Review of Educational Research 85卷3期

1. Moving From a Continuum to a Community: Reconceptualizing the Provision of Support

Author: Jonathan Rix, Kieron Sheehy, Felicity Fletcher-Campbell, Martin Crisp, and Amanda Harper

Source: Educational Researcher 44.6 (Sep. 2015): 319-352.

Abstract: The notion of the continuum is applied to special education in diverse contexts across many nations. This article explores its conceptual underpinnings, drawing on a systematic search of the literature to review recurring ideas associated with the notion and to explicate both its uses and shortcomings. Through a thematic analysis of the literature, the research team derived 29 continua, situated within six broad groupings (space, students, staffing, support, strategies, and systems). This provides a clear structure for reconsidering the issues that the notion of the continuum is supposed to describe and enables a reconceptualization of how the delivery of services is represented. We present the initial underpinnings for a community of provision in which settings and services work together to provide learning and support for all children and young people in their locality.

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2. Improving Learning in Primary Schools of Developing Countries: A Meta-Analysis of Randomized Experiments

Author: Patrick J. McEwan

Source: Educational Researcher 44.6 (Sep. 2015): 353-394.

Abstract: I gathered 77 randomized experiments (with 111 treatment arms) that evaluated the effects of school-based interventions on learning in developing-country primary schools. On average, monetary grants and deworming treatments had mean effect sizes that were close to zero and not statistically significant. Nutritional treatments, treatments that disseminated information, and treatments that improved school management or supervision, had small mean effect sizes (0.04–0.06) that were not always robust to controls for study moderators. The largest mean effect sizes included treatments with computers or instructional technology (0.15); teacher training (0.12); smaller classes, smaller learning groups within classes, or ability grouping (0.12); contract or volunteer teachers (0.10); student and teacher performance incentives (0.09); and instructional materials (0.08). Metaregressions suggested that the effects of contract teachers and materials were partly accounted for by composite treatments that included training and/or class size reduction. There are insufficient data to judge the relative cost-effectiveness of categories of interventions.

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3. Are Child Cognitive Characteristics Strong Predictors of Responses to Intervention? A Meta-Analysis

Author: Karla K. Stuebing, Amy E. Barth, Lisa H. Trahan, Radhika R. Reddy, Jeremy Miciak, and Jack M. Fletcher

Source: Educational Researcher 44.6 (Sep. 2015): 395-429.

Abstract: We conducted a meta-analysis of 28 studies comprising 39 samples to ask the question, “What is the magnitude of the association between various baseline child cognitive characteristics and response to reading intervention?” Studies were located via literature searches, contact with researchers in the field, and review of references from the National Reading Panel Report. Eligible participant populations included at-risk elementary school children enrolled in the third grade or below. Effects were analyzed using a shifting unit of analysis approach within three statistical models: cognitive characteristics predicting growth curve slope (Model 1, mean r = .31), gain (Model 2, mean r = .21), or postintervention reading controlling for preintervention reading (Model 3, mean r = .15). Effects were homogeneous within each model when effects were aggregated within study. The small size of the effects calls into question the practical significance and utility of using cognitive characteristics for prediction of response when baseline reading is available.

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4. Toward a Model of Explaining Teachers’ Innovative Behavior: A Literature Review

Author: Marieke Thurlings, Arnoud T. Evers, and Marjan Vermeulen

Source: Educational Researcher 44.6 (Sep. 2015): 430-471.

Abstract: Innovative behavior can be described as a process in which new ideas are generated, created, developed, applied, promoted, realized, and modified by employees to benefit role performance. Various reasons, such as rapid technological and social changes in society, underline the necessity for innovative behavior of employees and certainly of teachers. However, little research has been conducted that explores teacher innovative behavior and which factors influence this behavior or what effects can be achieved through such behavior. In this systematic literature review, we develop a preliminary model of factors that enhance innovative behavior in educational organizations. Similar to findings of studies in other human behavior fields, self-efficacy plays an important role as well as a variety of individual and environmental factors. Based on this review, we urge for more systematic research on teacher innovative behavior to enhance the future quality of education.