Review of Educational Research 85卷1期

1. The Effect of Drama-Based Pedagogy on PreK–16 Outcomes: A Meta-Analysis of Research From 1985 to 2012

Author: Bridget Kiger Lee, Erika A. Patall, Stephanie W. Cawthon, and Rebecca R. Steingut

Source: Review of Educational Research 85. 1(Mar. 2015): 3-49.

Abstract: The President’s Committee on the Arts and Humanities report heartily supported arts integration. However, the President’s Committee called for a better understanding of the dimensions of quality and best practices. One promising arts integration method is drama-based pedagogy (DBP). A comprehensive search of the literature revealed 47 quasi-experimental DBP intervention studies conducted since 1985. The literature showed that designs were generally weak for making causal inferences and that outcomes other than achievement were infrequently studied. A meta-analysis of this research suggested that DBP has a positive, significant impact on achievement outcomes in educational settings. Effects were strongest when the intervention (a) was led by a classroom teacher or researcher rather than a teaching artist, (b) included more than five lessons, and (c) was integrated into English language arts or science curriculum compared to other domains. Positive effects across psychological and social outcomes were found. Implications for policy and practice are discussed.

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2. Experience-Sampling Research Methods and Their Potential for Education Research

Author: Evelyn Ford-Connors and Jeanne R. Paratore

Source: Review of Educational Research 85. 1(Mar. 2015): 50-91.

Abstract: Increasing the vocabulary knowledge of young adolescent and adolescent students has been a focal point of educational research and many teacher professional development initiatives. Yet many teachers continue to use traditional, but generally ineffective, methods of classroom-based vocabulary instruction. Synthesizing the literature around the general topics of vocabulary instruction, classroom discourse, and teacher talk, this review provides a comprehensive and critical examination of instruction that supports vocabulary learning in older students with a particular focus on practices that promote productive discussions of content.

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3. A Meta-Analysis on the Effectiveness of Bilingual Programs in Europe

Author: Gabrijela Reljić, Dieter Ferring, and Romain Mart

Source: Review of Educational Research 85. 1(Mar. 2015): 92-128.

Abstract: The effectiveness of bilingual programs for promoting academic achievement of language minority children in the United States has been examined in six meta-analyses. The present meta-analytic study investigates this topic for the first time in the European context. Thorough literature searches uncovered 101 European studies, with only 7 meeting the inclusion criteria. Two studies were excluded from further analyses. Results from the random-effects model of the five remaining studies indicate a small positive effect (g = 0.23; 95% confidence interval [0.10, 0.36]) for bilingual over submersion programs on reading of language minority children. Thus, this meta-analysis supports bilingual education—that is, including the home language of language minority children—in school instruction. However, the generalizability of the results is limited by the small number of studies on this topic. More published studies on bilingual education in Europe are needed as well as closer attention to the size of the effects.

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4. Educational Leaders and Emotions: An International Review of Empirical Evidence 1992–2012

Author: Izhak Berkovich and Ori Eyal

Source: Review of Educational Research 85. 1(Mar. 2015): 129-167.

Abstract: The aim of the present article is to review the international evidence about emotional aspects related to educational leaders. The review focuses on empirical studies published in peer-refereed educational journals between 1992 and 2012. First, we address the importance of researching emotions for understanding educational leaders. Next, we present the method used in the production of this narrative review. The bulk of the article presents empirical evidence from 49 studies organized along themes. Three central themes have emerged in the review: (a) the factors influencing the leaders’ emotions, (b) leaders’ behaviors and their effects on followers’ emotions, and (c) leaders’ emotional abilities. Within each theme, we present subthemes that include summaries of the relevant key findings. The article concludes with several methodological recommendations and an outline of possible directions for future research.