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- Anderberg, Elsie, et al.
(författare)
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The epistemological role of language use in learning : A phenomenographic intentional-expressive approach
- 2008
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Ingår i: Educational Research Review. - 1747-938X .- 1878-0385. ; 3:1, s. 14-29
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Tidskriftsartikel (refereegranskat)abstract
- In research on learning, one of the fundamental questions concerns issues of language and thought. A number of empirical studies have revealed the interplay between understanding of subject matter and meanings of language expressions to be more dynamic and ambiguous than is commonly acknowledged. The aim of this article is to outline an alternative intentional-expressive approach to the interplay between use of language and understanding of subject matter as a contribution to the theoretical development in research on learning. The approach is based on a conception of language that focuses on the function of learners' language use in relation to subject matter in developing and expressing understanding. The learner is seen as an agent, and the focus is on the use of language from the learner's perspective. Four aspects of the relation between learners and subject matter are described and discussed. Conclusions concern the value of this approach as a complement and alternative to the dominant communicative and cognitive approaches to the role of language in learning.
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| 4. |
- Fleischer, Håkan, 1974-
(författare)
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Review of What is our current understanding of one-to-one computer projects : A systematic narrative research review
- 2012
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Ingår i: Educational Research Review. - : Elsevier BV. - 1747-938X .- 1878-0385. ; 7:2, s. 107-122
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to review cross-disciplinary accumulated empirical research on one-to-one computer projects in school settings as published in peer-reviewed journals between 2005 and 2010, particularly the results of teacher- and pupil-oriented studies. Six hundred and five research articles were screened at the abstract and title level, 36 were full-text mapped, and 18 of those were further analysed. The final analysis revealed two main themes of narration, which guided the further descriptions. The first theme, Pupil-Related Results, deals with classroom activities and learning experiences and the outcomes of one-to-one projects. The second theme, Teacher-Related Results, deals with how teachers comprehend and relate to one-to-one computer projects. The results show that the research field has not developed substantially since the previously published reviews. This paper discusses the reasons for this lack of development, as well as the need for political, scholarly and epistemological awareness when researching questions of one-to-one computer projects.
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- Jönsson, Anders, 1970-, et al.
(författare)
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The use of scoring rubrics : reliability, validity and educational consequences
- 2007
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Ingår i: Educational Research Review. - : Elsevier Ltd.. - 1747-938X .- 1878-0385. ; 2, s. 130-144
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Tidskriftsartikel (refereegranskat)abstract
- Several benefits of using scoring rubrics in performance assessments have been proposed, such as increased consistency of scoring, the possibility to facilitate valid judgment of complex competencies, and promotion of learning. This paper investigates whether evidence for these claims can be found in the research literature. Several databases were searched for empirical research on rubrics, resulting in a total of 75 studies relevant for this review. Conclusions are that: (1) the reliable scoring of performance assessments can be enhanced by the use of rubrics, especially if they are analytic, topic-specific, and complemented with exemplars and/or rater training; (2) rubrics do not facilitate valid judgment of performance assessments per se. However, valid assessment could be facilitated by using a more comprehensive framework of validity when validating the rubric; (3) rubrics seem to have the potential of promoting learning and/or improve instruction. The main reason for this potential lies in the fact that rubrics make expectations and criteria explicit, which also facilitates feedback and self-assessment.
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| 6. |
- Jönsson, Anders, et al.
(författare)
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The use of scoring rubrics : Reliability, validity, and educational consequences
- 2007
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Ingår i: Educational Research Review. - : Elsevier Ltd.. - 1747-938X. ; 2, s. 130-144
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Tidskriftsartikel (refereegranskat)abstract
- Several benefits of using scoring rubrics in performance assessments have been proposed, such as increased consistency of scoring, the possibility to facilitate valid judgment of complex competencies, and promotion of learning. This paper investigates whether evidence for these claims can be found in the research literature. Several databases were searched for empirical research on rubrics, resulting in a total of 75 studies relevant for this review. Conclusions are that: (1) the reliable scoring of performance assessments can be enhanced by the use of rubrics, especially if they are analytic, topic-specific, and complemented with exemplars and/or rater training; (2) rubrics do not facilitate valid judgment of performance assessments per se. However, valid assessment could be facilitated by using a more comprehensive framework of validity when validating the rubric; (3) rubrics seem to have the potential of promoting learning and/or improve instruction. The main reason for this potential lies in the fact that rubrics make expectations and criteria explicit, which also facilitates feedback and self-assessment.
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| 7. |
- Kirsten, Nils, 1981-
(författare)
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A systematic research review of teachers' professional development as a policy instrument
- 2020
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Ingår i: Educational Research Review. - : Elsevier BV. - 1747-938X .- 1878-0385. ; 31
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Forskningsöversikt (refereegranskat)abstract
- This study presents a review of research on teachers' professional development (PD) as a policy instrument. The analysis and synthesis of 78 studies showed three main theoretical perspectives in previous research: theory on governance, accountability/professionalism, and organization/leadership. The studies supported conclusions drawn in earlier reviews that PD has a greater effect on teachers' learning when it includes a focus on administrators' learning, is coherent with other policy measures, builds on information from practice, and handles accountability measures with caution. Findings beyond the scope of earlier reviews were that states have increased their PD efforts, even when PD is formally the responsibility of local actors, and that the increase has been achieved by state grants or by linking PD to standards and evaluations. Suggestions for future research include investigations into the consequences of state PD interventions in local contexts and into how PD can contribute to and build upon teacher professionalism.
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| 8. |
- Lauritzen, Solvor Mjøberg, et al.
(författare)
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“What is the problem represented to be?” Two decades of research on Roma and education in Europe
- 2018
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Ingår i: Educational Research Review. - : Elsevier. - 1747-938X .- 1878-0385. ; 24, s. 148-169
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Tidskriftsartikel (refereegranskat)abstract
- 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, cultural differences, invisibility, teachers’ competencies, hostility, segregation and misguided policy and action. The content of these problem representations suggests that Roma is often framed as either victims or problems in educational research, and that cultural differences are much more dominant as a problem representation in the field than structural aspects such as socioeconomic issues. This critical review can contribute to raise awareness regarding how we frame research questions in the field of Roma and education.
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| 9. |
- Lindvall, Jannika, 1987-, et al.
(författare)
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Coherence and the Positioning of Teachers in Professional Development Programs : A Systematic Review
- 2019
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Ingår i: Educational Research Review. - : Elsevier BV. - 1747-938X. ; 27, s. 140-154
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Tidskriftsartikel (refereegranskat)abstract
- Lately, scholars have argued that there is a consensus on a number of critical features of effective teacher professional development (PD). This study presents the results of a systematic review of one of these features: coherence. The analysis and synthesis of 95 papers show that coherence in PD is conceptualized in various ways, and thus that the aforementioned consensus can be questioned. For example, should PD (1) be coherent with external factors, such as standards and assessments; (2) be internally coherent, for example that activities within PD programs should be aligned; or (3) create coherence between goals that are either predetermined or negotiated together with teachers? The different conceptualizations of coherence all implicate how teachers are positioned in relation to PD programs and, in the light of our results, we argue that teachers are primarily seen as implementers expected to align their instruction with external and predetermined goals and practices.
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| 10. |
- Lundberg, Adrian, et al.
(författare)
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Using Q methodology : Sorting out subjectivity in educational research
- 2020
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Ingår i: Educational Research Review. - : Elsevier. - 1747-938X .- 1878-0385. ; 31
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Tidskriftsartikel (refereegranskat)abstract
- Understanding subjective perspectives and lived experiences of different stakeholders can improve pupils’ learning environment in compulsory school settings. Q methodology is an inherently mixed method approach and regarded as the basis for the science of subjectivity. The present paper reviewed recent Q methodological publications in compulsory education research. Seventy-four studies reporting from context in twenty countries met the inclusion criteria and showed a wide-ranging and diverse application of the research methodology. The subjectivity of teachers, pupils and others were explored on topics related to the science of learning and development and teacher characteristics. This review showcases how Q methodology is applied to access subjectivity in educational research and provides an overview of Q methodological find- ings and implications for the field. The wide range of the application of Q studies in compulsory education attests to the flexibility and suitability of this research method in educational research.
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