第十四辑：Review of Educational Research 83卷1期文章

1. Student Teaching’s Contribution to Preservice Teacher Development: A Review of Research Focused on the Preparation of Teachers for Urban and High-Needs Contexts

Author: Lauren M. Anderson and Jamy A. Stillman

Source: Review of Educational Research, 2013, 83(1): 3-69

Abstract:Despite increasing emphasis on preparing more and better teachers and despite the near universal presence of student teaching across teacher education programs (TEPs), numerous questions about what and how student teaching experiences contribute to preservice teachers’ development remain unanswered. Indeed, much of the attention focused on student teaching in reform and policy discourses emphasizes student teaching’s structural and logistical dimensions—for example, its location, duration, and division of labor—but not its contributions to learning among preservice teachers, nor K–12 students. This article reviews empirical articles published over the past two decades to determine what and how student teaching experiences contribute to preservice teachers’ development as future teachers of students in urban and/or high-needs schools specifically. While keeping this central focus, the article also considers the implications of student teaching for the schools that play host to it and for the students who attend those schools. Anchored by sociocultural perspectives on learning and learning to teach, the review highlights a disproportionate emphasis on belief and attitude change, a relatively slim evidence base concerning the development of actual teaching practice, a tendency toward reductive views of culture and context, and a need for more longitudinal analyses that address the situated and mediated nature of preservice teachers’ learning in the field. Based on these findings, authors offer direction for future research that will extend and deepen the knowledge base.

中文题目：教学实习对师范生专业发展的贡献：对城市及高水平需求背景下教师准备的综述

中文摘要：尽管日益强调准备更多、更优的教师，尽管教师教育项目（TEPs）中的教学实习日益普及，但对于实习经历如何影响师范生的专业发展，仍有很多问题有待回答。的确，有关教学实习的改革与政策讨论强调了教学实习的结构与运作的维度，比如地区、持续时间以及工作分工，但并没有关注到师范生和K-12学生。本研究对过去20年中发表的有关教学实习如何影响师范生专业发展的实证研究做出综述，特别是讨论城市和高水平需求学校的未来教师。除了讨论这些核心问题之外，本研究也考虑到了教学实习对于实习学校以及学生的影响。本文以学习与学会教学的社会文化为视角，指出了已有研究过分强调了师范生信念和态度转变，并没有为教学实践的实质发展提供可靠的证据，忽视了文化与背景的视角，并且需要更多的纵向研究来讨论师范生学习的情境性与可塑性。基于上述结论，作者为日后研究提供了研究方向，以扩展并深化本领域的知识基础。

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2. Making Sense of Assessment Feedback in Higher Education

Author: Carol Evans

Source: Review of Educational Research, 2013, 83(1): 70-120

Abstract:This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) from 2000 to 2012. The focus of the review is on the feedback that students receive within their coursework from multiple sources. The aims of this study are to (a) examine the nature of assessment feedback in HE through the undertaking of a systematic review of the literature, (b) identify and discuss dominant themes and discourses and consider gaps within the research literature, (c) explore the notion of the feedback gap in relation to the conceptual development of the assessment feedback field in HE, and (d) discuss implications for future research and practice. From this comprehensive review of the literature, the concept of the feedback landscape, informed by sociocultural and socio-critical perspectives, is developed and presented as a valuable framework for moving the research agenda into assessment feedback in HE forward.

中文题目：使高等教育评价反馈更加有效

中文摘要：本文对2000到2012年有关高等教育（HE）评价反馈的研究进行主题分析。本研究的核心为学生在课程作业中所获得的多种来源的反馈。本研究目的是（a）通过对已有文献系统的综述探究HE评价反馈的本质，（b）识别并讨论研究文献中占主导的主题、观点以及差异，（c）在HE评价反馈的观念发展的背景中讨论“反馈差距”的概念，（d）为未来研究和实践提出启示。通过本研究综述，以社会文化和社会批判理论为视角提出的“反馈景观”这一概念得到发展并作为一个有价值的框架为研究机构日后分析HE评价反馈提供视角。

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3. Effects of School Racial Composition on K–12 Mathematics Outcomes: A Metaregression Analysis

Author: Roslyn Arlin Mickelson, Martha Cecilia Bottia, and Richard Lambert

Source: Review of Educational Research, 2013, 83(1): 121-158

Abstract:Recently published social science research suggests that students attending schools with concentrations of disadvantaged racial minority populations achieve less academic progress than their otherwise comparable counterparts in more racially balanced or integrated schools, but to date no meta-analysis has estimated the effect size of school racial composition on mathematics outcomes. This metaregression analysis reviewed the social science literature published in the past 20 years on the relationship between mathematics outcomes and the racial composition of the K–12 schools students attend. The authors employed a two-level hierarchical linear model to analyze the 25 primary studies with 98 regression effects. Results indicate that school racial isolation has a small statistically significant negative effect on overall building-level mathematics outcomes. This relationship is moderated by the size of the sample in the study and by the way the independent variable was operationalized. Although it is small, the effect size is substantively meaningful. The effects are stronger in secondary compared to elementary grades, and racial gaps widen as students age. The emergence and widening of the race gaps as students move through the grades suggest that the association of racial segregation with mathematics performance compounds over time. Implications for educational policy and future research are discussed.

中文题目：学校种族因素对K-2数学成绩的影响：研究综述

中文摘要：新近发表的社会科学研究指出，相对于种族群体较为平衡或协调的学校中的学生，在那些弱势种族群体占多数的学校学习的学生获得更小的学业成就。但是到目前，也没有元研究来评估学校种族因素对学生数学成绩的实际效应尺度。本元研究综述了在过去20年中发表在社会科学类期刊中的关于K-2学生数学成绩与学校种族因素的研究。通过二阶分层线性模型，作者分析了25项原始研究的98个回归效应。结果显示，学校种族隔离对于建构水平的数学成绩在统计意义上有较小的负效应。上述关系受样本量以及自变量测量方法的影响。尽管效应较小，但仍具有实质上的意义。这种效应在高年级比低年级更显著，种族的差距随着年龄而增大。随着年级增长，种族差距日益强烈并扩大，这一现象意味着时间是种族隔离与数学成绩两者关系的调节因素。据此本文讨论了该效应对教育政策和未来研究的启示。