第十三辑：Review of Educational Research 82卷4期文章

1. A Review of Meta-Analyses in Education: Methodological Strengths and Weaknesses

Author: Soyeon Ahn, Allison J. Ames, and Nicholas D. Myers

Source: Review of Educational Research, 2012, 82(4): 436-476

Abstract:The current review addresses the validity of published meta-analyses in education that determines the credibility and generalizability of study findings using a total of 56 meta-analyses published in education in the 2000s. Our objectives were to evaluate the current meta-analytic practices in education, identify methodological strengths and weaknesses, and provide recommendations for improvements in order to generate a more valid and credible knowledge base of what works in practice. It was found that 56 meta-analyses followed general recommendations fairly well in problem formulation and data collection, but much improvement is needed in data evaluation and analysis. Particularly, lack of information reported as well as little transparency in the use of statistical methods are concerns for generating credible and generalizable meta-analytic findings that can be transformed to educational practices. Recommendations for yielding more reliable and valid inferences from meta-analyses are provided. 

中文题目：教育元分析的综述：方法论上的优点和不足

中文摘要：本研究综述通过2000年以来的在教育领域中发表的共计56篇的元分析，来研究已发表的元分析对于研究结论可信度及可推广度做出判断的有效性。本研究旨在推进教育领域目前的元分析实践，指出方法论上的优点和不足，为本领域产生更有效、更可信的知识基础提供改进建议。研究表明，这56篇元分析在问题建构和数据收集方面都严格地遵循了普遍的原则，但对于数据的评价和分析仍有待改进。尤其是报告信息的不足以及统计方法的不透明是制约元分析研究结果可信性、可推广性和能否服务于教育实践的主要问题。本研究建议元分析能够提出更可信、更有效的推论。

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2. Synthesizing the Evidence on Classroom Goal Structures in Middle and Secondary Schools: A Meta-Analysis and Narrative Review

Author: Rebecca Givens Rolland

Source: Review of Educational Research, 2012, 82(4):396-435

Abstract:This meta-analysis and narrative review synthesizes the literature on classroom goal structures and their relationships with student outcomes, focusing additionally on the ways in which these constructs are operationalized across research studies. Specifically, this study evaluates the relationships between students’ perceptions of mastery and performance classroom goal structures and secondarily of teacher support as related to academic achievement and motivational and psychological outcomes. The findings document that students’ perception of the mastery emphasis of their classrooms is related to a number of positive socio-emotional outcomes and to academic achievement measures and that extrinsically focused classroom goal structures have an overall negative effect on academic achievement. Also, teachers’ socio-emotional and instructional support was found to relate positively to students’ academic achievement, particularly to normed achievement measures rather than grades, as well as to socio-emotional factors including self-efficacy, interest in class, and prosocial behaviors and goals.

中文题目：综合中等学校课堂目标结构的证据：元分析与叙述性综述

中文摘要：本元分析与叙述性综述综合了学校课堂目标结构及其与学生学习结果的关系，并关注了已有研究是如何在两者间建立联系的。本研究专门评估了学生对于课堂目标结构中重点知识的理解和教师支持与学业成就、动机和心理结果之间的关系。研究发现，学生对于课堂中掌握重点的理解与若干社会情感的产生和学业成就呈正相关，未集中于课堂目标结构总的来说对学业成就会产生负面效应。并且，研究发现教师的社会情感和教学支持与学生学业成就呈正相关，特别是对于标准的成就测量而非年级和社会情感因素，包括自我效能、课堂兴趣及新社会行为和目标。

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3. Effective Reading Programs for Spanish-Dominant English Language Learners (ELLs) in the Elementary Grades: A Synthesis of Research

Author: Alan C. K. Cheung and Robert E. Slavin

Source: Review of Educational Research, 2012, 82(4):351-395

Abstract:This review synthesizes research on English reading outcomes of all types of programs for Spanish-dominant English language learners (ELLs) in elementary schools. It is divided into two major sections. One focuses on studies of language of instruction and one on reading approaches for ELLs holding constant language of instruction. A total of 13 qualifying studies met the inclusion criteria for language of instruction. Though the overall findings indicate a positive effect (effect size = .21) in favor of bilingual education, the largest and longest term evaluations, including the only multiyear randomized evaluation of transitional bilingual education, did not find any differences in outcomes by the end of elementary school for children who were either taught in Spanish and transitioned to English or taught only in English. The review also identified whole-school and whole-class interventions with good evidence of effectiveness for ELLs, including Success for All, cooperative learning, Direct Instruction, and ELLA. Programs that use phonetic small group or one-to-one tutoring have also shown positive effects for struggling ELL readers. What is in common across the most promising interventions is their use of extensive professional development, coaching, and cooperative learning. The findings support a conclusion increasingly being made by researchers and policymakers concerned with optimal outcomes for ELLs and other language minority students: Quality of instruction is more important than language of instruction.

中文题目：针对以西班牙语为母语的低年级英语学习者的有效阅读方案：研究综述

中文摘要：本研究综述综合研究了针对以西班牙语为母语的低年级英语学习者（ELLs）各种阅读方案带来的学生英语阅读结果。研究主要分为两部分。一部分主要讨论有关语言教学的研究，另一部分关注持续的语言教学下ELLs的阅读方式。总共有13项高质量的研究符合语言教学的标准。尽管几乎所有研究都证明了双语教育的积极效应（实际效应尺度为0.21），但是大型的、长期的评估，包括多年一次的过渡双语教育随机评估，并未发现在完成初等教育时，既学习西班牙语又过渡到英语的儿童和只学习英语的儿童在学习结果上有任何差异。并且，本研究利用ELLs有效学习的证据鉴定了整个学校和整个班级的学习干预，包括全员成功计划、合作学习、直接教学及ELLA。采用语音组块或配对教学的方案对努力的ELL阅读者产生了积极影响。在那些最有效的干预中存在一个共同点，就是它们都广泛采用了专业发展、训练和合作学习。这个发现支持了越来越多的研究者和政策制定者在研究ELLs和使用其他语言的少数学生的最优学习结果时得出的结论：语言教学的质量比语言教学的方法更重要。