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 integrat...
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 effec...
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, and viewe...
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, cul...
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 aca...
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...
Source: Educational Research Review - March 31, 2018 Category: Child Development Source Type: research

The use of Latin-square designs in educational and psychological research
Publication date: Available online 24 March 2018 Source:Educational Research Review Author(s): John T.E. Richardson A 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 desi...
Source: Educational Research Review - March 24, 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 - March 21, 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: Available online 13 March 2018 Source:Educational Research Review Author(s): Sonia L.J. White, Linda J. Graham, Sabrina Blaas International 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 id...
Source: Educational Research Review - March 14, 2018 Category: Child Development Source Type: research

A review of the relationship between parental involvement indicators and academic achievement
Publication date: Available online 21 February 2018 Source:Educational Research Review Author(s): Lisa Boonk, Hieronymus J.M. Gijselaers, Henk Ritzen, Saskia Brand-Gruwel This 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 relationshi...
Source: Educational Research Review - February 22, 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: Available online 21 February 2018 Source:Educational Research Review Author(s): Marjolein I. Deunk, Annemieke E. Smale-Jacobse, Hester de Boer, Simone Doolaard, Roel J. Bosker This 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 moderat...
Source: Educational Research Review - February 22, 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 - February 21, 2018 Category: Child Development Source Type: research