The Relative Importance of Intelligence and Motivation as Predictors of School Achievement: A meta-analysis
Publication date: Available online 12 October 2018Source: Educational Research ReviewAuthor(s): Katharina Kriegbaum, Nicolas Becker, Birgit SpinathAbstractThis meta-analysis summarizes 74 studies (N = 80,145) that simultaneously examined the predictive power of intelligence and motivation for school achievement. First, we found average correlations between intelligence (r = .44) and motivation (r = .27) with school achievement and between intelligence and motivation (r = .17). Moderator analyses showed that the correlation between motivation and school achievement was higher for expectancies than for values. No moderator e...
Source: Educational Research Review - October 12, 2018 Category: Child Development Source Type: research

Identifying student and classroom characteristics related to primary school students’ listening skills: A systematic review
This study presents a systematic review of the empirical research on primary school students’ first language listening skills. In total, 27 studies were selected and reviewed. The purpose of this review is twofold. First, outcome variables of listening skills were labeled according to the conceptual HURIER model of Brownell (2006). Results showed that most studies evaluated listening skills as the ability to remember, understand or interpret the auditory message. Second, important correlates according to the model of Palardy and Rumberger (2008) were related to primary school students’ listening skills. At the ...
Source: Educational Research Review - October 6, 2018 Category: Child Development Source Type: research

How effective is emotional design? A meta-analysis on facial anthropomorphisms and pleasant colors during multimedia learning
Publication date: Available online 26 September 2018Source: Educational Research ReviewAuthor(s): Cyril Brom, Tereza Stárková, Sidney K. D'MelloAbstractWe conducted a meta-analysis of 33 independent samples (N = 2924) to address whether adding anthropomorphic faces to multimedia graphics and/or adding pleasant colors are effective emotional design approaches. We found significant positive meta-analytic effects for retention (k = 18, d+ = 0.387), comprehension (k = 14, d+ = 0.317), and transfer (k = 27, d+ = 0.327) under a random-effects model. Effects for affective-motivational var...
Source: Educational Research Review - October 4, 2018 Category: Child Development Source Type: research

Overcoming Procrastination? A Meta-Analysis of Intervention Studies
We present a meta-analysis of 24 studies on procrastination interventions (total k = 44, N = 1173) in order to find out 1) whether people can reduce their level of procrastination, and 2) if so, which type of intervention leads to the strongest reduction. We compared four different types of interventions: Self-regulation, cognitive behavioral therapy, other therapeutic approaches, and interventions focusing on individuals’ strengths and resources. A large reduction in procrastination after the interventions was found, and the effects remained stable in follow-up assessments. The findings so far suggest that cognitive...
Source: Educational Research Review - September 20, 2018 Category: Child Development Source Type: research

Physical activity interventions promoting social competence at school: A systematic review
Publication date: Available online 14 September 2018Source: Educational Research ReviewAuthor(s): Iris Schüller, Yolanda Demetriou (Source: Educational Research Review)
Source: Educational Research Review - September 15, 2018 Category: Child Development Source Type: research

Don't throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension
Publication date: Available online 15 September 2018Source: Educational Research ReviewAuthor(s): Pablo Delgado, Cristina Vargas, Rakefet Ackerman, Ladislao SalmerónAbstractWith the increasing dominance of digital reading over paper reading, gaining understanding of the effects of the medium on reading comprehension has become critical. However, results from research comparing learning outcomes across printed and digital media are mixed, making conclusions difficult to reach. In the current meta-analysis, we examined research in recent years (2000-2017), comparing the reading of comparable texts on paper and on digi...
Source: Educational Research Review - September 15, 2018 Category: Child Development Source Type: research

Using sensors and augmented reality to train apprentices using recorded expert performance: A systematic literature review
Publication date: Available online 2 August 2018Source: Educational Research ReviewAuthor(s): Bibeg Hang Limbu, Halszka Jarodzka, Roland Klemke, Marcus SpechtAbstractExperts are imperative for training apprentices, but learning from experts is difficult. Experts often struggle to explicate and/or verbalize their knowledge or simply overlook important details due to internalization of their skills, which may make it more difficult for apprentices to learn from experts. In addition, the shortage of experts to support apprentices in one-to-one settings during trainings limits the development of apprentices. In this review, we...
Source: Educational Research Review - August 2, 2018 Category: Child Development Source Type: research

Editorial Board / Publication Information
Publication date: June 2018Source: Educational Research Review, Volume 24Author(s): (Source: Educational Research Review)
Source: Educational Research Review - July 26, 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 2017Source: Educational Research ReviewAuthor(s): Roisin P. Corcoran, Alan Cheung, Elizabeth Kim, Chen XieAbstractThis 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 a...
Source: Educational Research Review - July 10, 2018 Category: Child Development Source Type: research

Editorial Board / Publication Information
Publication date: February 2018Source: Educational Research Review, Volume 23Author(s): (Source: Educational Research Review)
Source: Educational Research Review - July 10, 2018 Category: Child Development Source Type: research

A meta-analysis of how signaling affects learning with media
Publication date: February 2018Source: Educational Research Review, Volume 23Author(s): Sascha Schneider, Maik Beege, Steve Nebel, Günter Daniel ReyAbstractThe 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 mechanisms...
Source: Educational Research Review - July 10, 2018 Category: Child Development Source Type: research

Teachers’ beliefs about creativity and its nurture: A systematic review of the recent research literature
Publication date: February 2018Source: Educational Research Review, Volume 23Author(s): Enikő Orsolya Bereczki, Andrea KárpátiAbstractThe successful implementation of creativity in education is largely dependent on teachers' own beliefs about creativity, which have 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-s...
Source: Educational Research Review - July 10, 2018 Category: Child Development Source Type: research

Domains and predictors of first-year student success: A systematic review
Publication date: February 2018Source: Educational Research Review, Volume 23Author(s): Petrie J.A.C. van der Zanden, Eddie Denessen, Antonius H.N. Cillessen, Paulien C. MeijerAbstractThe 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 - July 10, 2018 Category: Child Development Source Type: research

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 - July 10, 2018 Category: Child Development Source Type: research

A review of the relationship between parental involvement indicators and academic achievement
Publication date: June 2018Source: Educational Research Review, Volume 24Author(s): Lisa Boonk, Hieronymus J.M. Gijselaers, Henk Ritzen, Saskia Brand-GruwelAbstractThis paper reviews the research literature on the relationship between parental involvement and students' academic achievement with 75 studies published between 2003 and 2017. The results first present how individual parental involvement variables correlate with academic achievement based on an age-related classification. Then we move to a more profound review of the literature to determine which variables are moderating or mediating the relationship between par...
Source: Educational Research Review - July 10, 2018 Category: Child Development Source Type: research

Effective differentiation Practices:A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education
Publication date: June 2018Source: Educational Research Review, Volume 24Author(s): Marjolein I. Deunk, Annemieke E. Smale-Jacobse, Hester de Boer, Simone Doolaard, Roel J. BoskerAbstractThis systematic review gives an overview of the effects of differentiation practices on language and math performance in primary education, synthesizing the results of empirical studies (n = 21) on this topic since 1995. We extracted 78 effect sizes from the included studies. We found that using computerized systems as a differentiation tool and using differentiation as part of a broader program or reform had small to moderate positive eff...
Source: Educational Research Review - July 10, 2018 Category: Child Development Source Type: research

Understanding linguistic, individual and contextual factors in oral feedback research: A review of empirical studies in L2 classrooms
This article reviews research on oral feedback in the field of second language (L2) education to identify three main factors that play a part in teachers' giving and students’ responding to oral feedback. Theoretical perspectives supporting oral feedback are first presented to broadly define oral feedback, conceptualising it as an instructional input, a dialogic process and an internal process. Empirical studies are then reviewed, revealing that most focus on linguistic factors in terms of how teachers give oral feedback in L2 classrooms. More recently, researchers have studied the contextual factors at work, and vie...
Source: Educational Research Review - July 10, 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: June 2018Source: Educational Research Review, Volume 24Author(s): Sauro Civitillo, Linda P. Juang, Maja K. SchachnerAbstractTeaching 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 th...
Source: Educational Research Review - July 10, 2018 Category: Child Development Source Type: research

The use of Latin-square designs in educational and psychological research
Publication date: June 2018Source: Educational Research Review, Volume 24Author(s): John T.E. RichardsonAbstractA Latin square is a matrix containing the same number of rows and columns. The cell entries are a sequence of symbols inserted in such a way that each symbol occurs only once in each row and only once in each column. Fisher (1925) proposed that Latin squares could be useful in experimental designs for controlling the effects of extraneous variables. He argued that a Latin square should be chosen at random from the set of possible Latin squares that would fit a research design and that the Latin-square design shou...
Source: Educational Research Review - July 10, 2018 Category: Child Development Source Type: research

Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis
We examined the long-term effects of 48 metacognitive strategy instruction interventions on student academic performance. The results show a very small increase of the effect at long-term compared with the posttest effects. The instruction effect at posttest increased from Hedges' g = 0.50 to 0.63 at follow-up test. Moderator analyses showed that low SES students benefited the most at long-term. Furthermore, instructions including the cognitive strategy ‘rehearsal’ had lower long-term effects compared to interventions without this component. Other specific strategies (within categories metacognitive, cogn...
Source: Educational Research Review - July 10, 2018 Category: Child Development Source Type: research

The interplay between self-regulation in learning and cognitive load
Publication date: June 2018Source: Educational Research Review, Volume 24Author(s): Tina SeufertAbstractResearch on self-regulated learning and on cognitive load has been two of the most prominent and influential research lines in educational research during the last decades. However, both lines developed quite independently from one another. This paper aims to bridge both concepts in order to better understand self-regulation as well as cognitive affordances of complex and dynamic learning processes. In fact, most learning environments require learners to self-regulate their learning process. They have to set their goals ...
Source: Educational Research Review - July 10, 2018 Category: Child Development Source Type: research

Work factors influencing the transfer stages of soft skills training: A literature review
Publication date: June 2018Source: Educational Research Review, Volume 24Author(s): Jolanda A. Botke, Paul G.W. Jansen, Svetlana N. Khapova, Maria TimsAbstractThe transfer of training can be considered the Achilles heel of the training process. When trainees fail to use their new knowledge and skills on the job, training resources are wasted, and business results go unrealised. Research shows that the most problematic type of training transfer relates to soft skills training. To better understand the factors that influence the success of the transfer of soft skills training, we review studies published in top academic jour...
Source: Educational Research Review - July 10, 2018 Category: Child Development Source Type: research

“What is the problem represented to be?” Two decades of research on Roma and education in Europe
Publication date: June 2018Source: Educational Research Review, Volume 24Author(s): Solvor M. Lauritzen, Tuva S. NodelandAbstractThis review article offers an analysis of research on Roma and education. A total of 151 peer-reviewed research articles were sampled through systematic searches in four databases, covering the period 1997–2016. Inspired by critical approaches in policy analysis, we draw on the concept of problem representations to identify dominant discourses in the research material. The analysis identifies nine problem representations; absence from school, academic achievement, socioeconomic issues, cult...
Source: Educational Research Review - July 10, 2018 Category: Child Development Source Type: research

An integrative review of transitions to school literature
Publication date: June 2018Source: Educational Research Review, Volume 24Author(s): Tess Boyle, Susan Grieshaber, Anne PetriwskyjAbstractAn integrative literature review critiques and synthesizes representative literature on a topic in order to reveal new perspectives. An analysis of extant reviews (2002–2013) of transitions to school literature led to the identification of four theoretical perspectives of transitions: developmental, ecological, socio-cultural, and critical; and six recurrent concepts across these perspectives. These perspectives and concepts were used to develop the conceptual framework for the inte...
Source: Educational Research Review - July 10, 2018 Category: Child Development Source Type: research

The impact of pedagogical agent gesturing in multimedia learning environments: A meta-analysis
Publication date: June 2018Source: Educational Research Review, Volume 24Author(s): Robert O. DavisAbstractA meta-analysis consisting of 20 experiments (N = 3841) on the influence of pedagogical agent (PA) gesturing in multimedia environments revealed that gestures have a small-to-medium impact on near transfer of knowledge (g = 0.39), retention of learning (g = 0.28), and agent persona (g = 0.44), but a minimal impact on reducing cognitive load (g = 0.13). Moderator analysis discovered that humanoid agents had a small effect on decreasing cognitive load (g = 0.24), while character agents had a mini...
Source: Educational Research Review - July 10, 2018 Category: Child Development Source Type: research

Why do we know so little about the factors associated with gifted underachievement? A systematic literature review
Publication date: June 2018Source: Educational Research Review, Volume 24Author(s): Sonia L.J. White, Linda J. Graham, Sabrina BlaasAbstractInternational comparisons of student achievement are generating renewed interest in the academic underperformance of intellectually gifted students, however, government responses to this problem are seldom grounded in empirical research evidence. This may be due to the quantity, type and quality of available research, which can make it difficult to distinguish factors that are associated with gifted underachievement. In this systematic review, we examine the methods used to identify bo...
Source: Educational Research Review - July 10, 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 2017Source: Educational Research ReviewAuthor(s): Roisin P. Corcoran, Alan Cheung, Elizabeth Kim, Chen XieAbstractThis 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 a...
Source: Educational Research Review - July 5, 2018 Category: Child Development Source Type: research

Editorial Board / Publication Information
Publication date: February 2018Source: Educational Research Review, Volume 23Author(s): (Source: Educational Research Review)
Source: Educational Research Review - July 5, 2018 Category: Child Development Source Type: research

A meta-analysis of how signaling affects learning with media
Publication date: February 2018Source: Educational Research Review, Volume 23Author(s): Sascha Schneider, Maik Beege, Steve Nebel, Günter Daniel ReyAbstractThe 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 mechanisms...
Source: Educational Research Review - July 5, 2018 Category: Child Development Source Type: research

Teachers’ beliefs about creativity and its nurture: A systematic review of the recent research literature
Publication date: February 2018Source: Educational Research Review, Volume 23Author(s): Enikő Orsolya Bereczki, Andrea KárpátiAbstractThe successful implementation of creativity in education is largely dependent on teachers' own beliefs about creativity, which have 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-s...
Source: Educational Research Review - July 5, 2018 Category: Child Development Source Type: research

Domains and predictors of first-year student success: A systematic review
Publication date: February 2018Source: Educational Research Review, Volume 23Author(s): Petrie J.A.C. van der Zanden, Eddie Denessen, Antonius H.N. Cillessen, Paulien C. MeijerAbstractThe 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 - July 5, 2018 Category: Child Development Source Type: research

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 - July 5, 2018 Category: Child Development Source Type: research

A review of the relationship between parental involvement indicators and academic achievement
Publication date: June 2018Source: Educational Research Review, Volume 24Author(s): Lisa Boonk, Hieronymus J.M. Gijselaers, Henk Ritzen, Saskia Brand-GruwelAbstractThis paper reviews the research literature on the relationship between parental involvement and students' academic achievement with 75 studies published between 2003 and 2017. The results first present how individual parental involvement variables correlate with academic achievement based on an age-related classification. Then we move to a more profound review of the literature to determine which variables are moderating or mediating the relationship between par...
Source: Educational Research Review - July 5, 2018 Category: Child Development Source Type: research

Effective differentiation Practices:A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education
Publication date: June 2018Source: Educational Research Review, Volume 24Author(s): Marjolein I. Deunk, Annemieke E. Smale-Jacobse, Hester de Boer, Simone Doolaard, Roel J. BoskerAbstractThis systematic review gives an overview of the effects of differentiation practices on language and math performance in primary education, synthesizing the results of empirical studies (n = 21) on this topic since 1995. We extracted 78 effect sizes from the included studies. We found that using computerized systems as a differentiation tool and using differentiation as part of a broader program or reform had small to moderate positive eff...
Source: Educational Research Review - July 5, 2018 Category: Child Development Source Type: research

Understanding linguistic, individual and contextual factors in oral feedback research: A review of empirical studies in L2 classrooms
This article reviews research on oral feedback in the field of second language (L2) education to identify three main factors that play a part in teachers' giving and students’ responding to oral feedback. Theoretical perspectives supporting oral feedback are first presented to broadly define oral feedback, conceptualising it as an instructional input, a dialogic process and an internal process. Empirical studies are then reviewed, revealing that most focus on linguistic factors in terms of how teachers give oral feedback in L2 classrooms. More recently, researchers have studied the contextual factors at work, and vie...
Source: Educational Research Review - July 5, 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: June 2018Source: Educational Research Review, Volume 24Author(s): Sauro Civitillo, Linda P. Juang, Maja K. SchachnerAbstractTeaching 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 th...
Source: Educational Research Review - July 5, 2018 Category: Child Development Source Type: research

The use of Latin-square designs in educational and psychological research
Publication date: June 2018Source: Educational Research Review, Volume 24Author(s): John T.E. RichardsonAbstractA Latin square is a matrix containing the same number of rows and columns. The cell entries are a sequence of symbols inserted in such a way that each symbol occurs only once in each row and only once in each column. Fisher (1925) proposed that Latin squares could be useful in experimental designs for controlling the effects of extraneous variables. He argued that a Latin square should be chosen at random from the set of possible Latin squares that would fit a research design and that the Latin-square design shou...
Source: Educational Research Review - July 5, 2018 Category: Child Development Source Type: research

Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis
We examined the long-term effects of 48 metacognitive strategy instruction interventions on student academic performance. The results show a very small increase of the effect at long-term compared with the posttest effects. The instruction effect at posttest increased from Hedges' g = 0.50 to 0.63 at follow-up test. Moderator analyses showed that low SES students benefited the most at long-term. Furthermore, instructions including the cognitive strategy ‘rehearsal’ had lower long-term effects compared to interventions without this component. Other specific strategies (within categories metacognitive, cogn...
Source: Educational Research Review - July 5, 2018 Category: Child Development Source Type: research

The interplay between self-regulation in learning and cognitive load
Publication date: June 2018Source: Educational Research Review, Volume 24Author(s): Tina SeufertAbstractResearch on self-regulated learning and on cognitive load has been two of the most prominent and influential research lines in educational research during the last decades. However, both lines developed quite independently from one another. This paper aims to bridge both concepts in order to better understand self-regulation as well as cognitive affordances of complex and dynamic learning processes. In fact, most learning environments require learners to self-regulate their learning process. They have to set their goals ...
Source: Educational Research Review - July 5, 2018 Category: Child Development Source Type: research

Work factors influencing the transfer stages of soft skills training: A literature review
Publication date: June 2018Source: Educational Research Review, Volume 24Author(s): Jolanda A. Botke, Paul G.W. Jansen, Svetlana N. Khapova, Maria TimsAbstractThe transfer of training can be considered the Achilles heel of the training process. When trainees fail to use their new knowledge and skills on the job, training resources are wasted, and business results go unrealised. Research shows that the most problematic type of training transfer relates to soft skills training. To better understand the factors that influence the success of the transfer of soft skills training, we review studies published in top academic jour...
Source: Educational Research Review - July 5, 2018 Category: Child Development Source Type: research

“What is the problem represented to be?” Two decades of research on Roma and education in Europe
Publication date: June 2018Source: Educational Research Review, Volume 24Author(s): Solvor M. Lauritzen, Tuva S. NodelandAbstractThis review article offers an analysis of research on Roma and education. A total of 151 peer-reviewed research articles were sampled through systematic searches in four databases, covering the period 1997–2016. Inspired by critical approaches in policy analysis, we draw on the concept of problem representations to identify dominant discourses in the research material. The analysis identifies nine problem representations; absence from school, academic achievement, socioeconomic issues, cult...
Source: Educational Research Review - July 5, 2018 Category: Child Development Source Type: research

An integrative review of transitions to school literature
Publication date: June 2018Source: Educational Research Review, Volume 24Author(s): Tess Boyle, Susan Grieshaber, Anne PetriwskyjAbstractAn integrative literature review critiques and synthesizes representative literature on a topic in order to reveal new perspectives. An analysis of extant reviews (2002–2013) of transitions to school literature led to the identification of four theoretical perspectives of transitions: developmental, ecological, socio-cultural, and critical; and six recurrent concepts across these perspectives. These perspectives and concepts were used to develop the conceptual framework for the inte...
Source: Educational Research Review - July 5, 2018 Category: Child Development Source Type: research

The impact of pedagogical agent gesturing in multimedia learning environments: A meta-analysis
Publication date: June 2018Source: Educational Research Review, Volume 24Author(s): Robert O. DavisAbstractA meta-analysis consisting of 20 experiments (N = 3841) on the influence of pedagogical agent (PA) gesturing in multimedia environments revealed that gestures have a small-to-medium impact on near transfer of knowledge (g = 0.39), retention of learning (g = 0.28), and agent persona (g = 0.44), but a minimal impact on reducing cognitive load (g = 0.13). Moderator analysis discovered that humanoid agents had a small effect on decreasing cognitive load (g = 0.24), while character agents had a mini...
Source: Educational Research Review - July 5, 2018 Category: Child Development Source Type: research

Why do we know so little about the factors associated with gifted underachievement? A systematic literature review
Publication date: June 2018Source: Educational Research Review, Volume 24Author(s): Sonia L.J. White, Linda J. Graham, Sabrina BlaasAbstractInternational comparisons of student achievement are generating renewed interest in the academic underperformance of intellectually gifted students, however, government responses to this problem are seldom grounded in empirical research evidence. This may be due to the quantity, type and quality of available research, which can make it difficult to distinguish factors that are associated with gifted underachievement. In this systematic review, we examine the methods used to identify bo...
Source: Educational Research Review - July 5, 2018 Category: Child Development Source Type: research

The impact of pedagogical agent gesturing in multimedia learning environments: A meta-analysis
Publication date: Available online 18 June 2018 Source:Educational Research Review Author(s): Robert O. Davis A meta-analysis consisting of 20 experiments (N = 3841) on the influence of pedagogical agent (PA) gesturing in multimedia environments revealed that gestures have a small-to-medium impact on near transfer of knowledge (g = 0.39), retention of learning (g = 0.28), and agent persona (g = 0.44), but a minimal impact on reducing cognitive load (g = 0.13). Moderator analysis discovered that humanoid agents had a small effect on decreasing cognitive load (g = 0.24), while character agents had a minimal to small effect ...
Source: Educational Research Review - June 19, 2018 Category: Child Development Source Type: research

Understanding linguistic, individual and contextual factors in oral feedback research: A review of empirical studies in L2 classrooms
This article reviews research on oral feedback in the field of second language (L2) education to identify three main factors that play a part in teachers’ giving and students’ responding to oral feedback. Theoretical perspectives supporting oral feedback are first presented to broadly define oral feedback, conceptualising it as an instructional input, a dialogic process and an internal process. Empirical studies are then reviewed, revealing that most focus on linguistic factors in terms of how teachers give oral feedback in L2 classrooms. More recently, researchers have studied the contextual factors at work, a...
Source: Educational Research Review - June 5, 2018 Category: Child Development Source Type: research

An integrative review of transitions to school literature
Publication date: Available online 5 May 2018 Source:Educational Research Review Author(s): Tess Boyle, Susan Grieshaber, Anne Petriwskyj An integrative literature review critiques and synthesizes representative literature on a topic in order to reveal new perspectives. An analysis of extant reviews (2002–2013) of transitions to school literature led to the identification of four theoretical perspectives of transitions: developmental, ecological, socio-cultural, and critical; and six recurrent concepts across these perspectives. These perspectives and concepts were used to develop the conceptual framework for the in...
Source: Educational Research Review - May 5, 2018 Category: Child Development Source Type: research

“What is the problem represented to be?” two decades of research on Roma and education in Europe.
Publication date: Available online 2 May 2018 Source:Educational Research Review Author(s): Solvor M. Lauritzen, Tuva S. Nodeland This review article offers an analysis of research on Roma and education. A total of 151 peer-reviewed research articles were sampled through systematic searches in four databases, covering the period 1997–2016. Inspired by critical approaches in policy analysis, we draw on the concept of problem representations to identify dominant discourses in the research material. The analysis identifies nine problem representations; absence from school, academic achievement, socioeconomic issues, cu...
Source: Educational Research Review - May 3, 2018 Category: Child Development Source Type: research

Work factors influencing the transfer stages of soft skills training: A literature review
Publication date: Available online 19 April 2018 Source:Educational Research Review Author(s): Jolanda A. Botke, Paul G.W. Jansen, Svetlana N. Khapova, Maria Tims The transfer of training can be considered the Achilles heel of the training process. When trainees fail to use their new knowledge and skills on the job, training resources are wasted, and business results go unrealised. Research shows that the most problematic type of training transfer relates to soft skills training. To better understand the factors that influence the success of the transfer of soft skills training, we review studies published in top academic...
Source: Educational Research Review - April 24, 2018 Category: Child Development Source Type: research

The interplay between self-regulation in learning and cognitive load
Publication date: Available online 30 March 2018 Source:Educational Research Review Author(s): Tina Seufert Research on self-regulated learning and on cognitive load has been two of the most prominent and influential research lines in educational research during the last decades. However, both lines developed quite independently from one another. This paper aims to bridge both concepts in order to better understand self-regulation as well as cognitive affordances of complex and dynamic learning processes. In fact, most learning environments require learners to self-regulate their learning process. They have to set their g...
Source: Educational Research Review - March 31, 2018 Category: Child Development Source Type: research