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Holistic competency development is rarely certified in practice, and the assessment of holistic competencies remains an under-researched topic in the education literature. The primary aim of this systematic mixed studies review is to explore students’ perceptions on the recognition of holistic competencies. The review found very few studies that specifically focused on or directly addressed student perceptions in this area. Based on the analysis of 31 studies identified from existing literature, three themes were generated: evidence of overall achievement, assessment of holistic competencies in learning tasks, and challenges. The findings show that there is a lack of attention to holistic competency recognition and is a major gap in the current empirical literature. The current review highlights the need for a systematic process of documenting, reporting, and certifying holistic competency in higher education that takes into consideration the broader level of overall recognition and the assessment of competencies. 相似文献
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Learning analytics (LA) offers new opportunities to enrich feedback practices in higher education, but little is understood about the ways different LA can enhance feedback practices for educators and students. This systematic literature review maps the current state of implementation of LA to improve feedback practices in technology-mediated learning environments in higher education. We used strict inclusion criteria to select relevant studies that have investigated the role of LA on feedback practices. To identify common features of LA for feedback studies, we coded relevant publications using an analytical framework that identifies four key dimensions of LA systems: what (types of data), how (analytic methods), why (objectives), and how educators and students are served by LA (stakeholders). Based on findings, we propose a conceptual framework that can guide the implementation of LA for feedback systems and also suggest future empirical research in this area. 相似文献
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Reflection and reflective practice are key concepts in the educational literature as well as in research on physical education (PE) and physical education teacher education (PETE). The purpose of this article is to review the current empirical knowledge base for reflection and reflective practice in PE and PETE from 1995 to 2011. The review includes empirical research published in peer reviewed journals on the topics on reflection and reflective practice in the contexts of PE and PETE. There were 33 articles included in the review. Most of the research is conducted in the PETE context, where it was found that pre-service teachers do develop their reflective capabilities. However, the results also indicate students make little progress on critical reflections. In the PE context, it was found that teachers express a need for reflective communities. Theoretical and methodological challenges with the reviewed literature are discussed and suggestions for further research proposed. 相似文献
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This study investigates the use of dance and visual arts in poetry education by systematically reviewing peer‐reviewed articles published on the topic from 2000 to 2019. The review focuses on empirical results in studies concerned with using dance and visual arts in poetry education and implications for poetry pedagogy in research and practice. The review encompasses 21 articles that were analysed thematically. The thematic analysis yielded seven themes: expand and deepen understandings of poetry; break curricular boundaries; interaction and collaboration; personal knowledge, reflection and experience; increase interest, motivation and confidence; challenges, limitations and constraints; and disciplinary knowledge. With research on this topic having increased in the 2010s, the findings show the potentials and challenges of using dance and visual arts in different ways in poetry education. Still, the research field is understudied, and many questions remain unanswered. Consequently, this study concludes with suggestions for future research on arts‐based responses in poetry education. The study adds to the dialogue on poetry education and contributes to raising awareness of the possibilities and challenges of using dance and visual arts in the poetry classroom. 相似文献
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Kathleen Aikens Marcia McKenzie Philip Vaughter 《Environmental Education Research》2016,22(3):333-359
This paper reports on a systematic literature review of policy research in the area of environmental and sustainability education. We analyzed 215 research articles, spanning four decades and representing 71 countries, and which engaged a range of methodologies. Our analysis combines quantification of geographic and methodological trends with qualitative analysis of content-based themes. Significant findings included temporal spikes in published policy research occurring in the mid-1970s, late 1990s, and after 2005, as well as geographic under-representation of Africa, South and Central America, Eastern Europe, and North and West Asia. The majority of articles reviewed were non-empirical; empirical articles overwhelmingly focused on teaching and learning directives, rather than exploring the complexity of policy development or enactment. We conclude our analysis by describing key research gaps as highlighted by the review and propose directions for moving forward policy research in environmental and sustainability education. In particular, we suggest greater research attention to critical policy theory and methodology, issues of intersectionality, and climate change education policy research. By outlining in greater detail the policy research that has been undertaken to date, the review provides a platform for a broadened diversity of policy studies in environmental and sustainability education. 相似文献
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《International Journal of Lifelong Education》2012,31(6):657-672
ABSTRACTAdult education is a key component of worldwide collaborative efforts to achieve social justice aims, such as the UN’s Sustainable Development Goals. Such collaborative efforts require the involvement of all sectors, including non-governmental organisations (NGOs). In particular, given the prevalence of globalising and neoliberal influences on development, NGOs providing adult education programmes must navigate complex political and financial hurdles in addition to cultural differences. To evolve our understanding of the role NGOs and their efforts play in international development education, this systematic literature review investigates adult education programmes of NGOs operating in Non-Western contexts. Findings indicate programmes require stakeholder commitment to social justice, concerted efforts to adapt to social and economic contexts, and intentional cultivation of local and international partnerships. While findings align with a general understanding of effective practices within different cultural contexts, this synthesis of empirical work provides a foundation for deeper understanding of how to implement such culturally relevant practices and improve the path forward for NGO adult education programmes and partnerships. 相似文献
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Teacher education for literacy teaching is often fairly narrow in focus. New approaches are needed that are sociocultural in orientation and take due account of the diversity of language forms, both traditional and contemporary, formal and informal, literary and non‐literary. We believe this need can be met by largely adopting a ‘multiliteracies’ approach as articulated by the New London Group. This research examined the ideas and practices of 10 literacy faculty in a large school of education and 22 first year literacy teachers from the same institution. It found that despite some important advances in a multiliteracies direction, many shortcomings remained. Part of the difficulty was lack of clarity about the nature and purpose of multiliteracies pedagogy. This paper has two main purposes: first, to attempt to clarify the nature and importance of a multiliteracies approach; and second, to report on the successes achieved and challenges encountered in moving in this direction in one school of education. 相似文献
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This study presents a systematic review of the literature on augmented reality (AR) used in educational settings. We consider factors such as publication year, learner type (e.g., K-12, higher education, and adult), technologies in AR, and the advantages and challenges of using AR in educational settings. The full range of SSCI journals was surveyed and a total of 68 research articles were selected for analysis. The findings reveal an increase in the number of AR studies during the last four years. The most reported advantage of AR is that it promotes enhanced learning achievement. Some noted challenges imposed by AR are usability issues and frequent technical problems. We found several other challenges and numerous advantages of AR usage, which are discussed in detail. In addition, current gaps in AR research and needs in the field are identified, and suggestions are offered for future research. 相似文献
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Environmental Citizen Science (CS) initiatives have been largely embraced in K-12 education, as they are often hypothesized to improve students' knowledge, skills, attitudes, and behaviours to act as “environmental citizens” according to the notion of Environmental Citizenship (EC). However, the potential of environmental CS initiatives to promote Education for Environmental Citizenship (EEC) has not been systematically explored. At the same time, environmental CS initiatives for educational purposes are highly heterogenous and learning is enacted in diverse ways, according to the participatory and the pedagogical components underpinning each initiative. To address the complexity of the field, this review study adopts the PRISMA methodology to synthesize thirty-four empirical studies (n = 34) retrieved from a systematic review of the literature covering the last two decades (2000–2020). The reviewed environmental CS initiatives were subjected to a content analysis to identify their impact on students' EC (e.g., EC competences, actions, outcomes), as well as to unveil the CS initiatives' constitutional components in terms of (a) Participation (e.g., types of students' contributions, level of data collection, frequency of students' participation, modes of student engagement, forms of students’ involvement), and (b) Pedagogy (e.g., learning goals, educational contexts, learning mechanisms, EEC pedagogy). Our analysis shed light to the three territories (Participation, Pedagogy, Environmental Citizenship) underpinning the reviewed CS initiatives as well as to their interrelations. We reflect on these findings, and we provide directions for future research to guide the development of more successful environmental CS initiatives in K-12 education, serving as a vehicle for EC. 相似文献
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Olga Dysthe 《Assessment & Evaluation in Higher Education》2011,36(1):63-79
The point of departure for this article is the ‘chameleon’ aspect of portfolios and the diversity of portfolio models and practices in higher education on the international arena today. Our aim is to investigate the contextual character of this diversity by using Norwegian higher education as an example and to show how macro‐level influences, particularly the Bologna related Quality Reform, have shaped the overall development of portfolio practices. We contextualise and discuss the sudden expansion of learning and assessment portfolios in Norway after 2002. Our data are primarily a nationwide survey of portfolio practices, supplemented by findings in a research evaluation of the reform and previously published case studies. The majority of portfolios in Norwegian higher education can be classified as ‘disciplinary‐based course work portfolios’ and they typically serve a combination of learning and assessment purposes. But within this category we found systematic differences between different educational areas where the main dividing line seems to be between professional and non‐professional education. The underlying research perspective is sociocultural and this directs our attention to contexts, cultures and traditions that shape portfolio development and practices rather than to individual differences (micro level). 相似文献
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Computational thinking (CT) is gaining increasing attention from researchers and practitioners all over the world to empower children in the digital era. However, there is no consensus on which components of CT to teach beginning coders in early childhood education (ECE). To address this issue, we conducted a systematic review of 42 empirical studies focused on teaching and assessing CT in ECE. We analyzed the included studies with the three-dimensional CT framework proposed by Brennan and Resnick (2012) and demonstrated how this framework could be modified to fit the context of ECE. Based on this systematic review, we sorted out the CT components that were proven suitable for young children to learn by incorporating emerging components and removing components inappropriate for young children. We thus proposed a CT curriculum framework for ECE that covers CT concepts (i.e., control flow/structures, representation, and hardware/software), CT practices (i.e., algorithmic design, pattern recognition, abstraction, debugging, decomposition, iteration, and generalizing), and CT perspectives (i.e., expressing and creating, connecting, perseverance, and choices of conduct). This systematic review and its associated CT curriculum framework provide important theoretical contributions and practical implications for early childhood CT education. 相似文献
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We conducted a systematic literature review of peer-reviewed research studies published between 1999 and 2010 that empirically evaluated the outcomes of environmental education (EE) programs for youth (ages 18 and younger) in an attempt to address the following objectives: (1) to seek reported empirical evidence for what works (or does not) in EE programming and (2) to uncover lessons regarding promising approaches for future EE initiatives and their evaluation. While the review generally supports consensus-based best practices, such as those published in the North American Association for Environmental Education’s Guidelines for Excellence, we also identified additional themes that may drive positive outcomes, including the provision of holistic experiences and the characteristics and delivery styles of environmental educators. Overall, the evidence in support of these themes contained in the 66 articles reviewed is mostly circumstantial. Few studies attempted to empirically isolate the characteristics of programs responsible for measured outcomes. We discuss general trends in research design and the associated implications for future research and EE programming. 相似文献
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Andrea E. Weinberg Ann Sebald Cerissa A. Stevenson Wendy Wakefield 《The Teacher Educator》2020,55(2):190-213
AbstractWhile coteaching is not a novel or even new approach in P–12 classrooms, its application in teacher education contexts has become increasingly prevalent. Coteaching in teacher education has been touted for its potential to promote collaborative classroom practice, connect theory and praxis, counteract sociocultural disparities in classrooms, and improve outcomes for teacher candidates as well as P–12 students and inservice teachers. This article presents a scoping review of the 103 empirical studies focused on coteaching in teacher education to enhance conceptual clarity and heighten understandings of the nature and extent of such research. We map the methodological characteristics of these studies that serve to the breadth and depth to which coteaching in teacher education has been examined. Next, we describe the outcomes and phenomena explored by the 103 studies to reveal the intended results as well as points of tension for coteaching in teacher education. Finally, we couple an analysis of coteaching definitions within these studies with an analysis of the ways in which coteaching is implemented in teacher education. Notable findings of this scoping review include the extensive range of ways coteaching is implemented across the preservice teacher education curriculum, the variety of aims for coteaching in these contexts, and the need for continued grounding in frameworks to enhance understandings of coteaching practices and impacts for stakeholders including P–12 students, inservice teachers, teacher candidates, and university faculty. 相似文献
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Lilly Briggs Nancy M. Trautmann Christine Fournier 《Environmental Education Research》2018,24(12):1631-1654
AbstractThis systematic review extends the boundary of prior reviews in the environmental education (EE) field by analyzing publications focused on Latin America and the Caribbean (LATAM). We examined peer-reviewed literature and dissertations/theses in four languages (English, French, Spanish and Portuguese) published between January 2000 and February 2018 to examine outcomes of EE interventions occurring in both formal and nonformal settings among LATAM youth up to age 18 years. Our findings reflect recurring critiques of EE, such as the field’s limited empirical research and a bias toward measuring knowledge gain. Our findings also highlight themes specific to LATAM, related to issue-based EE programs, EE versus Education for Sustainable Development, barriers to EE implementation and potential challenges posed by bias, privilege and power in LATAM-based EE research. Access to potentially appropriate publications was limited by weaknesses in search databases. Only a small selection of LATAM countries is represented in publications that met the search criteria, limiting our capacity to draw stronger conclusions about the region as a whole. 相似文献
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Ongoing globalisation processes call forth a need to foster students' intercultural competences and language skills. Simultaneously, teachers face an increasing diversity of students' first languages and cultures within classrooms, demanding responsive and integrative practices from them which address all students. Bilingual education is one possible format in which these challenges can be met; however, it requires a high level of teacher professionalism. This systematic literature review harvests international research on bilingual education teachers published between 1995 and 2020. It compares frameworks and research on bilingual education teachers’ required competences for secondary education and generates a professional competence model for bilingual education teachers. This systematic review of 79 individual reports identifies a total of 16 converging competences, many focusing on language proficiency and pedagogical/psychological knowledge. Furthermore, it yields important implications for bilingual teacher training such as the fostering of (academic) language proficiency, cooperation skills and knowledge of bilingual education research. 相似文献
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Continued discrimination towards, and exclusion of, children with special needs, combined with the high dropout rate of students from socio-economically disadvantaged backgrounds, creates considerable pressure on the inclusive education (IE) reform initiatives of developing countries. To minimise the challenges to implementing IE reform policies into classroom level practices, education systems need to apply strategies which are contextually useful. Bangladesh has introduced a number of policies and acts to support IE reform in regular schools. In the past, there were few and limited empirical studies in the context of primary education, which focus on IE. Recently, a number of studies conducted in Bangladesh have identified some contextual issues underpinning IE implementation. This paper reports on three such doctoral studies that investigated issues related to the implementation of IE policy in primary schools in Bangladesh. This paper focuses on the implications of the major findings of those studies. It is expected that the contextual evidence and implications of the findings will help primary education development programmes implement IE policy more successfully. 相似文献
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保安族是甘肃省三个特有少数民族之一。通过对保安族研究文献的梳理,认为研究主题主要集中在保安族介绍性质的研究,保安族现实教育问题的调查研究,保安族教育类型及教育特色的研究,保安族教育历史的研究及其他相关研究等几个方面。关于保安族教育研究,存在着零散描述的多,系统研究的少;实证调查研究多,理论推演的少;宏观整体研究的多,微观具体问题研究的少的＂三多三少＂的现象。今后的保安族教育研究将加强对保安族教育的系统研究,从研究方法看将定性与定量相结合,研究的问题也将更为微观和具体。 相似文献
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Psychology regulation bodies increasingly recognise interprofessional education (IPE) as important in equipping students for modern practice. In this article we report the first comprehensive systematic review of IPE among psychology students. We appraise and summarise the literature about the use of IPE in undergraduate and postgraduate psychology programs in the last 10 years. PRISMA methods were used in a systematic review of 10 electronic databases from May 2009 to May 2019. We included 19 studies comprising a sample of approximately 3447 participants with most studies conducted in the United States of America, the United Kingdom and Australia. Programs varied in scope ranging from interactions between psychology and one other discipline to up to 25 different degrees. All quantitative studies reported at least some positive results in areas such as attitudes towards interprofessional team work. Four of the five qualitative studies reported positive outcomes, and findings from the mixed-methods studies were similarly positive. Problems identified included challenges with remaining in scope of practice and issues with team dynamics. Overall, the review demonstrated that promising research exists regarding the impact of IPE on psychology students’ knowledge and attitudes and that the use and evaluation of IPE should be encouraged The evidence base requires improvement however via the inclusion of higher-level study designs, larger psychology cohorts and investigation of the effects of IPE on professional competencies and behaviour. 相似文献