Search results for: Reviews of the literature
Page 7/11 107 items
The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research
The current review critically examines 15 empirical studies, conducted since the mid-1980s, on the effects of support, guidance, and orientation programs—known as induction—for beginning teachers. Most of the studies reviewed provide empirical support for the claim that support and assistance for beginning teachers have a positive impact on three sets of outcomes: teacher commitment and retention, teacher classroom instructional practices, and student achievement.
Updated: Apr. 24, 2012
What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study
The current research study employs a second-order meta-analysis procedure to summarize 40 years of research activity addressing the question, does computer technology use affect student achievement in formal face-to-face classrooms as compared to classrooms that do not use technology? A study-level meta-analytic validation was also conducted for purposes of comparison.
Updated: Mar. 14, 2012
Capturing Unique Dimensions of Youth Organized Activity Involvement: Theoretical and Methodological Considerations
This paper investigates the complexities of assessing involvement and focuses specifically on the following organized activity dimensions: (a) breadth, (b) intensity, (c) duration/consistency, and (d) engagement. A conceptual model is presented to describe issues that are important to consider when assessing various dimensions of organized activity involvement in future research.
Updated: Mar. 14, 2012
This literature review examines access to the general curriculum for students with autism by looking at the following: (a) a description of the landscape of curriculum modifications and instructional accommodations for students with autism; (b) a review of research conducted on the meaning and degree of access to the general curriculum for students with disabilities, since there were none specifically for students with autism; and (c) specific studies on the inclusion of students with autism.
Updated: Mar. 13, 2012
This article represents a tentative step toward understanding the social and psychological underpinnings of education reform in the United States during the last quarter century. This analytic essay uses a review of the literature, including psychoanalytic research on narcissism and narcissistic parenting as well as contemporary critical theory related to education reform, to examine arguments and policies evidenced in A Nation at Risk and No Child Left Behind.
Updated: Oct. 27, 2011
When Gender Issues Are Not Just About Women: Reconsidering Male Students at Historically Black Colleges and Universities
The primary purpose of this study is to examine the research and literature on African American male enrollment, experiences, and degree completion trends at four-year Historically Black Colleges and Universities (HBCUs). The secondary goal is to recenter the gendered dialogue that occurs within HBCU undergraduate student research, such that barriers specific to African American men are identified and examined, with the expectation of better promoting their postsecondary success. Critical analysis of historical data from the mid-19th to early 21st century indicates that African American males have indeed been neglected in research on undergraduate enrollment, experiences, and degree completion at four-year HBCUs.
Updated: Oct. 24, 2011
In this article, the authors review evidence bearing on the utility of meditation to facilitate the achievement of traditional educational goals and to enhance education of the “whole person.”The authors examine how meditation practices may help foster important cognitive skills of attention and information processing, as well build stress resilience and adaptive interpersonal capacities through a review of the published research literature.
Updated: Oct. 23, 2011
The goal of this article is to generate a portrait of the evidence on instruction that identifies strengths and gaps in the literature and that summarizes what this research base says about the relationship between classroom instruction and student outcomes. It was found that more than half the studies used data more than a decade old; few studies examined instruction during important transition years such as sixth and ninth grade; and subject area emphasis was lopsided, with mathematics and science instruction receiving much greater attention than English/Language Arts and Social Studies. The summary also revealed a repeated finding of low-SES students receiving diminished learning opportunities than more affluent peers.
Updated: Oct. 23, 2011
Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory
The purpose of this review article is to introduce and contrast social aspects across three perspectives: self-regulated learning, coregulated learning, and socially shared regulation of learning. In this article, the authors contrasted three different perspectives of social in each model, as well as research based on each model. In doing so, the article introduces a language for describing various bodies of work that strive to consider roles of individual and social context in the regulation of learning.
Updated: Oct. 10, 2011
In this paper, the author reviews a set of articles on ethical and moral matters in teaching and teacher education previously published by Teaching and Teacher Education. The author used several research questions to organize this review. In the end, the author concludes his comments from the review regarding these questions.
Updated: Sep. 27, 2011