Review of Educational Research 70 (1): 3–24] have noted the limited opportunities for the discussion of democratic practices, critical pedagogy, and citizenship education. However, since the fall of the military dictatorship, Brazil has had the opportunity to reconstruct teacher education with a focus on democracy. Many of these changes have been influenced by the philosophy of Paulo Freire [1970. Pedagogy of the Oppressed. New York: Continuum; 1985. The Politics of Education. Westport, CT: Bergin & Garvey; 1998a. Pedagogy of Freedom: Ethics, Democracy and Civic Courage. Oxford: Rowman & Littlefield; 1998b. Teachers as Cultural Workers: Letters to Those Who Dare to Teach. Boulder, CO: Westview] whose conceptualization of democracy embraces an interactional perspective. Through the eyes of Gylton, a PETE student, this study depicts new possibilities for democratization in PETE.Participants: Gylton, the first author of the article, was the primary participant and Maria served as an informant. The setting of the study was Universidade Federal de Minas Gerais (UFMG), a large university in Brazil where Gylton was a student and Maria was a faculty member.Method: A qualitative design structured around the tenants of existential phenomenology was adopted. Gylton and Maria were participated in two semi-structured interviews [Patton, M. Q. 2002. Qualitative Research and Evaluation Methods. Thousand Oaks, CA: Sage] and follow-up telephone interviews and email correspondence.Findings: The data analysis revealed that Gylton's experiences during childhood had a profound impact on his initial appraisals of the purpose of democratic practices in PETE. During his time at UFMG, Gylton experienced a shift in his consciousness and came to realize the importance of democratic practices in PETE. Gylton engaged in transformative action at the micro- and macro-levels through his exposure to democratic practices. Interactions with Maria led Gylton to resist the authoritarian system of education and reconceptualize the role of physical education.

Frontline research in an accessible and flexible way

An increasing number of new scientific journals have been founded in the last few years. A big part of these new publishing forums are open-access electronic-only journals. When starting a new journal it is important to carefully think about why this new journal is needed and which kind of journal it should be. The two previously founded journals of the European Association for Research on Learning and Instruction (EARLI) have been very successful. Learning and Instruction has established its role as one of the leading journals in education and educational psychology. It publishes theoretically and methodologically strong original articles. Educational Research Review has opened new opportunities for publishing review articles, metaanalyses and theoretical papers, and the quickly increased impact factor indicates that it is also well trusted by the research community. Then why the need to start the third EARLI journal Frontline Learning Research (FLR)?

Mobile Health in China: A Review of Research and Programs in Medical Care, Health Education, and Public Health

There are nearly 1 billion mobile phone subscribers in China. Health care providers, telecommunications companies, technology firms, and Chinese governmental organizations use existing mobile technology and social networks to improve patient–provider communication, promote health education and awareness, add efficiency to administrative practices, and enhance public health campaigns. This review of mobile health in China summarizes existing clinical research and public health text messaging campaigns while highlighting potential future areas of research and program implementation. Databases and search engines served as the primary means of gathering relevant resources. Included material largely consists of scientific articles and official reports that met predefined inclusion criteria. This review includes 10 reports of controlled studies that assessed the use of mobile technology in health care settings and 17 official reports of public health awareness campaigns that used text messaging. All source material was published between 2006 and 2011. The controlled studies suggested that mobile technology interventions significantly improved an array of health care outcomes. However, additional efforts are needed to refine mobile health research and better understand the applicability of mobile technology in China's health care settings. A vast potential exists for the expansion of mobile health in China, especially as costs decrease and increasingly sophisticated technology becomes more widespread.

Reviewing the Articles, Which are Related to Education Programs and Selected Amongst the Articles Published in the Review of Educational Research Journal Between 2005 and 2010, According to Various Variables

The purpose of this study to examine the articles related with curriculum and instructions which are published in ‘Review of Educational Research (RER)’ between the years of 2005-2010 by several variables. According to the findings, it is seen that the more curriculum evaluation then mathematic programs are discussed as a subject. Context, learning theory, classroom management, teacher evaluation and teacher competencies are at least investigated. In the articles as a sample mostly elementary students are selected. Literature review is used in all in addition to this examining the methods in all mixed method which i s set quantitative and a qualitative method to work together is used.

A framework for analysing higher education performance: students' satisfaction, perceived learning outcomes, and dropout intentions

Drawing on Tinto's [1975. Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45(1), 89–125] dropout-intentions model, Bean's [1985. Interaction effects based on class level in an explanatory model of college student dropout syndrome. American Educational Research Journal, 22(1), 35–64] socialisation model, Astin's [1999. Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518–529] involvement theory, and the service marketing literature, this research presents a conceptual framework for analysing students' satisfaction, perceived learning outcomes, and dropout intentions. This framework allows for a better understanding of how students assess the university experience and how these perceptions affect future intentions. This article presents four studies testing fragments of the framework using data sets from three countries and various undergraduate programmes (business, economics, geography, and nursing). The models are tested using structural equation modelling with data collected using a questionnaire adapted to the specific contexts. The models have the ability to explain the studies' dependent variables and offer practical utility for decision-making. Applicability of the conceptual framework is evaluated in various contexts and with different student populations. One important finding is that student co-creation can be as important as perceived service quality in explaining students' cognitive learning outcomes, which in turn explain a high percentage of satisfaction and affective learning outcomes. The studies also shed light on the roles of variables such as emotional exhaustion and dropout intentions.

Greening the Ivory Tower: A Review of Educational Research on Sustainability in Post-Secondary Education

There is a deficit of multi-site studies examining the integration of sustainability in the policies and practices of post-secondary institutions. This paper reviews what comparative empirical research has been undertaken on sustainability in post-secondary education (PSE) within eight leading international journals publishing on sustainability and education. Three predominant themes of research on the topic are identified within the review: research comparing sustainability curricula across institutions (both within specific disciplines of study and across disciplines); research comparing campus operations policies and practice across multiple institutions; and research on how to best measure or audit approaches and outputs in sustainability in PSE. This review of the research literature supports the contention within the literature on sustainability in PSE that most research on the topic is focused on case studies rather than comparison of multiple institutions. The comparative research that is emerging from the field is concentrated on assessing measurable outputs for environmental externalities within institutional operations, with little examination of sustainability uptake and outcomes across broader institutional policies and practices.

Systematic review of population-based studies on the impact of images on UV attitudes and behaviours

Visual images have been shown to influence health behaviours. The effectiveness of population interventions, which use visual images to influence skin cancer prevention behaviours, has not been systematically evaluated. We, therefore, undertook a systematic review of peer-reviewed, health education and health promotion research on skin cancer and tanning to examine the outcomes of studies, which used visual images as part of their methodology. Our objective was to describe the impact of visual images on UV protection and exposure attitudes and behaviours across the studies. Twenty-three studies met the inclusion criteria. Images positively impact knowledge, attitudes and behaviours related to UV exposure and UV protection. Images also influence the perceived attractiveness of untanned or tanned skin, which in turn, influences UV exposure attitudes and behaviours. Implications for future health promotion research and practice are discussed.

The impact of creative learning environments on learners: A systematic literature review

This article is based on a systematic review of educational research, policy and professional literature relating to creative environments for learning in schools. Despite the search yielding 210 documents, comparatively few empirical studies were published between 2005 and 2011 that addressed the review objectives. Only 18 studies included in the review investigated the impact of creativity on learners. There was, however, some evidence for the impact of creative learning environments on pupil attainment, confidence, resilience, motivation, problem-solving, interpersonal skills and school attendance. These findings have implications for policy, practice and research internationally.

Guest Editor’s Introduction to Special Issue: The Science and Practice of Research Synthesis

Next article FreeGuest Editor’s Introduction to Special Issue: The Science and Practice of Research SynthesisJulia H. LittellJulia H. LittellBryn Mawr College Search for more articles by this author Bryn Mawr CollegePDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Journal of the Society for Social Work and Research Volume 4, Number 42013 Published for the Society for Social Work and Research Article DOIhttps://doi.org/10.5243/jsswr.2013.19 Views: 195Total views on this site Citations: 6Citations are reported from Crossref © 2013 by the Society for Social Work and Research. All rights reserved.PDF download Crossref reports the following articles citing this article:Rae Zimmerman Heat measures for climate and infrastructure services, Urban Climate 34 (Dec 2020): 100658.https://doi.org/10.1016/j.uclim.2020.100658Jianping Shen, Huang Wu, Patricia Reeves, Yunzheng Zheng, Lisa Ryan, Dustin Anderson The association between teacher leadership and student achievement: A meta-analysis, Educational Research Review 31 (Nov 2020): 100357.https://doi.org/10.1016/j.edurev.2020.100357Lynn Horton Making qualitative data more visible in policy: a critical appraisal of meta-synthesis, Qualitative Research 20, no.55 (Oct 2019): 534–548.https://doi.org/10.1177/1468794119881953Jackie van Dael, Tom W Reader, Alex Gillespie, Ana Luisa Neves, Ara Darzi, Erik K Mayer Learning from complaints in healthcare: a realist review of academic literature, policy evidence and front-line insights, BMJ Quality & Safety 29, no.88 (Feb 2020): 684–695.https://doi.org/10.1136/bmjqs-2019-009704Julia H. Littell, Howard White The Campbell Collaboration, Research on Social Work Practice 28, no.11 (May 2017): 6–12.https://doi.org/10.1177/1049731517703748Yulia Shenderovich, Manuel Eisner, Christopher Mikton, Frances Gardner, Jianghong Liu, Joseph Murray Methods for conducting systematic reviews of risk factors in low- and middle-income countries, BMC Medical Research Methodology 16, no.11 (Mar 2016).https://doi.org/10.1186/s12874-016-0134-2

Erratum

Razzouk, R., & Shute, V. (2012). What is design thinking and why is it important? Review of Educational Research, 82, 330–348. (Original DOI: 10.3102/0034654312457429)

Social and Emotional Learning in Schools: From Programs to Strategies and commentaries

Social and Emotional Learning in Schools: From Programs to Strategies and commentaries