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 and study characteristics...
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. Additional...
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-service K-12 ...
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 viewed ...
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 the me...
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, cognitive, m...
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, cultural...
Source: Educational Research Review - July 5, 2018 Category: Child Development Source Type: research