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We all reflect, but why? A systematic review of the purposes of reflection in higher education in social and behavioral sciences
In this study, we systematically review empirical research on the concept of reflection within educational contexts in social work, psychology and teacher education to discern trends regarding the educational purposes attributed to reflection. Based on an inductive analysis of 42 relevant studies, we found that reflection is attributed diverse -and sometimes opposing-educational purposes. Furthermore, we distinguished three dimensions to which these purposes are primarily related: a personal, interpersonal and socio-structural dimension. Our findings illustrate both a conceptual and an empirical complexity and openness of ...
Source: Educational Research Review - February 21, 2018 Category: Child Development Source Type: research

Domains and predictors of first-year student success: A systematic review
Publication date: February 2018 Source:Educational Research Review, Volume 23 Author(s): Petrie J.A.C. van der Zanden, Eddie Denessen, Antonius H.N. Cillessen, Paulien C. Meijer The predictors of first-year student success received much attention in educational practice and theory. However, first-year student success can be defined in various ways. By studying different theoretical research strands, we developed a conceptual framework consisting of three domains of first-year student success, namely students' academic achievement, critical thinking skills, and social-emotional well-being. The goal of this systematic liter...
Source: Educational Research Review - February 4, 2018 Category: Child Development Source Type: research

Challenging beliefs about cultural diversity in education: A synthesis and critical review of trainings with pre-service teachers
Publication date: Available online 2 February 2018 Source:Educational Research Review Author(s): Sauro Civitillo, Linda Juang, Maja Schachner Teaching culturally diverse classrooms starts from embracing beliefs that recognise the strengths of cultural diversity. Research is needed to understand how teacher training contributes to shaping pre-service teachers’ beliefs about cultural diversity. Accordingly, the purpose of this review is to 1) provide a description of main components and contextual characteristics of teacher trainings targeting cultural diversity beliefs, 2) report the training effects, and 3) detail t...
Source: Educational Research Review - February 4, 2018 Category: Child Development Source Type: research

We all reflect, but why? A systematic review of the purposes of reflection in higher education in the social and behavioral sciences
In this study, we systematically review empirical research on the concept of reflection within educational contexts in social work, psychology and teacher education to discern trends regarding the educational purposes that are attributed to reflection. Based on an inductive analysis of 42 relevant studies, we found that reflection is attributed diverse -and sometimes opposing-educational purposes. Furthermore, we distinguished three dimensions to which these purposes are primarily related: a personal, interpersonal and socio-structural dimension. Our findings illustrate both a conceptual and an empirical complexity and ope...
Source: Educational Research Review - February 4, 2018 Category: Child Development Source Type: research

Domains and predictors of first-year student success: A systematic literature review
Publication date: Available online 11 January 2018 Source:Educational Research Review Author(s): Petrie JAC. van der Zanden, Eddie Denessen, Antonius H.N. Cillessen, Paulien C. Meijer The predictors of first-year student success received much attention in educational practice and theory. However, first-year student success can be defined in various ways. By studying different theoretical research strands, we developed a conceptual framework consisting of three domains of first-year student success, namely students' academic achievement, critical thinking skills, and social-emotional well-being. The goal of this systematic...
Source: Educational Research Review - January 12, 2018 Category: Child Development Source Type: research

Effective Universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50  years of research
Publication date: Available online 18 December 2017 Source:Educational Research Review Author(s): Roisin P. Corcoran, Alan Cheung, Elizabeth Kim, Chen Xie This review explores the research regarding the effects of pre-K-12 school-based social and emotional learning (SEL) interventions on reading (N = 57,755), mathematics (N = 61,360), and science (N = 16,380) achievement. This review focuses on research that met the criteria for high methodological standards. Further, methodological and substantive characteristics of these studies are examined to investigate the association between SEL and st...
Source: Educational Research Review - December 19, 2017 Category: Child Development Source Type: research

A meta-analysis of how signaling affects learning with media
Publication date: Available online 23 November 2017 Source:Educational Research Review Author(s): Sascha Schneider, Maik Beege, Steve Nebel, Günter Daniel Rey The signaling effect states that learners profit from cues that highlight the organization of specific relevant information within materials. This meta-analysis includes 103 studies and N = 12,201 participants. 139 retention and 70 transfer performance measures were used to determine separate mean effect sizes. Cognitive load, motivation/affect, learning time, and eye-tracking data were included as dependent variables to explain possible effect mechan...
Source: Educational Research Review - November 25, 2017 Category: Child Development Source Type: research

Teachers ’ beliefs about creativity and its nurture: A systematic review of the recent research literature
Publication date: Available online 2 November 2017 Source:Educational Research Review Author(s): Enikő Orsolya Bereczki, Andrea Kárpáti The successful implementation of creativity in education is largely dependent on teachers' own beliefs about creativity, which has been investigated extensively in the past 25 years. With the growing emphasis of creativity in education, teachers today might not hold the same beliefs highlighted by earlier research. The current systematic literature review sought to identify, describe, appraise and synthesize the most rigorously available recent empirical evidence base on in...
Source: Educational Research Review - November 3, 2017 Category: Child Development Source Type: research

Sexuality education including lesbian, gay, bisexual, and transgender (LGBT) issues in schools
Publication date: Available online 12 October 2017 Source:Educational Research Review Author(s): Andreas Gegenfurtner, Markus Gebhardt Should children and adolescents be educated in school about gender diversity, including lesbian, gay, bisexual and transgender (LGBT) issues? This is a question many governments and educational policymakers discuss in their process of reforming relationships and sex education. However, these reform plans face resistance from parents, religious groups, and political parties. Specifically, opponents argue that (a) children who learn about LGBT issues in school will engage in same-sex practic...
Source: Educational Research Review - October 13, 2017 Category: Child Development Source Type: research

An integrative review of the cognitive costs and benefits of note-taking
Publication date: Available online 9 October 2017 Source:Educational Research Review Author(s): Renée S. Jansen, Daniel Lakens, Wijnand IJsselsteijn Students frequently engage in note-taking to improve the amount of information they remember from lectures. One beneficial effect of note-taking is known as the encoding effect, which refers to deeper processing of information as a consequence of taking notes. This review consists of two parts. In the first part, four lines of research on the encoding effect are summarized: 1) manipulation of the lecture material, 2) manipulation of the method of note-taking, 3) the im...
Source: Educational Research Review - October 10, 2017 Category: Child Development Source Type: research

A review of methodological applications of social network analysis in computer-supported collaborative learning
Publication date: November 2017 Source:Educational Research Review, Volume 22 Author(s): Marielle Dado, Daniel Bodemer Social network analysis (SNA) is a promising research method for analyzing relational ties in computer-supported collaborative learning (CSCL)—activities in which learners interact towards a common learning goal with the aid of computers—because they share the same underlying assumption that learning and behavior are influenced by one's relations. This methodological review examines whether CSCL research (n = 89) (1) reflects the diversity of actors (learners and artifacts) and relat...
Source: Educational Research Review - September 27, 2017 Category: Child Development Source Type: research

Using think-aloud protocol in self-regulated reading research
Publication date: Available online 22 September 2017 Source:Educational Research Review Author(s): Hu Jingjing, Gao Xuesong This paper reviews studies that have used think aloud protocol to explore self-regulated reading process. The review intends to identify its major contributions and key methodological concerns related to the use of think-aloud protocol in self-regulated reading research. It addresses the following three questions: 1) what does think-aloud protocol enable researchers to learn about self-regulated reading?; 2) what methodological concerns do researchers have when using think-aloud protocol to explore s...
Source: Educational Research Review - September 23, 2017 Category: Child Development Source Type: research

Demystifying computational thinking
Publication date: Available online 20 September 2017 Source:Educational Research Review Author(s): Valerie J. Shute, Chen Sun, Jodi Asbell-Clarke This paper examines the growing field of computational thinking (CT) in education. A review of the relevant literature shows a diversity in definitions, interventions, assessments, and models. After synthesizing various approaches used to develop the construct in K-16 settings, we have created the following working definition of CT: The conceptual foundation required to solve problems effectively and efficiently (i.e., algorithmically, with or without the assistance of computers...
Source: Educational Research Review - September 21, 2017 Category: Child Development Source Type: research

Exploring high impact scholarship in research on student's evaluation of teaching (SET)
Publication date: Available online 15 September 2017 Source:Educational Research Review Author(s): Pieter Spooren, Frederic Vandermoere, Raf Vanderstraete, Koen Pepermans Student evaluation of teaching (SET) is the most common way of assessing teaching quality at universities. Since the introduction of SET procedures at the start of the previous century, thousands of research studies on the validity, reliability and utility of SET were written. By means of a citation analysis on journal articles included in Google Scholar, Scopus, and the Social Science Citation Index (Web of Science), this paper aims at mapping the high ...
Source: Educational Research Review - September 15, 2017 Category: Child Development Source Type: research

Literature review: The role of the teacher in inquiry-based education
Publication date: Available online 14 September 2017 Source:Educational Research Review Author(s): Marjolein Dobber, Rosanne Zwart, Marijn Tanis, Bert van Oers Inquiry-based education receives much attention in educational practice and theory, since it provides pupils and teachers with opportunities to actively engage in collaboratively answering questions. However, not only do many teachers find this approach demanding, it also remains unclear what they should do to foster this type of learning in their classrooms. Our research question was: Which teaching strategies are used by K-12 teachers when promoting inquiry-based...
Source: Educational Research Review - September 14, 2017 Category: Child Development Source Type: research

Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses
Publication date: Available online 24 August 2017 Source:Educational Research Review Author(s): Ernesto Panadero, Anders Jonsson, Juan Botella This meta-analytic review explores the effects of self-assessment on students' self-regulated learning (SRL) and self-efficacy. A total of 19 studies were included in the four different meta-analyses conducted with a total sample of 2305 students. The effects sizes from the three meta-analyses addressing effects on different measures of SRL were 0.23, 0.65, and 0.43. The effect size from the meta-analysis on self-efficacy was 0.73. In addition, it was found that gender (with girls ...
Source: Educational Research Review - August 24, 2017 Category: Child Development Source Type: research

Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education
We examined the following four major issues: (a) the types of out-of-class and in-class instructional activities used, (b) the effect of flipped learning on student achievement, (c) the participant perceptions of flipped classroom benefits, and (d) the main challenges of flipped classroom implementations. A meta-analysis of 21 comparison studies showed an overall significant effect in favor of the flipped classroom over the traditional classroom for mathematics education (Hedges' g = 0.298, 95% CI [0.16, 0.44]), with no evidence of publication bias. A broader research synthesis of 61 studies revealed that the fli...
Source: Educational Research Review - August 24, 2017 Category: Child Development Source Type: research

Researchers under the spell of the arts: Two decades of using arts-based methods in community-Based inquiry with vulnerable populations
We described the reported rationales, benefits and limitations, and presented a definition of arts-based methods as used in community-based inquiry. Four challenges were reported: the need to support researchers to explore alternative analytical approaches, the need for methodological reflections, the need to reflect on the voice-component in this work, and the need to push the boundaries of what counts as ‘the’ academic standard. Despite the challenges involved in working on the thin line between art and research, the learning curve it creates for researchers, its value in terms of creating understanding and i...
Source: Educational Research Review - August 17, 2017 Category: Child Development Source Type: research

The return of behaviourist epistemology: A review of learning outcomes studies
Publication date: Available online 10 August 2017 Source:Educational Research Review Author(s): Mari Murtonen, Hans Gruber, Erno Lehtinen Learning outcomes as a concept has encountered a revival since the beginning of the Bologna process in 1999. The concept itself has a longer history with its roots in the behaviourist tradition of the 1960s. The goal of this review is to study how the historical roots of learning outcomes are noted in current research articles since the launch of the Bologna process and whether the concept of learning outcomes is used critically or uncritically. The review of 90 articles shows that the ...
Source: Educational Research Review - August 10, 2017 Category: Child Development Source Type: research

Teaching creativity in art and design studio classes: A systematic literature review
Publication date: Available online 26 July 2017 Source:Educational Research Review Author(s): R. Keith Sawyer It is increasingly important for educators to help students develop as creative individuals, and to prepare graduates to think creatively at work, in personal life, and in society. Many countries are working to transform schooling to lead to creative learning outcomes. And yet, very little is known about how to teach for creativity. This review was motivated by the belief that effective models of creative teaching and learning would be found in art and design educational practice. The goal of this systematic revie...
Source: Educational Research Review - July 27, 2017 Category: Child Development Source Type: research

Technology-Enhanced mathematics instruction: A Second-Order Meta-Analysis of 30 years of research
Publication date: Available online 19 July 2017 Source:Educational Research Review Author(s): Jamaal Young It is important to assess the cumulative effects of technology on student achievement captured in the last 30 years of technologyenhanced mathematics instruction. Synthesizing the thousands of articles and gray literature on this subject is necessary but would require a considerable commitment of academic resources. A second-order metaanalysis or meta-analysis of meta-analyses is an alternative that is reasonable and effective. Thus, a second-order meta-analysis of 19 prior meta-analyses with minimum overlap between ...
Source: Educational Research Review - July 20, 2017 Category: Child Development Source Type: research

Four key challenges to the design of blended learning: A  systematic literature review
Publication date: November 2017 Source:Educational Research Review, Volume 22 Author(s): Ruth Boelens, Bram De Wever, Michiel Voet The design of blended learning environments brings with it four key challenges: (1) incorporating flexibility, (2) stimulating interaction, (3) facilitating students' learning processes, and (4) fostering an affective learning climate. Seeing that attempts to resolve these challenges are fragmented across the literature, a systematic review was performed. Starting from 640 sources, 20 studies on the design of blended learning environments were selected through a staged procedure based on the g...
Source: Educational Research Review - June 23, 2017 Category: Child Development Source Type: research

Four key challenges to the design of blended learning: A systematic literature review
Publication date: Available online 10 June 2017 Source:Educational Research Review Author(s): Ruth Boelens, Bram De Wever, Michiel Voet The design of blended learning environments brings with it four key challenges: (1) incorporating flexibility, (2) stimulating interaction, (3) facilitating students’ learning processes, and (4) fostering an affective learning climate. Seeing that attempts to resolve these challenges are fragmented across the literature, a systematic review was performed. Starting from 640 sources, 20 studies on the design of blended learning environments were selected through a staged procedure bas...
Source: Educational Research Review - June 11, 2017 Category: Child Development Source Type: research

Is mobile instant messaging (MIM) useful in education? Examining its technological, pedagogical, and social affordances
This study is the first to systematically review the use of MIM in educational settings. Our search procedure yielded 39 empirical studies from six major educational databases. Using Kirschner et al.’s (2004) conceptual framework, we reviewed these 39 studies in terms of the possible technological, pedagogical, and social affordances of MIM. Overall, analysis of previous studies revealed six technological affordances of MIM. The four most frequently mentioned technological affordances were temporal, user-friendly, minimal cost, and multi-modality features. Our analysis also revealed six specific ways in which MIM was...
Source: Educational Research Review - May 18, 2017 Category: Child Development Source Type: research

Exploring the dimensions of electronic work integrated learning (eWIL)
Publication date: Available online 10 April 2017 Source:Educational Research Review Author(s): Lisa Schuster, Charmaine Glavas Work integrated learning (WIL) is a strategic priority for universities aiming to enhance graduate employability in an increasingly competitive labor market. Technology could improve access to WIL as student numbers grows and augment learning outcomes as more work occurs within digital spaces. This systematic literature review examines findings of studies employing and evaluating electronic WIL (eWIL) initiatives to develop a typology that considers the functions of technology which both support (...
Source: Educational Research Review - April 11, 2017 Category: Child Development Source Type: research

Exploring learning and fit in the transition from higher education to the labour market: A systematic review
Publication date: Available online 2 April 2017 Source:Educational Research Review Author(s): Ilke Grosemans, Liesje Coertjens, Eva Kyndt The transition from higher education to the labour market is an important period for youngsters, characterised by extensive changes which act as triggers for learning. Furthermore, students’ educational background and the (in)congruence with their work context is important. Accordingly, the aim of this systematic review is to explore the role of learning and fit in the transition process. Results indicate that most emphasis is put on theoretical knowledge, communication, problem-s...
Source: Educational Research Review - April 2, 2017 Category: Child Development Source Type: research

Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis
This article presents a meta-analysis that attempts to establish how the presence of students with special educational needs in the classroom impacts students without special educational needs. We meta-analyzed 47 studies that met the inclusion criteria, covering a total sample of almost 4,800,000 students. The overall effect was positive and statistically significant but weak, d = 0.12 (95% CI: 0.02, 0.23). A number of moderators, including the country of study, the manner of implementation (intervention studies versus regular school practice), the educational team composition, the level and type of disorders in students ...
Source: Educational Research Review - March 7, 2017 Category: Child Development Source Type: research

Socialising epistemic cognition
Publication date: Available online 8 March 2017 Source:Educational Research Review Author(s): Simon Knight, Karen Littleton We draw on recent accounts of social epistemology to present a novel account of epistemic cognition that is ‘socialised’. In developing this account we foreground the: normative and pragmatic nature of knowledge claims; functional role that ‘to know’ plays when agents say they ‘know x’; the social context in which such claims occur at a macro level, including disciplinary and cultural context; and the communicative context in which such claims occur, the ways in wh...
Source: Educational Research Review - March 7, 2017 Category: Child Development Source Type: research

Association News 2017
Publication date: February 2017 Source:Educational Research Review, Volume 20 (Source: Educational Research Review)
Source: Educational Research Review - February 27, 2017 Category: Child Development Source Type: research

Systematically reviewing the potential of concept mapping technologies to promote self-regulated learning in primary and secondary science education
Publication date: Available online 22 February 2017 Source:Educational Research Review Author(s): Matt P. Stevenson, R. Hartmeyer, P. Bentsen We systematically searched five databases to assess the potential of concept mapping-based technologies to promote self-regulated learning in science education. Our search uncovered 17 relevant studies that investigated seven different types of learning technologies. We performed a narrative analysis assessing how each technology affects self-regulated learning through cognitive, metacognitive, and motivation strategies, according to Schraw et al. (2006)’s model. We suggest co...
Source: Educational Research Review - February 21, 2017 Category: Child Development Source Type: research

Intercultural relationship development at university: A systematic literature review from an ecological and person-in-context perspective
Publication date: Available online 27 January 2017 Source:Educational Research Review Author(s): Kazuhiro Kudo, Simone Volet, Craig Whitsed For more than four decades, issues pertaining to the development of intercultural relationships between international and domestic students in university settings have received scholarly attention. However, there appears to be lack of research exploring the extent to, and the manner in which the individual and environmental dimensions interact with one another to co-create this development. This review addresses this gap by scrutinising English-language refereed journal articles from ...
Source: Educational Research Review - January 27, 2017 Category: Child Development Source Type: research

Career consequences of transnational educational mobility: A systematic literature review
Publication date: Available online 29 December 2016 Source:Educational Research Review Author(s): Stine Waibel, Heiko Rüger, Andreas Ette, Lenore Sauer Transnational educational mobility (TEM) – stays abroad between and during secondary and post-secondary education – has become increasingly popular in advanced societies. In this systematic research review, we synthesize findings of existing empirical studies on the potential career benefits of educational mobility. Our extensive search procedure yielded 65 documents that were reviewed with respect to three vertical career outcomes: career planning skills,...
Source: Educational Research Review - December 28, 2016 Category: Child Development Source Type: research

When the music's over. Does music skill transfer to children's and young adolescents' cognitive and academic skills? A meta-analysis
Publication date: February 2017 Source:Educational Research Review, Volume 20 Author(s): Giovanni Sala, Fernand Gobet Music training has been recently claimed to enhance children and young adolescents' cognitive and academic skills. However, substantive research on transfer of skills suggests that far-transfer - i.e., the transfer of skills between two areas only loosely related to each other - occurs rarely. In this meta-analysis, we examined the available experimental evidence regarding the impact of music training on children and young adolescents' cognitive and academic skills. The results of the random-effects models...
Source: Educational Research Review - December 6, 2016 Category: Child Development Source Type: research

Using sociometric techniques to assess the social impacts of inclusion: Some methodological considerations
Publication date: Available online 2 December 2016 Source:Educational Research Review Author(s): Avramidis Elias, Strogilos Vasilis, Aroni Katerina, Kantaraki Thessalia Christine In recent years, sociometric techniques have been increasingly used to assess friendship development in children with special educational needs integrated in regular educational settings. In this paper, the findings produced by different techniques are contrasted with a view to examining whether the variable findings reported can be attributed to the technique employed. The analysis revealed that peer nominations have been used to determine pupil...
Source: Educational Research Review - December 1, 2016 Category: Child Development Source Type: research

When the music's over. Does music skill transfer to children ’s and young adolescents’ cognitive and academic skills? A Meta-Analysis
Publication date: Available online 28 November 2016 Source:Educational Research Review Author(s): Giovanni Sala, Fernand Gobet Music training has been recently claimed to enhance children and young adolescents' cognitive and academic skills. However, substantive research on transfer of skills suggests that far-transfer - i.e., the transfer of skills between two areas only loosely related to each other - occurs rarely. In this meta-analysis, we examined the available experimental evidence regarding the impact of music training on children and young adolescents' cognitive and academic skills. The results of the random-effec...
Source: Educational Research Review - November 27, 2016 Category: Child Development Source Type: research

Homework and students' achievement in math and science: A 30-year meta-analysis, 1986 –2015
Publication date: Available online 15 November 2016 Source:Educational Research Review Author(s): Huiyong Fan, Jianzhong Xu, Zhihui Cai, Jinbo He, Xitao Fan In the current investigation, research conducted since 1986 were synthesized to examine the homework – achievement relationship in math/science, and to examine a range of factors that could have moderated this relationship. Our investigation revealed that there was an overall small and positive relationship between homework and academic achievement in math/science. Our investigation further revealed that the homework – achievement relationship in math/scie...
Source: Educational Research Review - November 15, 2016 Category: Child Development Source Type: research

Advantages and challenges associated with augmented reality for education: A systematic review of the literature
This study presents a systematic review of the literature on augmented reality (AR) used in educational settings. We consider factors such as publication year, learner type (e.g., K-12, higher education, and adult), technologies in AR, and the advantages and challenges of using AR in educational settings. The full range of SSCI journals was surveyed and a total of 68 research articles were selected for analysis. The findings reveal an increase in the number of AR studies during the last four years. The most reported advantage of AR is that it promotes enhanced learning achievement. Some noted challenges imposed by AR are u...
Source: Educational Research Review - November 5, 2016 Category: Child Development Source Type: research

Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions
Publication date: Available online 4 November 2016 Source:Educational Research Review Author(s): Ariana Garrote, Rachel Sermier Dessemontet, Elisabeth Moser Opitz Inclusive education of pupils with special educational needs (SEN) has become a global trend. However, a considerable number of studies have shown that mere enrolment in mainstream classrooms is not enough to support the social participation of pupils with SEN. These children are at risk of experiencing difficulties in their involvement with peers at school. Thus, the question arises of how social participation can be fostered in mainstream classrooms. A systema...
Source: Educational Research Review - November 4, 2016 Category: Child Development Source Type: research

Exploring the Value of Peer Feedback in Online Learning for the Provider
Publication date: Available online 22 October 2016 Source:Educational Research Review Author(s): Esther van Popta, Marijke Kral, Gino Camp, Rob L. Martens, P. Robert-Jan Simons This paper reviews studies of peer feedback from the novel perspective of the providers of that feedback. The possible learning benefits of providing peer feedback in online learning have not been extensively studied. The goal of this study was therefore to explore the process of providing online peer feedback as a learning activity for the provider. We concluded that (1) providing online peer feedback has several potential learning benefits for th...
Source: Educational Research Review - October 22, 2016 Category: Child Development Source Type: research

Association news- Nov 2016
Publication date: November 2016 Source:Educational Research Review, Volume 19 (Source: Educational Research Review)
Source: Educational Research Review - October 22, 2016 Category: Child Development Source Type: research

EARLI Info for Edurev and JLI- Nov 2016
Publication date: November 2016 Source:Educational Research Review, Volume 19 (Source: Educational Research Review)
Source: Educational Research Review - October 22, 2016 Category: Child Development Source Type: research

The role of passion in education: A systematic review
Publication date: Available online 2 September 2016 Source:Educational Research Review Author(s): Zuleica Ruiz-Alfonso, Jaime León How do researchers define passion? What are the outcomes of passion? What variables ignite passion? To answer these questions, we performed a systematic review of studies within the context of education. After conducting a search in major electronic databases, we presented the primary findings of 13 articles from 2004 to 2013. This review indicates that the most shared features of passion´s conceptualization are dedication, persistence, identification with and love for the activit...
Source: Educational Research Review - September 2, 2016 Category: Child Development Source Type: research

Authenticity in Virtual Reality for assessment and intervention in Autism: A Conceptual Review
Publication date: Available online 15 August 2016 Source:Educational Research Review Author(s): Sarah Parsons Virtual Reality (VR) technologies have shown potential for learning and assessment for children, adolescents, and adults with autism. Much of the research in this area has taken a conceptual stance of veridicality; that is, that VR offers promise because it can provide authenticity and levels of realism alongside stimulus or environmental control, or both, which may first facilitate learning and the generalization of skills to the real world, and secondly can provide experimental contexts with strong ecological va...
Source: Educational Research Review - August 15, 2016 Category: Child Development Source Type: research

Effects of Innovative Science and Mathematics Teaching on Student Attitudes and Achievement: A Meta-Analytic Study
This study provides a meta analytic review based on 56 publications (1988-2014), reporting 65 independent experiments that investigated the effects of teaching approaches on student attitudes in primary or secondary science or mathematics education. Five types of teaching approaches were distinguished: inquiry-based, context-based, computer-based, collaborative learning strategies, and extra-curricular activities. Since many different attitude outcomes were distinguished and attitudes were assessed at different levels of granularity, we did separate analyses for specific and more global outcomes. Outcomes were not signific...
Source: Educational Research Review - July 25, 2016 Category: Child Development Source Type: research

Who, when, why and to what end? Students at risk of negative student –teacher relationships and their outcomes
Publication date: February 2015 Source:Educational Research Review, Volume 14 Author(s): Kevin F. McGrath, Penny Van Bergen The student–teacher relationship is critically important: influencing children's academic, social, behavioural and emotional development. While much research has examined the predictors and consequences of the student–teacher relationship across the school years, no review to date has focused specifically on the characteristics and outcomes of students who are already at a heightened risk of experiencing a negative student–teacher relationship. This review explores the characteri...
Source: Educational Research Review - July 20, 2016 Category: Child Development Source Type: research

Forty years later, a systematic literature review on inclusion in physical education (1975 –2015): A teacher perspective
Publication date: November 2016 Source:Educational Research Review, Volume 19 Author(s): Maxime Tant, Eric Watelain The first objective of this work is to systematically list the international studies about the inclusion of students with disabilities in physical education (PE) from the teachers' perspective. Sixty studies met our selection criteria and are listed. The second objective is to analyse the content of the literature according to the inductive and thematic approach of Thomas and Harden (2008). Our thematic analysis highlights: a) the factors that influence PE teachers' positive or negative attitudes and pred...
Source: Educational Research Review - July 20, 2016 Category: Child Development Source Type: research

Achievement Goals and Self-Efficacy: A Meta-Analysis
Publication date: Available online 18 July 2016 Source:Educational Research Review Author(s): Chiungjung Huang This meta-analysis examined the relations between achievement goals and self-efficacy. One hundred and twenty-five studies consisting of 148 samples (N = 61,456) reporting the relations between academic achievement goals and academic self-efficacy were included. The correlations of mastery and mastery approach goals with self-efficacy were generally moderate to strong, while those of performance avoidance and mastery avoidance goals with self-efficacy were low. Goal valence was meaningfully related to self-effi...
Source: Educational Research Review - July 18, 2016 Category: Child Development Source Type: research

A taxonomy to define courses that mix face-to-face and online learning
Publication date: November 2016 Source:Educational Research Review, Volume 19 Author(s): Lauren E. Margulieux, W. Michael McCracken, Richard Catrambone The efficacy of courses that mix face-to-face and online instruction, such as blended, hybrid, flipped, and inverted courses, is contested in the literature. Some studies find that they improved learning outcomes and some do not. We argue that these unreliable results are due to inconsistent definitions of these courses. To address this problem, we propose the Mixed Instructional eXperience (MIX) taxonomy to define hybrid, blended, flipped, and inverted based on two di...
Source: Educational Research Review - July 18, 2016 Category: Child Development Source Type: research

Accuracy of teachers' judgments of students' cognitive abilities: A meta-analysis
Publication date: November 2016 Source:Educational Research Review, Volume 19 Author(s): Nils Machts, Johanna Kaiser, Fabian T.C. Schmidt, Jens Möller This paper presents a meta-analysis of the accuracy of teachers' judgments of students' cognitive abilities. The array of cognitive abilities includes intelligence, giftedness, other cognitive abilities, and creativity. The integration of 106 effect sizes from 33 studies with a meta-analytical multilevel approach led to a mean judgment accuracy of cognitive abilities of r = 0.43. Moderation analyses revealed moderate to large effects for intelligence: r&...
Source: Educational Research Review - July 7, 2016 Category: Child Development Source Type: research

Accuracy of Teachers’ Judgments of Students’ Cognitive Abilities: A Meta-Analysis
Publication date: Available online 16 June 2016 Source:Educational Research Review Author(s): Nils Machts, Johanna Kaiser, Fabian T.C. Schmidt, Jens Möller This paper presents a meta-analysis of the accuracy of teachers’ judgments of students’ cognitive abilities. The array of cognitive abilities includes intelligence, giftedness, other cognitive abilities, and creativity. The integration of 106 effect sizes from 33 studies with a meta-analytical multilevel approach led to a mean judgment accuracy of cognitive abilities of r = .43. Moderation analyses revealed moderate to large effects for intelligen...
Source: Educational Research Review - June 15, 2016 Category: Child Development Source Type: research