Assessment of the modeling competence: A systematic review and synthesis of empirical research
Publication date: December 2014 Source:Educational Research Review, Volume 13 Author(s): Chr.Th. Nicolaou , C.P. Constantinou We provide an analysis of the existing literature on the assessment of modeling as a scientific competence focusing on empirical research findings. Out of 802 searched citations, a total of 23 publications from science teaching and learning met the inclusion criteria. The analysis was based on the types of instruments used (interviews, questionnaires, videos) to assess the different aspects of scientific modeling (e.g. modeling practices; modeling product; meta-knowledge; cognitive processes d...
Source: Educational Research Review - November 20, 2014 Category: Child Development Source Type: research
EARLI Info for Edurev and JLI
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
Influencing variables and moderators of transfer of learning to the workplace within the area of staff development in higher education: Research review
Publication date: January 2013 Source:Educational Research Review, Volume 8 Author(s): Catherine De Rijdt , Ann Stes , Cees van der Vleuten , Filip Dochy The goal of staff development in higher education is a change in teacher practices to positively influence student learning. In other words, the goal of staff development is the transfer of learning to the workplace. Research illuminates that this transfer of learning to the workplace is a complex issue. To make an accurate assessment of staff development initiatives one must consider what works for whom and under what conditions. We need to understand which influ...
Source: Educational Research Review - October 13, 2014 Category: Child Development Source Type: research
Transfer of training: Adding insight through social network analysis
This study reviews research employing a social network perspective on transfer of training. ► This perspective unravels the umbrella construct ‘social support’. ► Social networks can be considered as a primary outcome of training. ► More research is needed to identify the different aspects of networks contributing to transfer. (Source: Educational Research Review)
Source: Educational Research Review - October 13, 2014 Category: Child Development Source Type: research
The effect of training on productivity: The transfer of on-the-job training from the perspective of economics
Publication date: January 2013 Source:Educational Research Review, Volume 8 Author(s): Andries De Grip , Jan Sauermann Although the transfer of on-the-job training to the workplace belongs to the realm of educational research, it is also highly related to labour economics. In the economic literature, the transfer of training is based on the theoretical framework of human capital theory and has been extensively analysed empirically in econometric studies that take account of unobserved heterogeneity of workers and the selectivity in training participation. The aim of this paper is to give an overview of the underlying...
Source: Educational Research Review - October 13, 2014 Category: Child Development Source Type: research
Gaining insight to transfer of training through the lens of social psychology
Publication date: January 2013 Source:Educational Research Review, Volume 8 Author(s): Silke Weisweiler , Alexandra Nikitopoulos , Janine Netzel , Dieter Frey The article deals with the question under which conditions people change their behavior through vocational trainings or not. Following the demand of more theory-driven investigations in transfer research (Blume, Ford, Baldwin, & Huang, 2010) we wish to add the perspective of social psychology. We therefore illustrate how well-known concepts from social psychology hold untapped potential to improve transfer research by explaining the underlying mechani...
Source: Educational Research Review - October 13, 2014 Category: Child Development Source Type: research
Recasting transfer as a socio-personal process of adaptable learning
Publication date: January 2013 Source:Educational Research Review, Volume 8 Author(s): Stephen Billett Transfer is usually cast as an educational, rather than learning, problem. Yet, seeking to adapt what individuals know from one circumstance to another is a process more helpfully associated with learning, than a hybrid one called transfer. Adaptability comprises individuals construing what they experience, then aligning and reconciling with what they know, and enacting responses. This learning process is mediated by societal and cultural contributions shaping tasks, their goals and solutions and also by individualsâ...
Source: Educational Research Review - October 13, 2014 Category: Child Development Source Type: research
Transfer of training: New conceptualizations through integrated research perspectives
Publication date: January 2013 Source:Educational Research Review, Volume 8 Author(s): Mien Segers , Andreas Gegenfurtner (Source: Educational Research Review)
Source: Educational Research Review - October 13, 2014 Category: Child Development Source Type: research
Epistemological development in higher education
Publication date: June 2013 Source:Educational Research Review, Volume 9 Author(s): John T.E. Richardson Research has been carried out on students’ epistemological development in higher education for at least 50years. Researchers on both sides of the Atlantic have converged on accounts that describe students’ epistemological development in terms of a sequence or hierarchy of qualitatively distinct stages or positions. The rich qualitative data obtained from longitudinal investigations do demonstrate intellectual changes, but whether the same scheme fits all students and whether the changes found are a specific res...
Source: Educational Research Review - October 13, 2014 Category: Child Development Source Type: research
Understanding and using feedback – A review of empirical studies concerning feedback from external evaluations to teachers
Publication date: June 2013 Source:Educational Research Review, Volume 9 Author(s): Katrin Hellrung , Johannes Hartig To improve the quality of teaching, educational accountability needs to include periodic external evaluations of students’ performance. This requires evaluation formats which support the development of the educational process and provide information which is understandable for teachers. The aims of this study were to review: (i) how teachers understand the feedback they receive from external evaluations; (ii) how they use the feedback; and (iii) how teachers’ understanding and use of such feedback...
Source: Educational Research Review - October 13, 2014 Category: Child Development Source Type: research
Review of the effects of citizenship education
We examined effects of citizenship education on secondary education students. • Twenty-eight empirical effect studies were reviewed. • The political domain of citizenship was emphasized more than the social domain. • An open pedagogical climate and formal school curricula appeared to be effective. • The research domain of citizenship education is still developing. (Source: Educational Research Review)
Source: Educational Research Review - October 13, 2014 Category: Child Development Source Type: research
Intuitive expertise: Theories and empirical evidence
Publication date: June 2013 Source:Educational Research Review, Volume 9 Author(s): Christian Harteis , Stephen Billett Intuition has been long seen as an element of effective human performance in demanding tasks (i.e. expertise). But its form, constitutive elements and development remain subject to diverse explanations. This paper discusses these elements and explores theories and empirical evidence about what constitutes intuitive expertise, and offers an account arising from a review of these explanations. Commencing with a consideration of examples of intuition from distinct fields of working life, it uses a cogn...
Source: Educational Research Review - October 13, 2014 Category: Child Development Source Type: research
The use of scoring rubrics for formative assessment purposes revisited: A review
Publication date: June 2013 Source:Educational Research Review, Volume 9 Author(s): Ernesto Panadero , Anders Jonsson The mainstream research on scoring rubrics has emphasized the summative aspect of assessment. In recent years, the use of rubrics for formative purposes has gained more attention. This research has, however, not been conclusive. The aim of this study is therefore to review the research on formative use of rubrics, in order to investigate if, and how, rubrics have an impact on student learning. In total, 21 studies about rubrics were analyzed through content analysis. Sample, subject/task, design, proc...
Source: Educational Research Review - October 13, 2014 Category: Child Development Source Type: research
Do instructional interventions influence college students’ critical thinking skills? A meta-analysis
Publication date: June 2013 Source:Educational Research Review, Volume 9 Author(s): Lian Niu , Linda S. Behar-Horenstein , Cyndi W. Garvan Promoting students’ critical thinking skills is an important task of higher education. Colleges and universities have designed various instructional interventions to enhance students’ critical thinking skills. Empirical studies have yielded inconsistent results in terms of the effects of such interventions. This meta-analysis presents a synthesis of empirical studies designed to promote measurable changes in students’ critical thinking skills using instructional interventio...
Source: Educational Research Review - October 13, 2014 Category: Child Development Source Type: research
The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis
Publication date: June 2013 Source:Educational Research Review, Volume 9 Author(s): Alan C.K. Cheung , Robert E. Slavin The present review examines research on the effects of educational technology applications on mathematics achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are investigated to examine the relationship between educational technology applications and study features. A total of 74 qualified studies were included in our ...
Source: Educational Research Review - October 13, 2014 Category: Child Development Source Type: research
