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Review of Educational Research

Impact factor: 4.229 5-Year impact factor: 5.91 Print ISSN: 0034-6543 Publisher: Sage Publications

Subject: Education & Educational Research

Most recent papers:

  • What One Hundred Years of Research Says About the Effects of Ability Grouping and Acceleration on K-12 Students Academic Achievement: Findings of Two Second-Order Meta-Analyses.
    Steenbergen-Hu, S., Makel, M. C., Olszewski-Kubilius, P.
    Review of Educational Research. November 21, 2016

    Two second-order meta-analyses synthesized approximately 100 years of research on the effects of ability grouping and acceleration on K–12 students’ academic achievement. Outcomes of 13 ability grouping meta-analyses showed that students benefited from within-class grouping (0.19 ≤ g ≤ 0.30), cross-grade subject grouping (g = 0.26), and special grouping for the gifted (g = 0.37), but did not benefit from between-class grouping (0.04 ≤ g ≤0.06); the effects did not vary for high-, medium-, and low-ability students. Three acceleration meta-analyses showed that accelerated students significantly outperformed their nonaccelerated same-age peers (g = 0.70) but did not differ significantly from nonaccelerated older peers (g = 0.09). Three other meta-analyses that aggregated outcomes across specific forms of acceleration found that acceleration appeared to have a positive, moderate, and statistically significant impact on students’ academic achievement (g = 0.42).

    November 21, 2016   doi: 10.3102/0034654316675417   open full text
  • Education in Emergencies: A Review of Theory and Research.
    Burde, D., Kapit, A., Wahl, R. L., Guven, O., Skarpeteig, M. I.
    Review of Educational Research. November 06, 2016

    In this article, we conduct an integrative and rigorous review of theory and research on education in emergencies programs and interventions as international agencies implement them in areas of armed conflict. We ask several questions. How did this subfield emerge and what are the key conceptual frameworks that shape it today? How do education in emergencies programs affect access, learning, and protection in conflict-affected contexts? To answer these questions, we identify the conceptual frameworks and theoretical advances that have occurred since the inception of the field in the mid-1990s. We review the theories that frame the relationship between education and conflict as well as empirical research that tests assumptions that underpin this relationship. Finally, we assess what we know to date about "what works" in education in emergencies based on intervention research. We find that with regard to access, diminished or inequitable access to education drives conflict; conflict reduces boys’ and girls’ access to education differently; and decreased distance to primary school increases enrollment and attendance significantly for boys and even more so for girls. With regard to learning, education content likely contributes to or mitigates conflict, although the mechanisms through which it does so remain underspecified; and peace education programs show promise in changing attitudes and behaviors toward members of those perceived as the "other," at least in the short term. Finally, providing children living in emergency and postemergency situations with structured, meaningful, and creative activities in a school setting or in informal learning spaces improves their emotional and behavioral well-being.

    November 06, 2016   doi: 10.3102/0034654316671594   open full text
  • A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement.
    Berkowitz, R., Moore, H., Astor, R. A., Benbenishty, R.
    Review of Educational Research. October 31, 2016

    Educational researchers and practitioners assert that supportive school and classroom climates can positively influence the academic outcomes of students, thus potentially reducing academic achievement gaps between students and schools of different socioeconomic status (SES) backgrounds. Nonetheless, scientific evidence establishing directional links and mechanisms between SES, school climate, and academic performance is inconclusive. This comprehensive review of studies dating back to the year 2000 examined whether a positive climate can successfully disrupt the associations between low SES and poor academic achievement. Positive climate was found to mitigate the negative contribution of weak SES background on academic achievement; however, most studies do not provide a basis for deducing a directional influence and causal relations. Additional research is encouraged to establish the nature of impact positive climate has on academic achievement and a multifaceted body of knowledge regarding the multilevel climate dimensions related to academic achievement.

    October 31, 2016   doi: 10.3102/0034654316669821   open full text
  • From Terman to Today: A Century of Findings on Intellectual Precocity.
    Lubinski, D.
    Review of Educational Research. October 27, 2016

    One hundred years of research (1916–2016) on intellectually precocious youth is reviewed, painting a portrait of an extraordinary source of human capital and the kinds of learning opportunities needed to facilitate exceptional accomplishments, life satisfaction, and positive growth. The focus is on those studies conducted on individuals within the top 1% in general or specific (mathematical, spatial, or verbal reasoning) abilities. Early insights into the giftedness phenomenon actually foretold what would be scientifically demonstrated 100 years later. Thus, evidence-based conceptualizations quickly moved from viewing intellectually precocious individuals as weak and emotionally liable to highly effective and resilient individuals. Like all groups, intellectually precocious students and adults have strengths and relative weaknesses; they also reveal vast differences in their passion for different pursuits and their drive to achieve. Because they do not possess multipotentiality, we must take a multidimensional view of their individuality. When done, it predicts well long-term educational, occupational, and creative outcomes.

    October 27, 2016   doi: 10.3102/0034654316675476   open full text
  • Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education: A Meta-Analysis.
    Belland, B. R., Walker, A. E., Kim, N. J., Lefler, M.
    Review of Educational Research. October 10, 2016

    Computer-based scaffolding assists students as they generate solutions to complex problems, goals, or tasks, helping increase and integrate their higher order skills in the process. However, despite decades of research on scaffolding in STEM (science, technology, engineering, and mathematics) education, no existing comprehensive meta-analysis has synthesized the results of these studies. This review addresses that need by synthesizing the results of 144 experimental studies (333 outcomes) on the effects of computer-based scaffolding designed to assist the full range of STEM learners (primary through adult education) as they navigated ill-structured, problem-centered curricula. Results of our random effect meta-analysis (a) indicate that computer-based scaffolding showed a consistently positive (g = 0.46) effect on cognitive outcomes across various contexts of use, scaffolding characteristics, and levels of assessment and (b) shed light on many scaffolding debates, including the roles of customization (i.e., fading and adding) and context-specific support. Specifically, scaffolding’s influence on cognitive outcomes did not vary on the basis of context-specificity, presence or absence of scaffolding change, and logic by which scaffolding change is implemented. Scaffolding’s influence was greatest when measured at the principles level and among adult learners. Still scaffolding’s effect was substantial and significantly greater than zero across all age groups and assessment levels. These results suggest that scaffolding is a highly effective intervention across levels of different characteristics and can largely be designed in many different ways while still being highly effective.

    October 10, 2016   doi: 10.3102/0034654316670999   open full text
  • A Century of Grading Research: Meaning and Value in the Most Common Educational Measure.
    Brookhart, S. M., Guskey, T. R., Bowers, A. J., McMillan, J. H., Smith, J. K., Smith, L. F., Stevens, M. T., Welsh, M. E.
    Review of Educational Research. October 04, 2016

    Grading refers to the symbols assigned to individual pieces of student work or to composite measures of student performance on report cards. This review of over 100 years of research on grading considers five types of studies: (a) early studies of the reliability of grades, (b) quantitative studies of the composition of K–12 report card grades, (c) survey and interview studies of teachers’ perceptions of grades, (d) studies of standards-based grading, and (e) grading in higher education. Early 20th-century studies generally condemned teachers’ grades as unreliable. More recent studies of the relationships of grades to tested achievement and survey studies of teachers’ grading practices and beliefs suggest that grades assess a multidimensional construct containing both cognitive and noncognitive factors reflecting what teachers value in student work. Implications for future research and for grading practices are discussed.

    October 04, 2016   doi: 10.3102/0034654316672069   open full text
  • School Hopscotch: A Comprehensive Review of K-12 Student Mobility in the United States.
    Welsh, R. O.
    Review of Educational Research. September 30, 2016

    This article provides an integrative review of the extant literature on K–12 student mobility in the United States. Student mobility is a widespread phenomenon with significant policy implications. Changing schools is most prevalent among minority and low-income students in urban school districts. There is an ongoing debate about whether student mobility is helpful or harmful. Earlier research compared movers with nonmovers using cross-sectional data and did not always include controls for the students’ prior achievement and demographic characteristics. Studies in the past decade compared movers with themselves over time using longitudinal data and provided more convincing estimates. Overall, switching schools is associated with a negative impact on students’ educational outcomes; however, transferring to higher quality schools may offset and outweigh the transition costs of moving. Strong causal claims are elusive due to considerable data and methodological challenges and the inability to account for the motivating reasons for changing schools.

    September 30, 2016   doi: 10.3102/0034654316672068   open full text
  • Longitudinal and Contextual Associations Between Teacher-Student Relationships and Student Engagement: A Systematic Review.
    Quin, D.
    Review of Educational Research. September 16, 2016

    This systematic review examined multiple indicators of adolescent students’ engagement in school, and the indicators’ associations with teacher–student relationships (TSRs). Seven psychology, education, and social sciences databases were systematically searched. From this search, 46 published studies (13 longitudinal) were included for detailed analysis. Cross-sectional studies showed better quality TSRs were associated with enhanced engagement in school. These associations with TSRs were demonstrated among multiple indicators of student engagement (i.e., psychological engagement, academic grades, school attendance, disruptive behaviors, suspension, and dropout). Similar associations were found in longitudinal studies. Longitudinal and cross-sectional associations remained when covariates from the individual, family, school, and teacher contexts known to influence student engagement were controlled for. TSRs were shown to have an important but not exclusive role in their association with a comprehensive range of indicators of student engagement.

    September 16, 2016   doi: 10.3102/0034654316669434   open full text
  • A Review of Social Problem-Solving Interventions: Past Findings, Current Status, and Future Directions.
    Merrill, K. L., Smith, S. W., Cumming, M. M., Daunic, A. P.
    Review of Educational Research. June 21, 2016

    Students with significant behavioral and social problems experience some of the poorest outcomes in school and beyond. It is imperative, therefore, that educational researchers and school-based professionals address the needs of students who exhibit maladaptive behavior to alter their poor outcome trajectory. Social problem-solving (SPS) instruction is a promising approach for improving social competence and changing problem behaviors. Despite documented outcomes for SPS instruction in school settings, Coleman, Wheeler, and Webber’s review appears to be the most up-to-date compilation of the SPS literature. Thus, the purpose of this article is to present a more current review of the literature on SPS interventions in school settings. We examine and summarize studies investigating SPS interventions in K–12 settings from 1993 to 2015 and discuss findings and implications for educational research and practice.

    June 21, 2016   doi: 10.3102/0034654316652943   open full text
  • Academic Effects of Peer-Mediated Interventions With English Language Learners: A Research Synthesis.
    Pyle, D., Pyle, N., Lignugaris/Kraft, B., Duran, L., Akers, J.
    Review of Educational Research. June 21, 2016

    The purpose of this article is to synthesize the extant research on peer-mediated interventions (PMIs) with English language learners (ELLs) in kindergarten through Grade 12. Fourteen studies that were published in peer-reviewed journals from 1983 to 2013 were examined in terms of study characteristics, the effects on academic outcomes, study quality, and overall effectiveness. Structured, heterogeneous grouping was used in the 10 peer pairing and 4 collaborative/cooperative grouping PMIs with ELLs. Eight of the 14 studies included high methodological quality. Overall, PMIs with ELLs are associated with medium to large effects on measures of phonemic awareness, vocabulary, and comprehension when compared to teacher-mediated comparison conditions. More research on PMIs with ELLs in high school and across core content areas, particularly mathematics, is warranted. Implications and future research for PMIs with ELLs are discussed.

    June 21, 2016   doi: 10.3102/0034654316653663   open full text
  • The Theoretical and Empirical Basis of Teacher Leadership: A Review of the Literature.
    Wenner, J. A., Campbell, T.
    Review of Educational Research. June 16, 2016

    In the current review, we examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004. The review was undertaken to examine how teacher leadership is defined, how teacher leaders are prepared, their impact, and those factors that facilitate or inhibit teacher leaders’ work. Beyond this, the review considered theories informing teacher leadership, teacher leadership within disciplinary contexts, and the roles of teacher leaders in social justice and equity issues. The most salient findings were (a) teacher leadership, although rarely defined, focused on roles beyond the classroom, supporting the professional learning of peers, influencing policy/decision making, and ultimately targeting student learning; (b) the research is not always theoretically grounded; (c) principals, school structures, and norms are important in empowering or marginalizing teacher leaders; and (d) very little teacher leadership research examines issues of social justice and equity.

    June 16, 2016   doi: 10.3102/0034654316653478   open full text
  • Psychosocial Factors and Community College Student Success: A Meta-Analytic Investigation.
    Fong, C. J., Davis, C. W., Kim, Y., Kim, Y. W., Marriott, L., Kim, S.
    Review of Educational Research. June 09, 2016

    This meta-analysis examined the relationship between psychosocial factors and community college student success. Informed by college persistence models and motivational theory, we statistically integrated past research on five psychosocial categories (motivation, self-perceptions, attributions, self-regulation, and anxiety), examining their relationship with two student success outcomes: community college persistence (58 samples, N = 23,372) and achievement (186 samples, N = 56,095). Results indicated that psychosocial factors had small but meaningful relationships with community college persistence and achievement. Correlations were larger overall for motivation and self-perceptions, and when outcomes were more proximally related with student engagement. Implications for research and practice are discussed.

    June 09, 2016   doi: 10.3102/0034654316653479   open full text
  • A Century of Progress: Reading Interventions for Students in Grades 4-12, 1914-2014.
    Scammacca, N. K., Roberts, G. J., Cho, E., Williams, K. J., Roberts, G., Vaughn, S. R., Carroll, M.
    Review of Educational Research. May 31, 2016

    The history of research on interventions for struggling readers in Grades 4 through 12 dates back to 19th-century case studies of seemingly intelligent children who were unable to learn to read. Physicians, psychologists, educators, and others were determined to help them. In the process, they launched a century of research on a wide variety of approaches to reading intervention. As shown in this systematic narrative review, much has changed over time in the conceptualization of reading interventions and the methods used to determine their efficacy in improving outcomes for struggling readers. Building on the knowledge gathered over the past 100 years, researchers and practitioners are well-poised to continue to make progress in developing and testing reading interventions over the next 100 years.

    May 31, 2016   doi: 10.3102/0034654316652942   open full text
  • Value-Added Modeling and Educational Accountability: Are We Answering the Real Questions?
    Everson, K. C.
    Review of Educational Research. March 08, 2016

    Value-added estimates of teacher or school quality are increasingly used for both high- and low-stakes accountability purposes, making understanding of their limitations critical. A review of the recent value-added literature suggests three concerns with the state of the research. First, the issues receiving the most research attention have not always been the concerns of greatest importance to theorists or critics. Second, there has been insufficient research on the interactions among various issues or assumption violations. Third, some of the big issues in value-added modeling have been challenging to address and may require educators to step back and answer some underlying philosophical questions about the nature of teacher and school quality.

    March 08, 2016   doi: 10.3102/0034654316637199   open full text
  • Critical Discourse Analysis in Education: A Review of the Literature, 2004 to 2012.
    Rogers, R., Schaenen, I., Schott, C., OBrien, K., Trigos-Carrillo, L., Starkey, K., Chasteen, C. C.
    Review of Educational Research. February 25, 2016

    This article reviews critical discourse analysis scholarship in education research from 2004 to 2012. Our methodology was carried out in three stages. First, we searched educational databases. Second, we completed an analytic review template for each article and encoded these data into a digital spreadsheet to assess macro-trends in the field. Third, we developed schemata to interpret the complexity of research design. Our examination of 257 articles reveals trends in research questions, the theories researchers find useful, and the kinds of interactions that capture their attention. We explore areas in the field especially ripe for debate and critique: reflexivity, deconstructive–reconstructive stance toward inquiry, and social action. We compare the findings with an earlier review published in 2005, reflecting on three decades of critical discourse analysis in education research.

    February 25, 2016   doi: 10.3102/0034654316628993   open full text
  • A Meta-Analysis of School-Based Interventions Aimed to Prevent or Reduce Violence in Teen Dating Relationships.
    De La Rue, L., Polanin, J. R., Espelage, D. L., Pigott, T. D.
    Review of Educational Research. February 18, 2016

    The incidence of violence in dating relationships has a significant impact on young people, including decreased mental and physical health. This review is the first to provide a quantitative synthesis of empirical evaluations of school-based programs implemented in middle and high schools that sought to prevent or reduce incidents of dating violence. After a systematic search and screening procedure, a meta-analysis of 23 studies was used to examine the effects of school-based programs. Results indicated school-based programs influence dating violence knowledge (g{macron}=0.22, 95% confidence interval [0.05, 0.39]) and attitudes (g{macron}=0.14, 95% confidence interval [0.10, 0.19]); however, to date, the results for dating violence perpetration and victimization indicate programs are not affecting these behaviors to a significant extent. The results of this review are encouraging, but they also highlight the need for modifications to dating violence prevention programs including the incorporation of skill-building components and a need to address the role of bystanders.

    February 18, 2016   doi: 10.3102/0034654316632061   open full text
  • Overviews in Education Research: A Systematic Review and Analysis.
    Polanin, J. R., Maynard, B. R., Dell, N. A.
    Review of Educational Research. February 17, 2016

    Overviews, or syntheses of research syntheses, have become a popular approach to synthesizing the rapidly expanding body of research and systematic reviews. Despite their popularity, few guidelines exist and the state of the field in education is unclear. The purpose of this study is to describe the prevalence and current state of overviews of education research and to provide further guidance for conducting overviews and advance the evolution of overview methods. A comprehensive search across multiple online databases and gray literature repositories yielded 25 total education–related overviews. Our analysis revealed that many commonly reported aspects of systematic reviews, such as the search, screen, and coding procedures, were regularly unreported. Only a handful of overview authors discussed the synthesis technique and few authors acknowledged the overlap of included systematic reviews. Suggestions and preliminary guidelines for improving the rigor and utility of overviews are provided.

    February 17, 2016   doi: 10.3102/0034654316631117   open full text
  • Community Schools: What We Know and What We Need to Know.
    Heers, M., Van Klaveren, C., Groot, W., Maassen van den Brink, H.
    Review of Educational Research. February 12, 2016

    Community schools offer children an integrated set of educational and social services, but sound scientific evidence on their effectiveness is lacking. Therefore, this study reviews the literature on community schools. First, we characterize community schools and find that their key activities are cooperating with other institutions, involving parents, and offering extracurricular activities. Second, we describe an exemplary community school for which causal evidence shows improved academic achievement. Third, we explore whether the three main activities of community schools influence academic performance, dropout, and risky behavior. Academic performance does not appear to be influenced by extracurricular activities. On the other hand, extracurricular activities do appear to be related to reduced dropout and risky behavior. In addition, there is a positive association of cooperation and parental involvement with academic achievement, and a negative correlation of these two factors with dropout and risky behavior. However, more causal evidence is needed before it can be concluded that community schools are effective.

    February 12, 2016   doi: 10.3102/0034654315627365   open full text
  • Culturally Responsive School Leadership: A Synthesis of the Literature.
    Khalifa, M. A., Gooden, M. A., Davis, J. E.
    Review of Educational Research. February 12, 2016

    Culturally responsive school leadership (CRSL) has become important to research on culturally responsive education, reform, and social justice education. This comprehensive review provides a framework for the expanding body of literature that seeks to make not only teaching, but rather the entire school environment, responsive to the schooling needs of minoritized students. Based on the literature, we frame the discussion around clarifying strands—critical self-awareness, CRSL and teacher preparation, CRSL and school environments, and CRSL and community advocacy. We then outline specific CRSL behaviors that center inclusion, equity, advocacy, and social justice in school. Pulling from literature on leadership, social justice, culturally relevant schooling, and students/communities of color, we describe five specific expressions of CRSL found in unique communities. Finally, we reflect on the continued promise and implications of CRSL.

    February 12, 2016   doi: 10.3102/0034654316630383   open full text
  • Second-Wave White Teacher Identity Studies: A Review of White Teacher Identity Literatures From 2004 Through 2014.
    Jupp, J. C., Berry, T. R., Lensmire, T. J.
    Review of Educational Research. February 09, 2016

    In this study of White teacher identity literatures, we historicize, define, and advance second-wave White teacher identity studies in education research and teacher education. First, we provide a discussion of methodology used to conduct this study called the synoptic text. Second, we provide an historical account of White teacher identity studies that situates our review of literatures. Third, using the methodology of the synoptic text, we provide a systematic review of White teacher identity studies between 2004 and 2014. Situated within an account of a developing field, we develop the notion of second-wave White teacher identity studies. In our discussion and conclusion, we articulate the pedagogical implications of second-wave White teacher identity studies for education research and teacher education.

    February 09, 2016   doi: 10.3102/0034654316629798   open full text
  • Family or Future in the Academy?
    Ahmad, S.
    Review of Educational Research. February 08, 2016

    This article critically reviews recent literature on the relationship between family formation and academic-career progression, emphasizing obstacles women face seeking a tenured position and beyond. Evidence indicates that the pipeline model is dominated by "ideal worker" norms. These norms impose rigid, tightly coupled, sequential, time-bound requirements on aspiring academics, making the raising of young children and advancing an academic career incompatible. Studies indicate that women with PhDs and young children are disproportionately more likely to leak out of the tenure-track pipeline. Lack of family friendliness is one of the chief reasons why women opt out of tenure-track careers. One way to increase the proportion of tenured women is to adapt the pipeline model by bolstering institutional work–family policies and providing child care centers. Departmental leaders can ensure that making use of work–family policies does not negatively affect tenure decisions. Collecting longitudinal data to evaluate how well policies are working is critical.

    February 08, 2016   doi: 10.3102/0034654316631626   open full text
  • Meta-Analysis of Inquiry-Based Learning: Effects of Guidance.
    Lazonder, A. W., Harmsen, R.
    Review of Educational Research. February 05, 2016

    Research has consistently shown that inquiry-based learning can be more effective than other, more expository instructional approaches as long as students are supported adequately. But what type of guidance is adequate, and for whom? These questions are difficult to answer as most previous research has only focused on one type of guidance and one type of learner. This meta-analysis therefore synthesized the results of 72 studies to compare the effectiveness of different types of guidance for different age categories. Results showed facilitative overall effects of guidance on learning activities (d = 0.66, 95% CI [0.44, 0.88]), performance success (d = 0.71, 95% CI [0.52, 0.90]), and learning outcomes (d = 0.50, 95% CI [0.37, 0.62]). Type of guidance moderated the effects on performance success but not on the other two outcome measures. Considerable variation was found in the effects of guidance on learning activities, but the relatively low number of studies do not allow for any definitive conclusion on possible age-related differences.

    February 05, 2016   doi: 10.3102/0034654315627366   open full text
  • Teachers Everyday Professional Development: Mapping Informal Learning Activities, Antecedents, and Learning Outcomes.
    Kyndt, E., Gijbels, D., Grosemans, I., Donche, V.
    Review of Educational Research. February 05, 2016

    Although a lot is known about teacher development by means of formal learning activities, research on teachers’ everyday learning is limited. In the current systematic review, we analyzed 74 studies focusing on teachers’ informal learning to identify teachers’ learning activities, antecedents for informal learning, and learning outcomes. In addition, we examined whether beginning and more experienced teachers differ with regard to informal learning. Results revealed different types of learning activities in the two groups and interesting relationships among different antecedents and various learning outcomes. Moreover, it can be concluded that the main difference between beginning and more experienced teachers lies not in the type of learning activities they undertake but rather in their attitudes toward learning, their learning outcomes, and how they are influenced by their context.

    February 05, 2016   doi: 10.3102/0034654315627864   open full text
  • Learning in One-to-One Laptop Environments: A Meta-Analysis and Research Synthesis.
    Zheng, B., Warschauer, M., Lin, C.-H., Chang, C.
    Review of Educational Research. February 05, 2016

    Over the past decade, the number of one-to-one laptop programs in schools has steadily increased. Despite the growth of such programs, there is little consensus about whether they contribute to improved educational outcomes. This article reviews 65 journal articles and 31 doctoral dissertations published from January 2001 to May 2015 to examine the effect of one-to-one laptop programs on teaching and learning in K–12 schools. A meta-analysis of 10 studies examines the impact of laptop programs on students’ academic achievement, finding significantly positive average effect sizes in English, writing, mathematics, and science. In addition, the article summarizes the impact of laptop programs on more general teaching and learning processes and perceptions as reported in these studies, again noting generally positive findings.

    February 05, 2016   doi: 10.3102/0034654316628645   open full text
  • Improving Education in Developing Countries: Lessons From Rigorous Impact Evaluations.
    Ganimian, A. J., Murnane, R. J.
    Review of Educational Research. February 02, 2016

    In this article, we reviewed and interpreted the evidence from 223 rigorous impact evaluations of educational initiatives conducted in 56 low- and middle-income countries. We considered for inclusion in our review all studies in recent syntheses that have reached seemingly conflicting conclusions about which interventions improve educational outcomes. We grouped interventions based on their theory of action. We derived four lessons from the studies we review. First, reducing the costs of going to school and expanding schooling options increase attendance and attainment, but do not consistently increase student achievement. Second, providing information about school quality, developmentally appropriate parenting practices, and the economic returns to schooling affects the actions of parents and the achievement of children and adolescents. Third, more or better resources improve student achievement only if they result in changes in children’s daily experiences at school. Fourth, well-designed incentives increase teacher effort and student achievement from very low levels, but low-skilled teachers need specific guidance to reach minimally acceptable levels of instruction.

    February 02, 2016   doi: 10.3102/0034654315627499   open full text
  • How Does Professional Development Improve Teaching?
    Kennedy, M. M.
    Review of Educational Research. February 01, 2016

    Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the programs’ underlying purpose or premises about teaching and teacher learning. This review sorts programs according to their underlying theories of action, which include (a) a main idea that teachers should learn and (b) a strategy for helping teachers enact that idea within their own ongoing systems of practice. Using rigorous research design standards, the review identifies 28 studies. Because studies differ in multiple ways, the review presents program effects graphically rather than statistically. Visual patterns suggest that many popular design features are not associated with program effectiveness. Furthermore, different main ideas are not differentially effective. However, the pedagogies used to facilitate enactment differ in their effectiveness. Finally, the review addresses the question of research design for studies of professional development and suggests that some widely favored research designs might adversely affect study outcomes.

    February 01, 2016   doi: 10.3102/0034654315626800   open full text
  • A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students Academic, Behavioral, Emotional, and Motivational Outcomes.
    Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., Doolaard, S.
    Review of Educational Research. January 25, 2016

    This meta-analysis examined which classroom management strategies and programs enhanced students’ academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and nonrandom controlled intervention studies published in the past decade (2003–2013). Results showed small but significant effects (average g = 0.22) on all outcomes, except for motivational outcomes. Programs were coded for the presence/absence of four categories of strategies: focusing on the teacher, on student behavior, on students’ social-emotional development, and on teacher–student relationships. Focusing on the students’ social-emotional development appeared to have the largest contribution to the interventions’ effectiveness, in particular on the social-emotional outcomes. Moreover, we found a tentative result that students’ academic outcomes benefitted from teacher-focused programs.

    January 25, 2016   doi: 10.3102/0034654315626799   open full text
  • Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being: A Synthesis of 40 Years of Research.
    Zee, M., Koomen, H. M. Y.
    Review of Educational Research. January 25, 2016

    This study integrates 40 years of teacher self-efficacy (TSE) research to explore the consequences of TSE for the quality of classroom processes, students’ academic adjustment, and teachers’ psychological well-being. Via a criteria-based review approach, 165 eligible articles were included for analysis. Results suggest that TSE shows positive links with students’ academic adjustment, patterns of teacher behavior and practices related to classroom quality, and factors underlying teachers’ psychological well-being, including personal accomplishment, job satisfaction, and commitment. Negative associations were found between TSE and burnout factors. Last, a small number of studies indicated indirect effects between TSE and academic adjustment, through instructional support, and between TSE and psychological well-being, through classroom organization. Possible explanations for the findings and gaps in the measurement and analysis of TSE in the educational literature are discussed.

    January 25, 2016   doi: 10.3102/0034654315626801   open full text
  • Global Trends and Research Aims for English Academic Oral Presentations: Changes, Challenges, and Opportunities for Learning Technology.
    Barrett, N. E., Liu, G.-Z.
    Review of Educational Research. January 25, 2016

    English has become the de facto language for communication in academia in many parts of the world, but language learners often lack the language resources to make effective oral academic presentations. However, English for academic purposes (EAP) research is beginning to provide valuable insights into this emerging field. This literature review is a systematic overview of the research on EAP oral monologues and EAP monologues that employ learning technology (LT). Three investigative aims were addressed in the research: linguistic description of the final oral presentation, the learning processes including learner attitudes toward the process, and LT for oral monologues. Major findings included linguistic and discourse differences among learners, experts, and native speakers; the need for specific guidelines and focused training; the role of multimodal resources; and the pedagogical affordances of the LT. Identified challenges, future research directions, and instructional suggestions are provided for instructors and researchers.

    January 25, 2016   doi: 10.3102/0034654316628296   open full text
  • A Review of the Literature on Teaching Academic English to English Language Learners.
    DiCerbo, P. A., Anstrom, K. A., Baker, L. L., Rivera, C.
    Review of Educational Research. May 08, 2014

    Academic English (AE) refers to the language used in school to help students acquire and use knowledge. This article reviews current literature to determine what is known about the nature of AE within the context of K–12 schooling. It describes how AE is conceptualized in the education research literature, how these conceptualizations are realized in instructional practices, and the implications of these conceptualizations for teacher education and professional development. The student population that is the primary focus of the article is English language learners, but the findings have implications for all students who struggle with learning AE. The article raises critical challenges in defining and operationalizing AE for instruction and suggests areas for further inquiry.

    May 08, 2014   doi: 10.3102/0034654314532695   open full text
  • Human Capital Theory: A Holistic Criticism.
    Tan, E.
    Review of Educational Research. April 30, 2014

    Human capital theory has had a profound impact on a range of disciplines from economics to education and sociology. The theory has always been the subject of bitter criticisms from the very beginning, but it has comfortably survived and expanded its influence over other research disciplines. Not surprisingly, a considerable number of criticisms have been made as a reaction to this expansion. However, it seems that these criticisms are rather fragmented and disorganized. To bridge this gap and organize them in a systematic way, the present article takes a holistic approach and reviews human capital theory from four comprehensive perspectives focusing on the methodological, empirical, practical, and moral aspects of the theory.

    April 30, 2014   doi: 10.3102/0034654314532696   open full text
  • A Review of Missing Data Handling Methods in Education Research.
    Cheema, J. R.
    Review of Educational Research. April 22, 2014

    Missing data are a common occurrence in survey-based research studies in education, and the way missing values are handled can significantly affect the results of analyses based on such data. Despite known problems with performance of some missing data handling methods, such as mean imputation, many researchers in education continue to use those methods as a quick fix. This study reviews the current literature on missing data handling methods within the special context of education research to summarize the pros and cons of various methods and provides guidelines for future research in this area.

    April 22, 2014   doi: 10.3102/0034654314532697   open full text
  • Updated Meta-Analysis of Learner Control Within Educational Technology.
    Karich, A. C., Burns, M. K., Maki, K. E.
    Review of Educational Research. March 10, 2014

    Giving a student control over their learning has theoretical and intuitive appeal, but its effects are neither powerful nor consistent in the empirical literature base. This meta-analysis updated previous meta-analytic research by Niemiec, Sikorski, and Walberg by studying the overall effectiveness of providing learner control within educational technology, the characteristics of instruction along the continuum of learner control, and elements of the instructional environments that may play a role in the effectiveness of educational technology. The search terms identified 85 distinct articles, 18 of which met the inclusion criteria (29 effects were computed). The overall effect of including learner control within educational technology was almost zero (g = 0.05), and were also near zero when examining most characteristics of control and classroom contextual factors. Moderate effects were reported for providing learner control within social studies/history courses and for comprehensive technology instructional programs. The effects were larger for behavioral outcomes than academic outcomes, but both were small.

    March 10, 2014   doi: 10.3102/0034654314526064   open full text
  • A Review of Undergraduate Mentoring Programs.
    Gershenfeld, S.
    Review of Educational Research. January 22, 2014

    This review summarizes published studies on undergraduate mentoring programs from 2008 to 2012. Twenty studies met the inclusion criteria, which included empirical research on formal mentoring programs with undergraduate students as mentees or mentors. Each study was assessed based on limitations identified in two earlier reviews of the mentoring literature: definition, theory, and methods. Results from this review indicate minimal progress has been made in these three areas. However, every study included the functions of mentoring, and most studies were guided by a theory or a conceptual framework. Aspects of social validity, a construct not previously examined, were assessed and found to be present in 50% of studies. Finally, information on primary mentoring program components, another dimension not previously examined, was absent in 75% of studies, making replication difficult. Future research needs to specify program components, employ rigorous research designs to guide evidence-based practice in undergraduate mentoring, and assess social validity.

    January 22, 2014   doi: 10.3102/0034654313520512   open full text
  • Meta-Analysis With Complex Research Designs: Dealing With Dependence From Multiple Measures and Multiple Group Comparisons.
    Scammacca, N., Roberts, G., Stuebing, K. K.
    Review of Educational Research. September 13, 2013

    Previous research has shown that treating dependent effect sizes as independent inflates the variance of the mean effect size and introduces bias by giving studies with more effect sizes more weight in the meta-analysis. This article summarizes the different approaches to handling dependence that have been advocated by methodologists, some of which are more feasible to implement with education research studies than others. A case study using effect sizes from a recent meta-analysis of reading interventions is presented to compare the results obtained from different approaches to dealing with dependence. Overall, mean effect sizes and variance estimates were found to be similar, but estimates of indexes of heterogeneity varied. Meta-analysts are advised to explore the effect of the method of handling dependence on the heterogeneity estimates before conducting moderator analyses and to choose the approach to dependence that is best suited to their research question and their data set.

    September 13, 2013   doi: 10.3102/0034654313500826   open full text
  • What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education.
    Rapanta, C., Garcia-Mila, M., Gilabert, S.
    Review of Educational Research. May 24, 2013

    The need to enhance argument skills through education has become increasingly evident during the past 20 years. This need has resulted in an ongoing discussion that focuses on students’ and teachers’ argumentation and its support. However, apart from the extended competence-based discourse, no clear and homogeneous definition exists for argumentative competence and its constituent skills. To respond to this deficiency, we conducted an integrative literature review focusing on the methods of argument analysis and assessment that have been proposed thus far in the field of education. Specifically, we constructed an interpretative framework to organize the information contained in 97 reviewed studies in a coherent and meaningful way. The main result of the framework’s application is the emergence of three levels of argumentative competence: metacognitive, metastrategic, and epistemological competence. We consider this result the beginning of further research on the psycho-pedagogical nature of argument skills and their manifestation as competent performance.

    May 24, 2013   doi: 10.3102/0034654313487606   open full text