Review of Educational Research 84卷2期文章

1. Cooperating Teacher Participation in  Teacher Education: A Review of the Literature

Author: Anthony  Clarke, Valerie Triggs, and Wendy Nielsen

Source: Review of Educational  Research, 2014, 84(2):163-202

Abstract: Student teachers consider  cooperating teachers to be one of the most important contributors to their  teacher preparation program. Therefore, the ways in which cooperating teachers  participate in teacher education are significant. This review seeks to move  conceptions of that participation beyond commonly held beliefs to empirically  supported claims. The analysis draws on Brodie, Cowling, and Nissen’s notion of  categories of participation to generate 11 different ways that cooperating  teachers participate in teacher education: as Providers of Feedback, Gatekeepers  of the Profession, Modelers of Practice, Supporters of Reflection, Gleaners of  Knowledge, Purveyors of Context, Conveners of Relation, Agents of Socialization,  Advocates of the Practical, Abiders of Change, and Teachers of Children. When  set against Gaventa’s typology of participation, the resultant grid highlights  the importance of negotiated or invited spaces for cooperating teacher  participation and provides a new way of thinking about, planning professional  development for, and working with cooperating teachers.

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2. Individual Differences in Reading  Development: A Review of 25 Years of Empirical Research on Matthew Effects in  Reading

Author: Maximilian  Pfost, John Hattie, Tobias Dörfler, and CordulaArtelt

Source: Review of Educational  Research, 2014, 84(2):203-244

Abstract: The idea of Matthew effects in  reading—the widening achievement gap between good and poor readers—has attracted  considerable attention in education research in the past 25 years. Despite the  popularity of the topic, however, empirical studies that have analyzed the core  assumption of Matthew effects in reading have produced inconsistent results.  This review summarizes the empirical findings on the development of early  interindividual differences in reading. We did not find strong support for the  general validity of a pattern of widening achievement differences or for a  pattern of decreasing achievement differences in reading. The inclusion of  moderating variables, however, allowed a clearer picture to be painted. Matthew  effects were more likely to occur for measures of decoding efficiency,  vocabulary, and composite reading scores when the achievement tests were not  affected by deficits in measurement precision. Furthermore, moderators such as  the applied analytic method or the orthographic consistency of the language were  of less importance for the emergence of Matthew effects in reading. An  additional meta-analysis of studies reporting correlations between a baseline  level and a growth parameter yielded a small, negative mean correlation (r =  −.214), which again was moderated by properties of the measures. Possible  explanations for the reported findings are discussed.

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3. The Effects of Adolescent Health-Related  Behavior on Academic Performance: A Systematic Review of the Longitudinal  Evidence

Author: Vincent Busch, Anne  Loyen, Mandy Lodder, Augustinus J. P. Schrijvers, Tom A. van  Yperen, and Johannes R. J. de Leeuw

Source: Review of Educational  Research, 2014, 84(2):245-274

Abstract: Schools are increasingly  involved in efforts to promote health and healthy behavior among their  adolescent students, but are healthier students better learners? This synthesis  of the empirical, longitudinal literature investigated the effects of the most  predominant health-related behaviors—namely, alcohol and marijuana use, smoking,  nutrition, physical activity, sexual intercourse, bullying, and screen time use  (television, Internet, video games)—on the academic performance of adolescents.  Thirty studies dating back to 1992 were retrieved from the medical,  psychological, educational, and social science literature. Healthy nutrition and  team sports participation were found to have a positive effect on academic  performance, whereas the effects of alcohol use, smoking, early sexual  intercourse, bullying, and certain screen time behaviors were overall negative.  Generally, all relations of health-related behaviors and academic performance  were dependent on contextual factors and were often mediated by psychosocial  problems, social structures, and demographics. Findings were interpreted with  use of sociological theories.

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4. Assessment Fidelity in Reading Intervention  Research: A Synthesis of the Literature

Author: Deborah K.  Reed, Kelli D. Cummings, Andrew Schaper, and Gina Biancarosa

Source: Review of Educational  Research, 2014, 84(2):275-321

Abstract: Recent studies indicate that  examiners make a number of intentional and unintentional errors when  administering reading assessments to students. Because these errors introduce  construct-irrelevant variance in scores, the fidelity of test administrations  could influence the results of evaluation studies. To determine how assessment  fidelity is being addressed in reading intervention research, we systematically  reviewed 46 studies conducted with students in Grades K–8 identified as having a  reading disability or at-risk for reading failure. Articles were coded for  features such as the number and type of tests administered, experience and role of examiners, tester to  student ratio, initial and follow-up training provided, monitoring procedures,  testing environment, and scoring procedures. Findings suggest assessment  integrity data are rarely reported. We discuss the results in a framework of  potential threats to assessment fidelity and the implications of these threats  for interpreting intervention study results.