Review of Educational Research

Công bố khoa học tiêu biểu

* Dữ liệu chỉ mang tính chất tham khảo

Sắp xếp:  
Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment
Review of Educational Research - Tập 75 Số 1 - Trang 27-61 - 2005
David Gijbels, Filip Dochy, Piet Van den Bossche, Mien Segers
This meta-analysis investigated the influence of assessment on the reported effects of problem-based learning (PBL) by applying Sugrue’s (1995) model of cognitive components of problem solving. Three levels of the knowledge structure that can be targeted by assessment of problem solving are used as the main independent variables: (a) understanding of concepts, (b) understanding of the principles t... hiện toàn bộ
Discriminant Analysis
Review of Educational Research - Tập 45 Số 4 - Trang 543-598 - 1975
Carl J. Huberty
Reconsidering Research on Learning from Media
Review of Educational Research - Tập 53 Số 4 - Trang 445-459 - 1983
Richard E. Clark
Recent meta-analyses and other studies of media's influence on learning are reviewed. Consistent evidence is found for the generalization that there are no learning benefits to be gained from employing any specific medium to deliver instruction. Research showing performance or time-saving gains from one or another medium are shown to be vulnerable to compelling rival hypotheses concerning the unco... hiện toàn bộ
Peace Education in Societies Involved in Intractable Conflicts: Direct and Indirect Models
Review of Educational Research - Tập 79 Số 2 - Trang 557-575 - 2009
Daniel Bar‐Tal, Yigal Rosen
The present article deals with the crucial question: Can peace education facilitate change in the sociopsychological infrastructure that feeds continued intractable conflict and then how the change can be carried? Intractable conflicts still rage in various parts of the globe, and they not only cause local misery and suffering but also threaten the well-being of the international community at larg... hiện toàn bộ
Phần thưởng bên ngoài và động lực nội tại trong giáo dục: Cần xem xét lại một lần nữa Dịch bởi AI
Review of Educational Research - Tập 71 Số 1 - Trang 1-27 - 2001
Edward L. Deci, Richard Koestner, Richard M. Ryan
Phát hiện rằng các phần thưởng bên ngoài có thể làm suy yếu động lực nội tại đã gây tranh cãi từ khi nó lần đầu xuất hiện (Deci, 1971). Một phân tích tổng hợp được công bố trong tạp chí này (Cameron & Pierce, 1994) đã kết luận rằng hiệu ứng suy yếu là tối thiểu và chủ yếu không có ý nghĩa đối với chính sách giáo dục. Tuy nhiên, một phân tích tổng hợp gần đây hơn (Deci, Koestner, & Ryan, 1999) cho ... hiện toàn bộ
#phần thưởng bên ngoài #động lực nội tại #giáo dục #lý thuyết đánh giá nhận thức #phân tích tổng hợp
Nonparametric Tests of Interaction in Experimental Design
Review of Educational Research - Tập 60 Số 1 - Trang 91-126 - 1990
Shlomo S. Sawilowsky
Until recently the design of experiments in the behavioral and social sciences that focused on interaction effects demanded the use of the parametric analysis of variance. Yet, researchers have been concerned by the presence of nonnormally distributed variables. Although nonparametric statistics are recommended in these situations, researchers often rely on the robustness of parametric tests. Furt... hiện toàn bộ
The Relation Between Mathematics Anxiety and Mathematics Performance Among School-Aged Students: A Meta-Analysis
Review of Educational Research - Tập 89 Số 3 - Trang 459-496 - 2019
Jessica M. Namkung, Peng Peng, Xin Lin
The purpose of this meta-analysis was to examine the relation between mathematics anxiety (MA) and mathematics performance among school-aged students, and to identify potential moderators and underlying mechanisms of such relation, including grade level, temporal relations, difficulty of mathematical tasks, dimensions of MA measures, effects on student grades, and working memory. A meta-analysis o... hiện toàn bộ
Using Encoding Instruction to Improve the Reading and Spelling Performances of Elementary Students At Risk for Literacy Difficulties
Review of Educational Research - Tập 81 Số 2 - Trang 170-200 - 2011
Beverly L. Weiser, Patricia G. Mathes
Although connectionist models provide a framework explaining how the decoding and encoding abilities work reciprocally to enhance reading and spelling ability, encoding instruction in today’s schools is not a priority. Although a limited amount of high-quality experimental or control studies to date ( N = 11) give empirical support to using direct, explicit encoding instruction to increase the rea... hiện toàn bộ
Input-Output Analyses of Schools
Review of Educational Research - Tập 51 Số 4 - Trang 509-539 - 1981
Naftaly S. Glasman, Israel Biniaminov
This paper reviews the literature of input-output analyses of schools. Outputs are surveyed first, with a differentiation between cognitive and noncognitive ones. The effects of inputs on outputs are surveyed next, with a differentiation between student inputs and school inputs. Groups of student inputs include student background characteristics, school-related student characteristics, and student... hiện toàn bộ
The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis
Review of Educational Research - Tập 88 Số 6 - Trang 799-843 - 2018
Juanjuan Chen, Minhong Wang, Paul A. Kirschner, Chin‐Chung Tsai
This meta-analysis synthesizes research findings on the effects of computer-supported collaborative learning (CSCL) based on its three main elements: (1) the collaboration per se, (2) the use of computers, and (3) the use of extra learning environments or tools, or supporting strategies in CSCL. In this analysis, 425 empirical studies published between 2000 and 2016 were extracted and coded, and t... hiện toàn bộ
Tổng số: 52   
  • 1
  • 2
  • 3
  • 4
  • 5
  • 6