Review of Educational Research 83卷2期文章

1. Extensive Reading Interventions for Students With Reading Difficulties After Grade 3

Author:Jeanne Wanzek, Sharon Vaughn, Nancy K. Scammacca, Kristina Metz, Christy S. Murray, Greg Roberts, and Louis Danielson

Source:Review of Educational Research, 2013, 83(2):163-195

Abstract:This synthesis extends a report of research on extensive interventions in kindergarten through third grade (Wanzek & Vaughn, 2007) to students in Grades 4 through 12, recognizing that many of the same questions about the effectiveness of reading interventions with younger students are important to address with older students, including (a) how effective are extensive interventions in improving reading outcomes for older students with reading difficulties or disabilities and (b) what features of extensive interventions (e.g., group size, duration, grade level) are associated with improved outcomes. Nineteen studies were synthesized. Ten studies met criteria for a meta-analysis, reporting on 22 distinct treatment/comparison differences. Mean effect sizes ranged from 0.10 to 0.16 for comprehension, word reading, word reading fluency, reading fluency, and spelling outcomes. No significant differences in student outcomes were noted among studies related to instructional group size, relative number of hours of intervention, or grade level of intervention.

……………………………………………………………………………………

2. Interventions for Learning Disabilities

Does a Journal-Based Change in Focus and Article Type Reflect or Influence Legal Mandates?

Author:Daniel F. McCleary, Emily Fuller Rowlette,Taylor K. Pelchar, and Sherry K. Bain

Source:Review of Educational Research, 2013, 83(2):196-210

Abstract:We investigated whether there was a noticeable shift in focus from general to specific learning disabilities, and in the types of articles (narrative or empirically based) in the Journal of Learning Disabilities (JLD) between 1995 to 2000. A pilot study had revealed an increase in empirically based articles and a shift toward specifically delineated learning disabilities across three journals focusing on learning disabilities between 1995 and 2000. To attempt to delineate a specific year for the change, we examined all JLD articles from 1995 to 2000. We found a dramatic increase in articles focusing on specific learning disabilities (designating area of academic weakness) and on the percentage of empirically based articles beginning in 1999. We speculate on the relationship between this increase and evolving practices emphasizing research-based interventions, particularly those that predated No Child Left Behind and the reauthorization of the Individuals with Disabilities Education Act.

…………………………………………………………………………………… 

3.Impact of Garden-Based Learning on Academic Outcomes in Schools:Synthesis of Research Between 1990 and 2010

Author:Dilafruz R. Williams andP. Scott Dixon

Source:Review of Educational Research, 2013, 83(2):196-210

Abstract:What is the impact of garden-based learning on academic outcomes in schools? To address this question, findings across 152 articles (1990–2010) were analyzed resulting in 48 studies that met the inclusion criteria for this synthesis. A review template with operational coding framework was developed. The synthesis results showed a preponderance of positive impacts on direct academic outcomes with the highest positive impact for science followed by math and language arts. Indirect academic outcomes were also measured with social development surfacing most frequently and positively. These results were consistent across programs, student samples, and school types and within the disparate research methodologies used. However, a common issue was lack of research rigor as there were troubling issues with incomplete descriptions of methodological procedures in general and sampling techniques and validity in particular. Recommendations for more systematic and rigorous research are provided to parallel the growing garden-based education movement.

……………………………………………………………………………………

4. Changing Conceptions of Time: Implications for Educational Research and Practice

Author:Julia C. Duncheon andWilliam G. Tierney

Source:Review of Educational Research, 2013, 83(2):236-272

Abstract:The construct of time influences student learning in and out of school and consequently pervades educational discourse. Yet the integration of information and communication technologies into contemporary society is changing how people perceive and experience time. Traditional theoretical and methodological approaches to time research no longer capture the nuances of digital, temporal realities. This article offers a theoretical analysis of three temporal perspectives: (a) clock time, measured in objective, linear units; (b) socially constructed time, experienced subjectively according to social and cultural context; and (c) virtual time, a new category that synthesizes emergent temporal theory in the digital age. Implications for educational research and practice are discussed. The authors initiate discourse around new theoretical approaches to educational time research in an era characterized by great sociocultural and temporal transformations.

…………………………………………………………………………………… 

5. Antecedents of Employees’ Involvement in Work-Related Learning: A Systematic Review

Author:Eva Kyndt andHerman Baert

Source:Review of Educational Research, 2013, 83(2):236-272

Abstract:Involvement in work-related learning seems to be more complex than a simple supply–demand fit. An interplay of several factors can influence this involvement at different stages of the decision-making process of the employee. The aim of this systematic review is to examine which antec

edents of work-related learning have been identified in previous research. In total, 56 studies met the criteria for inclusion. In the current study, we describe how work-related learning was measured and what the empirically observed relationship is between learning intention and actual participation in work-related learning. The results show a positive relationship between intention and participation. A learning intention is most related to the attitude, subjective norms, self-efficacy, and career-related variables of the employee. Important predictors of actual participation in work-related learning are firm size, initial level of education and self-efficacy of the employee, support by managers, and opportunities within the organization.