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| 2. |
- 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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| 3. |
- 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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| 4. |
- 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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| 5. |
- 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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| 6. |
- 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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| 7. |
- 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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| 8. |
- Mueller, Fabian, et al.
(författare)
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Assessing social, emotional, and intercultural competences of students and school staff : A systematic literature review
- 2020
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Ingår i: Educational Research Review. - : Elsevier BV. - 1747-938X .- 1878-0385. ; 29
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Tidskriftsartikel (refereegranskat)abstract
- The inclusion of social, emotional, and intercultural competences (SEI) in academic contexts has been supported by international organizations, such as the European Union, the United Nations, and the OECD, since the early 2000s. However, little information is yet available regarding the assessment of these competences. This paper shares the findings of a systematic literature review that produced an inventory of existing tools for the assessment of SEI competences of students and school staff. This is the first time assessment tools for these three competences have been concurrently reviewed. An interdisciplinary and international research team conducted this systematic literature review in the databases of ERIC, PsycInfo, PSYNDEX, Scopus, and Web of Science. Out of 13,963 articles, 149 assessment tools were examined and processed. In addition to the instrument analysis and a detailed description of the procedure, this article shows the basic theoretical concepts, as well as the limitations, of such a review. It was found that 1) the majority of the discovered instruments rely on self-reported survey and inventory data, 2) of the three competences, intercultural competence had the fewest relevant instruments, and 3) very few tools have been created to assess all three competences together. From this review, it is apparent that a wider variety of assessment tools (other than self-reports), as well as more comprehensive tools (e.g. qualitative analysis of vignettes) for the assessment of all three SEI competences, should be developed to meet international demand. The results of the literature review are available and freely accessible in the form of an assessment catalogue.
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| 9. |
- Panadero, Ernesto, et al.
(författare)
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A critical review of the arguments against the use of rubrics
- 2020
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Ingår i: Educational Research Review. - 1747-938X .- 1878-0385. ; 30
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Tidskriftsartikel (refereegranskat)abstract
- Rubrics are widely used in classrooms at all educational levels across the globe, for both summative and formative purposes. Although the empirical support for the benefits of using rubrics has been steadily growing, so have the criticisms. The aim of this review is to explore the concerns and limitations of using rubrics as proposed by the critics, as well as the empirical evidence for their claims. Criticisms are then contrasted with findings from studies reporting empirical evidence in the opposite direction (i.e. supporting the use of rubrics). A total of 27 publications were identified, and 93 excerpts were extracted, after a detailed content analysis. The criticisms were organized around six broad themes. One of the main findings is that the empirical evidence behind criticisms is, with only a few exceptions, neither direct nor strong. On the contrary, several critics refer to anecdotal evidence and/or personal experiences, which have limited valueas scientific evidence. Another finding is that a number of critics make claims about rubrics with a narrow conceptualization of rubrics in mind. One prevalent assumption is that rubrics are only used for high stakes testing and/or other summative assessment situations. Based on these findings, we advocate a more pragmatic approach to rubrics, where potential limitations of rubrics are investigated empirically and decisions are based on scientific data.
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| 10. |
- Panadero, Ernesto, et al.
(författare)
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Effects of self-assessment on self-regulated learning and self-efficacy : four meta-analyses
- 2017
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Ingår i: Educational Research Review. - 1747-938X .- 1878-0385. ; 22, s. 74-98
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Tidskriftsartikel (refereegranskat)abstract
- This meta-analytic review explores the effects of self-assessment on students' self-regulated learning (SRL) and self-efficacy. A total of 19 studies were included in the four different meta-analyses conducted with a total sample of 2305 students. The effects sizes from the three meta-analyses addressing effects on different measures of SRL were 0.23, 0.65, and 0.43. The effect size from the meta-analysis on self-efficacy was 0.73. In addition, it was found that gender (with girls benefiting more) and certain self-assessment components (such as self-monitoring) were significant moderators of the effects on self-efficacy. These results point to the importance of self-assessment interventions to promote students’ use of learning strategies and its effects on motivational variables such as self-efficacy.
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