第四辑（上）

1. What Forty Years of Research Says About the Impact of Technology on Learning:

A Second-Order Meta-Analysis and Validation Study

Author(s): Rana M. Tamim, Hamdan Bin Mohammed, Robert M. Bernard, Eugene Borokhovski, Philip C. Abrami,Richard F. Schmid

Source: REVIEW OF EDUCATIONAL RESEARCH, March 2011, vol. 81 no. 1

Abstract : This research study employs a second-order meta-analysis procedure to summarize 40 years of research activity addressing the question, does computer technology use affect student achievement in formal face-to-face classrooms as compared to classrooms that do not use technology? A study-level meta-analytic validation was also conducted for purposes of comparison. An extensive literature search and a systematic review process resulted in the inclusion of 25 meta-analyses with minimal overlap in primary literature, encompassing 1,055 primary studies. The random effects mean effect size of 0.35 was significantly different from zero. The distribution was heterogeneous under the fixed effects model. To validate the second-order meta-analysis, 574 individual independent effect sizes were extracted from 13 out of the 25 meta-analyses. The mean effect size was 0.33 under the random effects model, and the distribution was heterogeneous. Insights about the state of the field, implications for technology use, and prospects for future research are discussed.

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2. The Persistence of Teacher Effects in Elementary Grades

Author(s): Spyros Konstantopoulos, Vicki Chung

Source: American Education Research Journal, April 2011, vol. 48 no. 2

Abstract : Results from experimental and nonexperimental studies have shown that teachers differ in their effectiveness. In addition, evidence from nonexperimental studies has indicated that teacher effects last for 3 years in elementary grades. This study uses data from Project STAR and its follow-up study, the Lasting Benefits Study, to examine whether teacher effects from kindergarten to fifth grade can simultaneously affect sixth grade achievement. Teacher effects are defined as teacher-specific residuals adjusted for student background and treatment effects. Findings indicate that the teacher effects persist through sixth grade in mathematics, reading, and science. The findings also suggest that teacher effects are important and that their cumulative effects on student achievement are considerable.

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3. The Influence of School Administrators on Teacher Retention Decisions

Author(s): Donald Boyd, Pam Grossman, Marsha Ing, Hamilton Lankford, Susanna Loeb, James Wyckoff

Source: American Education Research Journal, April 2011, vol. 48 no. 2

Abstract : This article explores the relationship between school contextual factors and teacher retention decisions in New York City. The methodological approach separates the effects of teacher characteristics from school characteristics by modeling the relationship between the assessments of school contextual factors by one set of teachers and the turnover decisions by other teachers in the same school. We find that teachers’ perceptions of the school administration has by far the greatest influence on teacher retention decisions. This effect of administration is consistent for first-year teachers and the full sample of teachers and is confirmed by a survey of teachers who have recently left teaching.

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4. Influence of a Teacher’s Scaffolding Moves During Child-Led Small-Group Discussions

Author(s): May Jadallah , Richard C. Anderson, Kim Nguyen-Jahiel and Brian W. Miller, Il-Hee Kim, Li-Jen Kuo, Ting Dong and Xiaoying Wu

Source: American Education Research Journal, February 2011, vol. 48 no. 1

Abstract : The influence of one teacher’s scaffolding moves on children’s performance in free-flowing child-led small-group discussions was investigated. Three moves were examined: prompting for and praising the use of evidence, asking for clarification, and challenging. Lag sequential analysis was applied to a corpus of over 5,300 speaking turns during 30 discussions to identify recurrent turn-by-turn patterns of teacher-child and child-child talk initiated by the teacher’s moves. A complex system of influence among discussion participants was documented in which the teacher’s moves had delayed effects as well as immediate effects, indirect as well as direct effects, and reciprocal instead of unidirectional effects. Some children appropriated scaffolding moves of the teacher and began to spontaneously employ the moves in later discussions.

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5. Professional vision and the politics of teacher learning

Author(s): L efstein, Adam；Snell, Julia

Source:Leaching & Teacher Education; Apr2011, Vol. 27 Issue 3

Abstract : This article explores the political dimensions of teacher learning, both in theoretical work on teacher professional vision, and in an empirical study of video-based teacher professional development. Theoretically, we revisit the origins of “professional vision” in linguistic anthropology and trace the concept’s evolution in teacher education research, demonstrating how its political dimension has been overlooked. We explore the implications of re-asserting the politics of professional vision through examination of a video-based teacher development programme conducted in an English primary school. We describe this research, investigate the contestation of teacher and researcher professional visions, and discuss implications for professional development practice.

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6. Cross-national Differences in Educational Achievement Inequality

Author(s): Montt, Guillermo

Source: Sociology of Education; Jan2011, Vol. 84 Issue 1

Abstract : School systems are called not only to instruct and socialize students but also to differentiate among them. Although much research has investigated inequalities in educational outcomes associated with students’ family background and other ascriptive traits, little research has examined cross-national differences in the total amount of differentiation that school systems produce, the total achievement inequality. This article evaluates whether two dimensions of educational systems—variations in opportunities to learn and intensity of schooling—are associated with achievement inequality independent of family background. It draws data from the Programme for International Student Assessment for more than 50 school systems and models the variance in achievement. Findings suggest that decreasing the variability in opportunities to learn—in the form of greater homogeneity in teacher quality and the absence of tracking—within the school system might reduce achievement inequality. More intense schooling is also related to lower achievement inequality to the extent that this intensity is homogeneously distributed within the school system, particularly in the form of a more highly qualified teacher workforce.

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7.School Size, Social Capital, and Student Victimization

Authors:Gottfredson, Denise C.; DiPietro, Stephanie M.

Source:Sociology of Education; Jan2011, Vol. 84, Issue 1

Abstract:This study assesses the effects of three aspects of school organization—student enrollment, student-teacher ratio, and the number of different students taught—on the property and personal victimization experiences of students. It hypothesizes that smaller schools, schools with lower ratios of students to adults, and schools in which the number of different students taught by the typical teacher is lower will produce less victimization because of the increased social capital to which students in these schools are exposed. Using data from the National Study of Delinquency Prevention in Schools, the authors find that, net of individual-level risk factors and confounding characteristics of schools and their surrounding communities, each of the three aspects of school organization is related to student victimization but that these effects vary across victimization type. Their research suggests that reducing the ratio of students to teachers and reducing the number of different students taught by the average teacher are likely to reduce student victimization. Reducing school size is not. The authors also find evidence that higher levels of social capital, as measured by student consensus about normative beliefs, partially mediate the effects of student-teacher ratio on personal victimization.

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8. Youth, Technology, and DIY Developing Participatory Competencies in Creative Media Production

Author(s): Yasmin B. Kafai, Kylie A. Peppler

Source: REVIEW OF RESEARCH IN EDUCATION, March 2, 2011,vol. 35 no. 1

Abstract : Traditionally, educational researchers and practitioners have focused on the development of youths’ critical understanding of new media as one key aspect of digital literacy ( Buckingham, 2003; Gilster, 1997). Today, youth not only consume media when browsing the Internet and sharing information on social networking sites, but they also produce content when contributing to blogs, designing animations, graphics, and video productions ( Ito et al., 2009). This new media landscape suggests an extension of what critical participation means in new media literacy, extending the metaphor of “reading the world to read the word” ( Freire & Macedo, 1987) to include writing new media texts in a digital era. In an effort to map out the participatory competencies needed in this new media landscape, Jenkins, Clinton, Purushotma, Robinson, and Weigel (2006) included creative designs, ethical considerations, and technical skills to capture youths’ expressive and intellectual engagement with new media. More recently, these efforts to produce your own media have also been associated with the growing do-it-yourself, or DIY, movement ( Guzzetti, Elliott, & Welsch, 2010; Lankshear & Knobel, 2010), involving arts, crafts, and new technologies ( Eisenberg & Buechley, 2008; Spencer, 2005). Educators should be especially interested in DIY communities given the amount of time youth voluntarily spend in intense learning as they tackle highly technical practices, including film editing, robotics, and writing novels among a host of other activities across various DIY networks.

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9.Eight Issues for Learning Scientists About Education and the Economy

Authors:Roschelle, JeremyBakia; Marianne; Toyama, Yukie; Patton, Charles

Source: Journal of the Learning Sciences; Jan-Mar2011, Vol. 20 Issue 1

Abstract:Linking research to a compelling societal interest can build financial commitments to research, bring increased attention to findings, and grow support for scaling up impacts. Among many compelling societal interests that learning scientists can cite-such as increasing the quality of life, preparing citizens to make decisions in a complex world, and enhancing social cohesion among a diverse population-economic competitiveness is a compelling societal interest that resonates broadly among stakeholders. Indeed, it is now somewhat common to introduce learning sciences research, as in the Cambridge Handbook of the Learning Sciences and the U.S. National Education Technology Plan, by citing economic rationales. Despite the utility of evoking a potential link between learning research and economic competitiveness in the minds of broader audiences, learning scientists engage in rather little critical discussion of whether such links are meaningful and empirically sound within their own programs of research. This article seeks both to problematize conventional wisdom about links between learning sciences research and economic growth and to suggest possible directions for future research aimed at discovering stronger links. Because the issues are complex, we do not reach firm conclusions. Rather, this article seeks to spark a discussion within the field.

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10. Pre-service primary education teachers' changing attitudes towards teaching: a longitudinal study

Author(s):Tok, Sukran

Source:European Journal of Teacher Education; Feb2011, Vol. 34 Issue 1

Abstract:This study investigated the longitudinal changes in the attitudes of pre-service primary education teachers towards the teaching profession as they progressed through training. The results indicate that there is a significant difference in pre-service teachers' attitudes towards the profession between their freshman and senior years. Moreover, the findings obtained through interview data have shown that both positive and negative changes occur in pre-service teachers' attitudes towards teaching throughout their education, and these changes are observed to be related to teaching practice, cooperating teachers, teacher education institutions and teacher educators.

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11.Knowledge Expectations in Mathematics Teacher Preparation Programs in South Korea and the United States: Towards International Dialogue.

Author(s): Kim, Rae Young; Ham, Seung-Hwan; Paine, Lynn W.

Source: Journal of Teacher Education; 01/01/2011, Vol. 62 Issue 1

Abstract: As a comparative analysis of teacher preparation in its sociohistorical contexts, this study examines the official educational aims and curricula of 49 mathematics teacher preparation programs in South Korea and the United States, where substantial differences have been observed in both student achievement and teacher knowledge. Overall, the findings from this study suggest that transnational commonalities and national differences exist simultaneously in social expectations for teacher knowledge. The authors argue that attending to both culturally contextualized and semantically decontextualized dimensions helps us have a more balanced comparative perspective from which we can better assess current conditions of teacher education. Constructive international dialogue can be facilitated by such a balanced perspective that may further enrich teacher education without ignoring either profound differences in sociohistorical contexts or important commonalities in epistemic models of teacher education across countries.