Review of Educational Research 83卷4期文章

1. What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education

Author:ChrysiRapanta, Merce Garcia-Mila, and Sandra Gilabert

Source:Review of Educational Research, 2013, 83(4):483-520

Abstract:The need to enhance argument skills through education has become increasingly evident during the past 20 years. This need has resulted in an ongoing discussion that focuses on students’ and teachers’ argumentation and its support. However, apart from the extended competence-based discourse, no clear and homogeneous definition exists for argumentative competence and its constituent skills. To respond to this deficiency, we conducted an integrative literature review focusing on the methods of argument analysis and assessment that have been proposed thus far in the field of education. Specifically, we constructed an interpretative framework to organize the information contained in 97 reviewed studies in a coherent and meaningful way. The main result of the framework’s application is the emergence of three levels of argumentative competence: metacognitive, metastrategic, and epistemological competence. We consider this result the beginning of further research on the psycho-pedagogical nature of argument skills and their manifestation as competent performance.

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2. Public School–Based Interventions for Adolescents and Young Adults With an Autism Spectrum Disorder: A Meta-Analysis

Author:Catriona L. de Bruin, Joanne M. Deppeler, Dennis W. Moore, and Neil T. Diamond

Source:Review of Educational Research, 2013, 83(4):521-550

Abstract:This article reviews research on the effectiveness of four categories of intervention when implemented in public schools with adolescents and young adults diagnosed with an autism spectrum disorder. The study’s inclusionary criteria include a setting of public schools, participants aged between 12 and 22 years, and the investigation of an antecedent-, consequence-, self-management-, or video-based intervention strategy to influence skills or behaviors in students. A total of 34 studies met these criteria. The procedures of the What Works Clearinghouse Standards for Single-Case Designs and Evidence are used to evaluate whether sufficient high-quality research in using antecedent-, consequence-, self-management-, and video-based strategies exists to consider these evidence-based practices. Intervention effectiveness is estimated using PAND scores and phi coefficients. The results suggest that sufficient research exists to consider antecedent-, video-, and consequence-based interventions evidence-based practices for adolescents and young adults in public schools. The need for more applied research with adolescents and young adults is highlighted.

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3. Educational Accommodations for Students With Behavioral Challenges: A Systematic Review of the Literature

Author:Judith R. Harrison, Nora Bunford, Steven W. Evans, and Julie Sarno Owens

Source:Review of Educational Research, 2013, 83(4):551-597

Abstract:Educational policies mandate the consideration of accommodations so that students with disabilities become proficient in the objectives outlined by state academic content standards and demonstrate proficiency on high-stakes assessments. However, neither policies nor empirical research provide sufficient guidance for educators to effectively select and implement accommodations. This study reviews the effectiveness of accommodations for students in the special education eligibility category of emotional disturbance and those with diagnoses of attention deficit hyperactivity disorder (ADHD). First, we propose definitions that delineate accommodations from modifications and interventions. Next, we identify strategies that could serve as potential accommodations for this population. Next, we conduct a systematic literature review and calculate effect sizes to evaluate the effectiveness of the included strategies. Finally, we review the evidence to determine whether each included strategy meets the proposed definition of an accommodation. Although several potential strategies are beneficial to youth with ADHD and/or emotional and behavioral disorders, this review indicates that very few purported accommodations actually meet all the criteria in the definition of accommodations , and there is very little evidence supporting the effectiveness of commonly recommended accommodations for youth with behavioral challenges. Our critique of the state of the science on accommodations highlights several important issues that can be used to inform current research and practice in schools.

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4. On the Validity of Student Evaluation of Teaching: The State of the Art

Author:Pieter Spooren, Bert Brockx, and Dimitri Mortelmans

Source:Review of Educational Research, 2013, 83(4):598-642

Abstract:

This article provides an extensive overview of the recent literature on student evaluation of teaching (SET) in higher education. The review is based on the SET meta-validation model, drawing upon research reports published in peer-reviewed journals since 2000. Through the lens of validity, we consider both the more traditional research themes in the field of SET (i.e., the dimensionality debate, the ‘bias’ question, and questionnaire design) and some recent trends in SET research, such as online SET and bias investigations into additional teacher personal characteristics. The review provides a clear idea of the state of the art with regard to research on SET, thus allowing researchers to formulate suggestions for future research. It is argued that SET remains a current yet delicate topic in higher education, as well as in education research. Many stakeholders are not convinced of the usefulness and validity of SET for both formative and summative purposes. Research on SET has thus far failed to provide clear answers to several critical questions concerning the validity of SET.