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Educational Research Review

June 2018 Volume 24, Number 1

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Table of Contents

Number of articles: 13

  1. We all reflect, but why? A systematic review of the purposes of reflection in higher education in social and behavioral sciences

    Laura Van Beveren, Department of Educational Studies, Belgium; Griet Roets, Department of Social Work and Social Pedagogy, Belgium; Ann Buysse, Department of Experimental Clinical and Health Psychology, Belgium; Kris Rutten, Department of Educational Studies, Belgium

    Reflection has gained increasing attention in theory, practice and education in social and behavioral sciences. In this study, we systematically review empirical research on the concept of... More

    pp. 1-9

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  2. A review of the relationship between parental involvement indicators and academic achievement

    Lisa Boonk & Hieronymus J.M. Gijselaers, Welten Institute; Henk Ritzen, ROC van Twente; Saskia Brand-Gruwel, Welten Institute

    This paper reviews the research literature on the relationship between parental involvement and students' academic achievement with 75 studies published between 2003 and 2017. The results first... More

    pp. 10-30

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  3. Effective differentiation Practices:A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education

    Marjolein I. Deunk, Annemieke E. Smale-Jacobse, Hester de Boer, Simone Doolaard & Roel J. Bosker

    This systematic review gives an overview of the effects of differentiation practices on language and math performance in primary education, synthesizing the results of empirical studies (n = 21) on... More

    pp. 31-54

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  4. Why do we know so little about the factors associated with gifted underachievement? A systematic literature review

    Sonia L.J. White, Linda J. Graham & Sabrina Blaas

    International comparisons of student achievement are generating renewed interest in the academic underperformance of intellectually gifted students, however, government responses to this problem... More

    pp. 55-66

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  5. Challenging beliefs about cultural diversity in education: A synthesis and critical review of trainings with pre-service teachers

    Sauro Civitillo, Linda P. Juang & Maja K. Schachner, University of Potsdam, Germany

    Teaching culturally diverse classrooms starts from embracing beliefs that recognise the strengths of cultural diversity. Research is needed to understand how teacher training contributes to shaping... More

    pp. 67-83

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  6. The use of Latin-square designs in educational and psychological research

    John T.E. Richardson

    A Latin square is a matrix containing the same number of rows and columns. The cell entries are a sequence of symbols inserted in such a way that each symbol occurs only once in each row and only... More

    pp. 84-97

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  7. Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis

    Hester de Boer, Anouk S. Donker, Danny D.N.M. Kostons & Greetje P.C. van der Werf

    Meta-analyses have shown the positive effects of strategy instruction on student performance; however, little meta-analytical research has been conducted on its long-term effects. We examined the... More

    pp. 98-115

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  8. The interplay between self-regulation in learning and cognitive load

    Tina Seufert

    Research on self-regulated learning and on cognitive load has been two of the most prominent and influential research lines in educational research during the last decades. However, both lines... More

    pp. 116-129

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  9. Work factors influencing the transfer stages of soft skills training: A literature review

    Jolanda A. Botke, Paul G.W. Jansen, Svetlana N. Khapova & Maria Tims

    The transfer of training can be considered the Achilles heel of the training process. When trainees fail to use their new knowledge and skills on the job, training resources are wasted, and... More

    pp. 130-147

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  10. “What is the problem represented to be?” Two decades of research on Roma and education in Europe

    Solvor M. Lauritzen, MF Norwegian School of Theology, Norway; Tuva S. Nodeland, University of South-Eastern Norway, Norway

    This review article offers an analysis of research on Roma and education. A total of 151 peer-reviewed research articles were sampled through systematic searches in four databases, covering the... More

    pp. 148-169

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  11. An integrative review of transitions to school literature

    Tess Boyle, Southern Cross University, Australia; Susan Grieshaber, La Trobe University, Australia; Anne Petriwskyj, Queensland University of Technology, Australia

    An integrative literature review critiques and synthesizes representative literature on a topic in order to reveal new perspectives. An analysis of extant reviews (2002–2013) of transitions to... More

    pp. 170-180

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  12. Understanding linguistic, individual and contextual factors in oral feedback research: A review of empirical studies in L2 classrooms

    Shulin Yu, Bo Wang & Timothy Teo

    This article reviews research on oral feedback in the field of second language (L2) education to identify three main factors that play a part in teachers' giving and students’ responding to oral... More

    pp. 181-192

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  13. The impact of pedagogical agent gesturing in multimedia learning environments: A meta-analysis

    Robert O. Davis

    A meta-analysis consisting of 20 experiments (N = 3841) on the influence of pedagogical agent (PA) gesturing in multimedia environments revealed that gestures have a small-to-medium impact on near ... More

    pp. 193-209

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