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 pri...... hiện toàn bộ
Discriminant Analysis
Review of Educational Research - Tập 45 Số 4 - Trang 543-598 - 1975
Carl J. Huberty
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, &...... 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 te...... 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-a...... 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, an...... 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 cod...... hiện toàn bộ
Mastery Learning Reconsidered
Review of Educational Research - Tập 57 Số 2 - Trang 175-213 - 1987
Robert E. Slavin
Several recent reviews and meta-analyses have claimed extraordinarily positive effects of mastery learning on student achievement, and Bloom (1984a , 1984b) has hypothesized that mastery-based treatments will soon be able to produce “2-sigma” (i.e., 2 standard deviation) increases in achievement. This article examines the literature on achievement effects of practical applications of grou...... hiện toàn bộ
The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review
Review of Educational Research - Tập 66 Số 3 - Trang 227-268 - 1996
Helen Cooper, Barbara Nye, Kelly Charlton, James J. Lindsay, Scott Greathouse
A review of 39 studies indicated that achievement test scores decline over summer vacation. The results of the 13 most recent studies were combined using meta-analytic procedures. The meta-analysis indicated that the summer loss equaled about one month on a grade-level equivalent scale, or one tenth of a standard deviation relative to spring test scores. The effect of summer break was mor...... hiện toàn bộ
Social-Psychological Interventions in Education
Review of Educational Research - Tập 81 Số 2 - Trang 267-301 - 2011
David S. Yeager, Gregory M. Walton
Recent randomized experiments have found that seemingly “small” social-psychological interventions in education—that is, brief exercises that target students’ thoughts, feelings, and beliefs in and about school—can lead to large gains in student achievement and sharply reduce achievement gaps even months and years later. These interventions do not teach students academic content but inste...... hiện toàn bộ
Tổng số: 52   
  • 1
  • 2
  • 3
  • 4
  • 5
  • 6