An Examination of the Construct of Legitimate Peripheral Participation as a Theoretical Framework in Literacy Research
Publication date: Available online 14 July 2015 Source:Educational Research Review Author(s): Annamary L. Consalvo , Diane L. Schallert , Elric M. Elias This review critically examines the use in literacy research of Lave and Wenger’s (1991) construct of legitimate peripheral participation (LPP), a view of learning as participation by which newcomers adopt a group’s ways, moving from periphery to the center of a practice. From a search through 10 literacy-relevant journals from 1991 to the present, we purposively selected 20 pieces that relied centrally on LPP and analyzed these for ways in which practice and ap...
Source: Educational Research Review - July 15, 2015 Category: Child Development Source Type: research
Video viewing in teacher education and professional development: a literature review
Publication date: Available online 2 July 2015 Source:Educational Research Review Author(s): Cyrille Gaudin , Sébastien Chalies (Source: Educational Research Review)
Source: Educational Research Review - July 11, 2015 Category: Child Development Source Type: research
The promised land of blended learning: Quizzes as a moderator
Publication date: Available online 13 May 2015 Source:Educational Research Review Author(s): Ingrid A.E. Spanjers , Karen D. Könings , Jimmie Leppink , Daniëlle M.L. Verstegen , Nynke de Jong , Katarzyna Czabanowska , Jeroen J.G. Van Merriënboer Blended learning, defined as a combination of face-to-face and online learning, is expected to lead to improved education. Besides, practical reasons, like increased access to education and resource management, are mentioned for its implementation. To examine whether the expectation of improved education is met, meta-analyses were conducted. They revealed that, on ave...
Source: Educational Research Review - May 23, 2015 Category: Child Development Source Type: research
Association news EARLI and EAPRIL February 2015
Publication date: February 2015 Source:Educational Research Review, Volume 14 (Source: Educational Research Review)
Source: Educational Research Review - May 5, 2015 Category: Child Development Source Type: research
Teacher collaboration: a systematic review
Publication date: Available online 22 April 2015 Source:Educational Research Review Author(s): Katrien Vangrieken , Filip Dochy , Elisabeth Raes , Eva Kyndt This paper presents a systematic review on teacher collaboration. In total, 82 studies were selected based on predefined selection criteria and reviewed by means of a narrative review method to thematically gather information across the studies. A first aim of this review was to provide an overview of the terminological framework to describe teacher collaboration used in previous research. Collaboration was perceived here as a continuum ranging from mere aggreg...
Source: Educational Research Review - May 5, 2015 Category: Child Development Source Type: research
Automated, adaptive guidance for K-12 education
Publication date: Available online 28 April 2015 Source:Educational Research Review Author(s): Libby Gerard , Camillia Matuk , Kevin McElhaney , Marcia C. Linn This paper distinguishes features of automated adaptive guidance used in K-12 instructional settings and recommends directions for design. We use meta-analysis to synthesize 24 independent comparisons between automated adaptive guidance and guidance provided during typical teacher-led instruction, and 29 comparisons that isolate effects of specific adaptive guidance design features in computer-based instruction. We find automated adaptive guidance to be sign...
Source: Educational Research Review - May 5, 2015 Category: Child Development Source Type: research
Self-efficacy as a predictor of commitment to the teaching profession: A meta-analysis
Publication date: Available online 28 February 2015 Source:Educational Research Review Author(s): Steven Randall Chesnut , Hansel Burley This meta-analysis examined research on the effects of preservice and inservice teachers' self-efficacy beliefs on commitment to the teaching profession. Unlike previous studies on self-efficacy and commitment, this review systematically examines the effects found within the literature and highlights important theoretical and methodological issues. A total of 33 qualified studies were included in the final analysis, including 16,122 preservice and inservice teachers. Findings sugges...
Source: Educational Research Review - February 28, 2015 Category: Child Development Source Type: research
Phases of inquiry-based learning: definitions and the inquiry cycle
Conclusion, and Discussion. Some of these phases are divided into sub-phases. In particular, the Conceptualization phase is divided into two (alternative) sub-phases, Questioning and Hypothesis Generation; the Investigation phase is divided into three sub-phases, Exploration or Experimentation leading to Data Interpretation; and the Discussion phase is divided into two sub-phases, Reflection and Communication. No framework bringing together all of these phases and sub-phases was found in the literature. Thus, a synthesized framework was developed to describe an inquiry cycle in which all of these phases and sub-phases woul...
Source: Educational Research Review - February 26, 2015 Category: Child Development Source Type: research
Towards a set of design principles for developing oral presentation competence: A synthesis of research in higher education
Publication date: Available online 26 February 2015 Source:Educational Research Review Author(s): Stan van Ginkel , Judith Gulikers , Harm Biemans , Martin Mulder Developing oral presentation competence is an essential objective in higher education. However, a comprehensive picture of effective learning environment characteristics for encouraging oral presentation performance is lacking hitherto. This review identifies and classifies relevant studies with the aim of deducing a set of design principles with underlying conceptual and empirical argumentations for developing this competence. Fifty-two publications from...
Source: Educational Research Review - February 26, 2015 Category: Child Development Source Type: research
Parental involvement on student academic achievement: a meta-analysis
Publication date: Available online 4 February 2015 Source:Educational Research Review Author(s): María Castro , Eva Expósito-Casas , Esther López-Martín , Luis Lizasoain , Enrique Navarro , José Luis Gaviria This paper is a quantitative synthesis of research into parental involvement and academic achievement through a meta-analysis of 37 studies in kindergarten, primary and secondary schools carried out between 2000 and 2013. Effect size estimations were obtained by transforming Fisher's correlation coefficient. An analysis has also been conducted of the heterogeneity of the magnitudes grouped according to d...
Source: Educational Research Review - February 5, 2015 Category: Child Development Source Type: research
Criteria and standards of generic competences at bachelor degree level: a review study
Publication date: Available online 12 January 2015 Source:Educational Research Review Author(s): Jetske Strijbos , Nadine Engels , Katrien Struyven Due to the call for accountability in higher education, the focus on assessment of learning outcomes at the end of programs has increased. The need for deep understanding and univocal interpretation of intended generic and specific competences by teaching staff cannot be underestimated when it comes to quality outcome assessment. The purpose of this study is to review which interpretation the literature gives to ten generic competences related to level of bachelor's degr...
Source: Educational Research Review - January 12, 2015 Category: Child Development Source Type: research
Who, when, why and to what end? Students at risk of negative student–teacher relationships and their outcomes
Publication date: February 2015 Source:Educational Research Review, Volume 14 Author(s): Kevin F. McGrath , Penny Van Bergen The student–teacher relationship is critically important: influencing children's academic, social, behavioural and emotional development. While much research has examined the predictors and consequences of the student–teacher relationship across the school years, no review to date has focused specifically on the characteristics and outcomes of students who are already at a heightened risk of experiencing a negative student–teacher relationship. This review explores the characteristics tha...
Source: Educational Research Review - December 26, 2014 Category: Child Development Source Type: research
Who, When, Why and to What End? Students at Risk of Negative Student-Teacher Relationships and Their Outcomes
Publication date: Available online 10 December 2014 Source:Educational Research Review Author(s): Kevin F. McGrath , Penny Van Bergen The student-teacher relationship is critically important: influencing children’s academic, social, behavioural and emotional development. While much research has examined the predictors and consequences of the student-teacher relationship across the school years, no review to date has focused specifically on the characteristics and outcomes of students who are already at a heightened risk of experiencing a negative student-teacher relationship. This review explores the characteristic...
Source: Educational Research Review - December 11, 2014 Category: Child Development Source Type: research
Association news EARLI and EAPRIL Oct and Nov 2014
Publication date: December 2014 Source:Educational Research Review, Volume 13 (Source: Educational Research Review)
Source: Educational Research Review - November 20, 2014 Category: Child Development Source Type: research
Domain-general problem solving skills and education in the 21st century
Publication date: December 2014 Source:Educational Research Review, Volume 13 Author(s): Samuel Greiff , Sascha Wüstenberg , Benő Csapó , Andreas Demetriou , Jarkko Hautamäki , Arthur C. Graesser , Romain Martin (Source: Educational Research Review)
Source: Educational Research Review - November 20, 2014 Category: Child Development Source Type: research
