The Quality of Experimental Designs in Mobile Learning Research: A Systemic Review and Self-Improvement Tool
This study concluded that while utilizing advanced technologies, mobile-learning research employs laggard methodologies compared with standards proposed in educational and psychological research. Recommendations for overcoming these limitations are provided for use in further research and practices. (Source: Educational Research Review)
Source: Educational Research Review - May 18, 2019 Category: Child Development Source Type: research

Meta-analysis of the impact of Augmented Reality on students’ learning gains
This study conducted a meta-analysis of 64 quantitative research papers (N = 4705) published between 2010 and 2018 in major journals. The main purpose of the study was to analyze the impact of AR on students’ learning gains. Furthermore, the study analyzed the influence of moderating variables such as control treatment, learning environment, learner type, and domain subject on the learning gains. The results identified that AR has a medium effect on the learning gains of students (d=.68,p
Source: Educational Research Review - May 18, 2019 Category: Child Development Source Type: research

The Cognitive and Academic Benefits of Cogmed: A Meta-Analysis
Publication date: Available online 8 May 2019Source: Educational Research ReviewAuthor(s): N. Deniz Aksayli, Giovanni Sala, Fernand GobetAbstractCogmed Working Memory Training (CWMT) is a commercial cognitive-training program designed to foster working-memory capacity. Enhanced working-memory capacity is then supposed to increase one’s overall cognitive function and academic achievement. This meta-analysis investigates the effects of CWMT on cognitive and academic outcomes. The inclusion criteria were met by 50 studies (637 effect sizes).Highly consistent near-zero effects were estimated in far-transfer measures of c...
Source: Educational Research Review - May 9, 2019 Category: Child Development Source Type: research

A Meta-analysis of the impact of Augmented Reality on students’ learning effectiveness
This study conducted a meta-analysis of 62 quantitative research papers (N = 4578) published between 2010 and 2018 in major journals. The main purpose of the study was to analyze the impact of AR on students’ learning gains. Furthermore, the study analyzed the influence of moderating variables such as learning environment, learner type, and domain subject on the learning gains. The results identified that AR has a medium effect on the learning gains of students (d=.71,p
Source: Educational Research Review - April 24, 2019 Category: Child Development Source Type: research

Approaches to measuring use of research evidence in K-12 Settings: A systematic review
Publication date: Available online 19 April 2019Source: Educational Research ReviewAuthor(s): Jennifer Lawlor, Kristen Mills, Zachary Neal, Jennifer Watling Neal, Camren Wilson, Kathryn McAlindonAbstractAn increased focus on the use of research evidence (URE) in K-12 education has led to a proliferation of instruments measuring URE in K-12 education settings. However, to date, there has been no review of these measures to inform education researchers’ assessment of URE. Here, we systematically review published quantitative measurement instruments in K-12 education. Findings suggest that instruments broadly assess use...
Source: Educational Research Review - April 21, 2019 Category: Child Development Source Type: research

Is there a gender gap? A meta-analysis of the gender differences in students' ICT literacy
In conclusion, our findings contrast those obtained from previous meta-analyses that were based on self-reported ICT literacy and suggest that the ICT gender gap may not be as severe as it had been claimed to be. (Source: Educational Research Review)
Source: Educational Research Review - April 18, 2019 Category: Child Development Source Type: research

Is there a gender gap? A meta-analysis of the gender differences in students’ ICT literacy
In conclusion, our findings contrast those obtained from previous meta-analyses that were based on self-reported ICT literacy and suggest that the ICT gender gap may not be as severe as it had been claimed to be. (Source: Educational Research Review)
Source: Educational Research Review - March 29, 2019 Category: Child Development Source Type: research

How Effective Are Early Grade Reading Interventions? A Review of the Evidence
We present a definition of EGR interventions as programs that aim to strengthen core reading skills in grades 1 through 4 by training teachers to teach reading using simplified instruction and evidence-based curricula, and by employing a combination of complementary approaches. We also clarify the theoretical reasons for why these interventions should improve literacy. Furthermore, we summarize evidence from 15 EGR interventions—11 from sub-Saharan Africa, two from Middle East and North Africa, and two from East Asia and the Pacific—and find that EGR interventions are not a guaranteed means to improve reading, ...
Source: Educational Research Review - March 27, 2019 Category: Child Development Source Type: research

Coherence and the Positioning of Teachers in Professional Development Programs. A Systematic Review
This study presents the results of a systematic review of one of these features: coherence. The analysis and synthesis of 95 papers show that coherence in PD is conceptualized in various ways, and thus that the aforementioned consensus can be questioned. For example, should PD (1) be coherent with external factors, such as standards and assessments; (2) be internally coherent, for example that activities within PD programs should be aligned; or (3) create coherence between goals that are either predetermined or negotiated together with teachers? The different conceptualizations of coherence all implicate how teachers are p...
Source: Educational Research Review - March 20, 2019 Category: Child Development Source Type: research

Investing in Inclusive Growth: A Systematic Review of the Role of Financial Incentives to Promote Lifelong Learning
Publication date: Available online 18 March 2019Source: Educational Research ReviewAuthor(s): Anna Vanderkooy, Eduardo Regier, Meredith B. Lilly (Source: Educational Research Review)
Source: Educational Research Review - March 20, 2019 Category: Child Development Source Type: research

A Systematic Review on Evidences Supporting Quality Indicators of Bilingual, Plurilingual and Multilingual Programs in Higher Education
Publication date: Available online 10 March 2019Source: Educational Research ReviewAuthor(s): Fernando D. Rubio-Alcalá, José Luis Arco-Tirado, Francisco D. Fernández-Martín, Rocío López-Lechuga, Elvira Barrios, Víctor Pavón-VázquezAbstractThis systematic review intends to report on the strength of evidences supporting the quality indicators (predictors) attributed to higher education bilingual, plurilingual or multilingual practices and programs across four key dependent variables (outcomes) analyzed (i.e., student performance, second language proficiency, empl...
Source: Educational Research Review - March 11, 2019 Category: Child Development Source Type: research

A review on leadership and leadership development in educational settings
Publication date: Available online 8 March 2019Source: Educational Research ReviewAuthor(s): Ellen Daniëls, Annie Hondeghem, Filip DochyAbstractLeadership gained a lot of attention during the past decades because of school principals’ growing responsibilities and the accountability-driven context they work in. However, reviews providing a general overview of effective school leadership theories and effective professional development are rare. The present review was conducted to summarise the existing literature and discover lacunae in school leadership research in preschools, primary and secondary schools. 75 st...
Source: Educational Research Review - March 10, 2019 Category: Child Development Source Type: research

Unpacking Teachers’ Intentions to Integrate Technology: A Meta-Analysis
Publication date: Available online 9 March 2019Source: Educational Research ReviewAuthor(s): Ronny Scherer, Timothy TeoAbstractThe Technology Acceptance Model (TAM) is a key model describing teachers’ intentions to use technology. This meta-analysis clarifies some of the contradictory findings surrounding the relations within the TAM for a sample of 45 studies comprising 300 correlations. We evaluate the overall fit of the TAM and its structural parameters, and quantify the between-sample variation through meta-analytic structural equation modeling. The TAM fitted the data well, and all structural parameters were sta...
Source: Educational Research Review - March 10, 2019 Category: Child Development Source Type: research

Looking at role-play simulations of political decision-making in higher education through a contextual lens: A state-of-the-art.
Publication date: Available online 9 March 2019Source: Educational Research ReviewAuthor(s): Dorothy Duchatelet, David Gijbels, Peter Bursens, Vincent Donche, Pieter Spooren (Source: Educational Research Review)
Source: Educational Research Review - March 10, 2019 Category: Child Development Source Type: research

Student's activity and development: Disentangling secondary issues from the heart of the matter
Publication date: June 2019Source: Educational Research Review, Volume 27Author(s): Nathalie Bulle (Source: Educational Research Review)
Source: Educational Research Review - February 25, 2019 Category: Child Development Source Type: research

A Systematic Review of Teacher Guidance During Collaborative Learning in Primary and Secondary Education
Publication date: Available online 12 February 2019Source: Educational Research ReviewAuthor(s): Anouschka van Leeuwen, Jeroen JanssenAbstractFor this review, we synthesized quantitative and qualitative research on collaborative learning to examine the relationship between teacher guidance strategies and the processes and outcomes of collaboration among students (66 studies). The results show that several aspects of teacher guidance are positively related to student collaboration, for example when teachers focus their attention on students’ problem solving strategies. During student collaboration, opportunities arise...
Source: Educational Research Review - February 13, 2019 Category: Child Development Source Type: research

Editorial Board
Publication date: February 2019Source: Educational Research Review, Volume 26Author(s): (Source: Educational Research Review)
Source: Educational Research Review - February 12, 2019 Category: Child Development Source Type: research

Corrigendum to Effects of Innovative Science and Mathematics Teaching on Student Attitudes and Achievement: A Meta-Analytic Study, Educational Research Review, 19, 158-172
Publication date: February 2019Source: Educational Research Review, Volume 26Author(s): Elwin R. Savelsbergh, Gjalt T. Prins, Charlotte Rietbergen, Sabine Fechner, Bram E. Vaessen, Jael M. Draijer, Arthur Bakker (Source: Educational Research Review)
Source: Educational Research Review - February 12, 2019 Category: Child Development Source Type: research

Measurement, development, and stimulation of computational estimation abilities in kindergarten and primary education: A systematic literature review
Publication date: Available online 31 January 2019Source: Educational Research ReviewAuthor(s): Elke Sekeris, Lieven Verschaffel, Koen LuwelAbstractFor several decades computational estimation is seen as an important topic in primary mathematics education. While previous narrative literature reviews on computational estimation summarized the available research on computational estimation abilities in students and adults, the present systematic literature review focuses on the measurement, development, and stimulation of computational estimation abilities in kindergartners and primary school children. Reviewing 28 studies r...
Source: Educational Research Review - January 31, 2019 Category: Child Development Source Type: research

Domains of Teacher Identity: A Review of Quantitative Measurement Instruments
This study provides an overview of components of teacher identity that are found in quantitative measurement instruments; and reports on the psychometric quality of these measurement instruments. Our search included studies that assessed components of teacher identity published in English-written, peer-reviewed articles between 2000 and 2018. We analyzed a total of 59 components in 20 studies. After we categorized the components on the basis of a substantive analysis, six main domains of teacher identity became apparent: self-image, self-efficacy, commitment, motivation, task-perception, and job-satisfaction. Whereas the o...
Source: Educational Research Review - January 31, 2019 Category: Child Development Source Type: research

Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators
This study thus performed a meta-analysis to synthesize existing research that compared the effects of project-based learning and those of traditional instruction on student academic achievement. Forty-six effect sizes (comparisons) extracted from 30 eligible journal articles published from 1998 to 2017 were analyzed, representing 12,585 students from 189 schools in nine countries. The results showed that the overall mean weighted effect size (d+) was 0.71, indicating that project-based learning has a medium to large positive effect on students' academic achievement compared with traditional instruction. In addition, the m...
Source: Educational Research Review - January 30, 2019 Category: Child Development Source Type: research

A meta-analysis on the effectiveness of phonics instruction for teaching decoding skills to students with intellectual disability
Publication date: Available online 21 January 2019Source: Educational Research ReviewAuthor(s): Rachel Sermier Dessemontet, Catherine Martinet, Anne-Françoise de Chambrier, Britt-Marie Martini-Willemin, Catherine AudrinAbstractThis meta-analysis examines the effects of phonics instruction on the decoding skills of students with intellectual disability using a random-effects model. Eight single-case experimental studies and six experimental or quasi-experimental group studies met the inclusion criteria, encompassing a total of 297 participants with intellectual disability. The overall effect of phonics instruction on...
Source: Educational Research Review - January 22, 2019 Category: Child Development Source Type: research

Toward a Taxonomy of Entrepreneurship Education Research Literature: A Bibliometric Mapping and Visualization
Publication date: Available online 22 January 2019Source: Educational Research ReviewAuthor(s): Katharina FellnhoferAbstractThe retrospective amount of research literature dedicated to entrepreneurship education (EE) is overwhelming, which makes producing an overview difficult. However, advanced bibliometric mapping and clustering techniques can help visualize and structure complex research literature. Thus, the objective of this mapping study is to systematically explore and cluster the EE research literature to deliver a taxonomic scheme that can serve as a basis for future research. The analyzed data, which were drawn f...
Source: Educational Research Review - January 22, 2019 Category: Child Development Source Type: research

Revisiting the effects of project-based learning on students' academic achievement: A meta-analysis investigating moderators
This study thus performed a meta-analysis to synthesize existing research that compared the effects of project-based learning and those of traditional instruction on student academic achievement. Forty-six effect sizes (comparisons) extracted from 30 eligible journal articles published from 1998 to 2017 were analyzed, representing 12,585 students from 189 schools in nine countries. The results showed that the overall mean weighted effect size (d+) was 0.71, indicating that project-based learning has a medium to large positive effect on students' academic achievement compared with traditional instruction. In addition, the m...
Source: Educational Research Review - January 21, 2019 Category: Child Development Source Type: research

Student’s Activity and Development: Disentangling Secondary Issues from the Heart of the Matter
Publication date: Available online 26 December 2018Source: Educational Research ReviewAuthor(s): Nathalie Bulle (Source: Educational Research Review)
Source: Educational Research Review - December 27, 2018 Category: Child Development Source Type: research

Selecting Teachers and Prospective Teachers: A Meta-Analysis
Publication date: Available online 26 December 2018Source: Educational Research ReviewAuthor(s): Robert M. Klassen, Lisa E. KimAbstractThe purpose of this review article was to examine the methods used for the selection of teachers for employment and prospective teachers entering initial teacher education (ITE) programs, and to assess the predictive validity of these methods. We reviewed 32 studies reporting selection methods administered in high-stakes conditions and that included an external (not self-reported) teacher effectiveness outcome measure. The overall effect size was small but significant (r = .12, p
Source: Educational Research Review - December 27, 2018 Category: Child Development Source Type: research

Characteristics of Learning Environments at the Boundary between School and Work – a Literature Review
Publication date: Available online 4 December 2018Source: Educational Research ReviewAuthor(s): Erica Bouw, Ilya Zitter, Elly de Bruijn (Source: Educational Research Review)
Source: Educational Research Review - December 5, 2018 Category: Child Development Source Type: research

The Role of Teacher Professional Development in Financial Literacy Education: A Systematic Literature Review
Publication date: Available online 4 December 2018Source: Educational Research ReviewAuthor(s): Boukje Compen, Kristof De Witte, Wouter SchelfhoutAbstractThis paper examines the elements essential to effective teacher professional development (TPD) in financial literacy education by means of a systematic literature review. We provide a theoretical underpinning for the literature review by proposing a revised presentation of an existing general TPD model. Our results provide insight into the student learning goals in financial literacy education, the desirable teaching behaviour, the required teacher quality and the context...
Source: Educational Research Review - December 5, 2018 Category: Child Development Source Type: research

Editorial Board
Publication date: November 2018Source: Educational Research Review, Volume 25Author(s): (Source: Educational Research Review)
Source: Educational Research Review - November 25, 2018 Category: Child Development Source Type: research

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 3, 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