Review of Educational Research 84卷1期文章

1. A Synthesis of  Academic Interventions for Incarcerated Adolescents

Author:Jade  Wexler, Nicole Pyle, Andrea Flower, Jacob L. Williams, and Heather  Cole

Source:Review of Educational  Research, 2014, 84(1):3-46

Abstract:This article contains a synthesis of academic  intervention studies conducted between 1970 and 2012 with adolescents who were  incarcerated in residential juvenile correctional facilities. Literacy,  mathematics, written expression, and multicomponent interventions were included  if they measured effects on at least one academic outcome measure. Of the 16  studies synthesized, 7 studies employed an experimental or quasi-experimental  design, 4 used a single-case design, and 5 used a single-group design. Because  the results are restricted due to methodological limitations and a general lack  of research in this area, we discuss the existing gaps in the literature and  explore initial findings using these 16 studies. Results suggest the potential  of implementing explicit, targeted, academic interventions that have previously  shown promise with adolescents in the general school setting (e.g.,  peer-mediated instruction). Implications and guidance for future research  regarding effective delivery of evidence-based practices for adolescents in the  incarcerated setting are discussed.

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2. A Meta-Analysis of  the Effectiveness of English-Medium Education in Hong Kong

Author:Yuen Yi  Lo and Eric Siu Chung Lo

Source:Review of Educational  Research, 2014, 84(1):47-73

Abstract:To facilitate second language learning, it  has become increasingly popular to use a second language as the medium of  instruction for content subjects for majority language students. Although  numerous research studies have shown the advantages of such kind of programs in  North America and Europe, those investigating English as the Medium of  Instruction (EMI) schools in Hong Kong yielded inconclusive results. This  meta-analysis is the first attempt to synthesize the research evidence on EMI  education in Hong Kong since 1970. Based on 24 studies, this meta-analysis shows  that students in EMI secondary schools were more proficient in second language  and performed better on measures of affective variables. Yet their learning in  other content subjects suffered. The differences between the effectiveness of  EMI education in Hong Kong and that of similar programs in other contexts will  be discussed, thereby illuminating second language acquisition theories and  bilingual education.

3. Decoding and Reading  Comprehension: A Meta-Analysis to Identify Which Reader and Assessment  Characteristics Influence the Strength of the Relationship in  English

Author:J. Ricardo  García and Kate Cain

Source:Review of Educational  Research, 2014, 84(1):74-111

Abstract:The twofold purpose of this meta-analysis was  to determine the relative importance of decoding skills to reading comprehension  in reading development and to identify which reader characteristics and reading  assessment characteristics contribute to differences in the decoding and reading  comprehension correlation. A meta-analysis of 110 studies found a sizeable  average corrected correlation (  = .74). Two reader characteristics (age and  listening comprehension level) were significant moderators of the relationship.  Several assessment characteristics were significant moderators, particularly for  young readers: the way that decoding was measured and, with respect to the  reading comprehension assessment, text genre; whether or not help was provided  with decoding; and whether or not the texts were read aloud. Age and measure of  decoding were the strongest moderators. We discuss the implications of these  findings for assessment and the diagnosis of reading  difficulties.

4. A Qualitative Review  of Literature on Peer Review of Teaching in Higher Education: An Application of  the SWOT Framework

Author:Susan  Thomas, Qiu Ting Chie, Mathew Abraham, Sony Jalarajan Raj, and Loo-See  Beh

Source:Review of Educational  Research, 2014, 84(1):112-159

Abstract:The issues of  professional accountability, faculty member development, and enhancing higher  education quality in universities are gaining importance. A strategy that could  increase personal control over teaching practices in addition to improving  professional development among faculty members is peer review of teaching (PRT).  Five themes that are important in determining the feasibility of PRT are (a)  benefits of peer review in developing faculty members, (b) barriers to peer  review of teaching, (c) gaps in literature, (d) potential problems to teaching  practice, and (e) opportunities. Of the 65 studies identified, 34 were selected  for further analysis, and drawing on PRT and the SWOT (strength, weakness,  opportunity, and threat) framework, 27 studies were selected for content  mapping. Textual narrative synthesis was used to further categorize the review  findings into the four quadrants of the SWOT framework. This analysis highlights  a positive strategy in promoting PRT in higher education.