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Educational Research Review

June 2019 Volume 27, Number 1

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Table of Contents

Number of articles: 11

  1. Measurement, development, and stimulation of computational estimation abilities in kindergarten and primary education: A systematic literature review

    Elke Sekeris & Lieven Verschaffel, Centre for Instructional Psychology and Technology, Belgium; Koen Luwel, Centre for Educational Research and Development, Belgium

    For several decades computational estimation is seen as an important topic in primary mathematics education. While previous narrative literature reviews on computational estimation summarized the... More

    pp. 1-14

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  2. Domains of teacher identity: A review of quantitative measurement instruments

    Fadie Hanna & Ron Oostdam, Research Institute of Child Development and Education; Sabine E. Severiens, Department of Psychology; Bonne J.H. Zijlstra, Research Institute of Child Development and Education

    This study provides an overview of components of teacher identity that are found in quantitative measurement instruments; and reports on the psychometric quality of these measurement instruments.... More

    pp. 15-27

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  3. Toward a taxonomy of entrepreneurship education research literature: A bibliometric mapping and visualization

    Katharina Fellnhofer, Lappeenranta University of Technology, Finland

    The retrospective amount of research literature dedicated to entrepreneurship education (EE) is overwhelming, which makes producing an overview difficult. However, advanced bibliometric mapping and... More

    pp. 28-55

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  4. Student's activity and development: Disentangling secondary issues from the heart of the matter

    Nathalie Bulle

    pp. 56-70

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  5. A systematic review of teacher guidance during collaborative learning in primary and secondary education

    Anouschka van Leeuwen & Jeroen Janssen

    For this review, we synthesized quantitative and qualitative research on collaborative learning to examine the relationship between teacher guidance strategies and the processes and outcomes of... More

    pp. 71-89

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  6. Unpacking teachers’ intentions to integrate technology: A meta-analysis

    Ronny Scherer, Department of Teacher Education and School Research (ILS), Norway; Timothy Teo, School of Education, Australia

    The Technology Acceptance Model (TAM) is a key model describing teachers' intentions to use technology. This meta-analysis clarifies some of the contradictory findings surrounding the relations... More

    pp. 90-109

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  7. A review on leadership and leadership development in educational settings

    Ellen Daniëls & Annie Hondeghem, Public Governance Institute (KU Leuven), Belgium; Filip Dochy, Professional Learning & Development, Belgium

    Leadership gained a lot of attention during the past decades because of school principals' growing responsibilities and the accountability-driven context they work in. However, reviews providing a ... More

    pp. 110-125

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  8. Looking at role-play simulations of political decision-making in higher education through a contextual lens: A state-of-the-art

    Dorothy Duchatelet & David Gijbels, Department of Training and Education Sciences, Belgium; Peter Bursens, Department of Political Sciences, Belgium; Vincent Donche, Department of Training and Education Sciences, Belgium; Pieter Spooren, Department of Research Affairs and Innovation, Belgium

    pp. 126-139

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  9. Coherence and the positioning of teachers in professional development programs. A systematic review

    Jannika Lindvall & Andreas Ryve, School of Education, Culture and Communication, Sweden

    Lately, scholars have argued that there is a consensus on a number of critical features of effective teacher professional development (PD). This study presents the results of a systematic review of... More

    pp. 140-154

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  10. How effective are early grade reading interventions? A review of the evidence

    Jimmy Graham & Sean Kelly

    It is imperative that students learn to read in the early grades, yet many fail to do so in developing countries. Early Grade Reading (EGR) interventions have emerged as a common means to address... More

    pp. 155-175

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  11. Meta-analysis of the impact of Augmented Reality on students’ learning gains

    Juan Garzón & Juan Acevedo

    Existing literature reflects the multiple benefits of the integration of Augmented Reality (AR) technologies in educational settings. Many studies have been conducted to establish the tendencies,... More

    pp. 244-260

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