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1.
Abstract

The present article attempts to reinterpret the findings of most recent studies investigating effect of using games for teaching purposes. A methodological approach combining a meta-analysis of quantitative data with qualitative ones was adopted in order to present the broadest picture of the current research on educational use of games. To this end, we conducted a meta-analysis of 180 effect size comparisons out of 154 empirical studies on the effect of both digital and non-digital games on academic achievement conducted during the period from 2004 to 2019 in order to determine the overall effect size of using games for teaching various subjects. The overall sample size of the studies included a total number of 12800 participants. Some moderator analyses were also carried out to determine the exact efficiency of educational games in terms of student levels, durations of implementation of game activities, school subjects in which games were used, class sizes, kinds of games and achievement tests used. The findings suggest that educational games have a positive effect on academic achievement and this effect is at a medium level (g?=?0.695). The highest effect sizes were observed in foreign language courses (g?=?0.87), small (less than 50) class sizes (g?=?0.87), and in non-digital games (g?=?0.90). Moreover, we conducted a meta-thematic analysis based on document analysis of qualitative studies in order to further consolidate the findings of the meta-analysis. The meta-thematic dimension of our study reveals cognitive contributions as well as drawbacks of game-based teaching, and provides suggestions for conducting educational games in a better way.  相似文献   

2.
Background

Adjuvant (chemo)radiotherapy (A(C)RT) may be an important supplement to surgery for extrahepatic cholangiocarcinoma (EHCC). However, whether all patients would achieve benefits from A(C)RT and which adjuvant regimen, adjuvant radiotherapy (ART) or adjuvant chemoradiotherapy (ACRT), would be preferred, are still undetermined. The low incidence of EHCC makes it difficult to carry out randomized controlled trials (RCTs); therefore, almost all clinical studies on radiotherapy are retrospective. We have conducted a meta-analysis of these retrospective studies.

Methods

We conducted a meta-analysis of current retrospective studies using PubMed, Embase, and ClinicalTrials databases. All studies published in English that were related to A(C)RT and which analyzed overall survival (OS), disease-free survival (DFS), or locoregional recurrence-free survival (LRFS) were included. Estimated hazard ratios (HRs) were calculated for OS, DFS, and LRFS.

Results

Data from eight studies including 685 patients were included. Our analysis showed that A(C)RT significantly improved OS (HR 0.69, 95% confidence interval (CI) 0.48–0.97, P=0.03), DFS (HR 0.60, 95% CI 0.47–0.76, P<0.0001), and LRFS (HR 0.27, 95% CI 0.17–0.41, P<0.00001) of EHCC overall. In subgroups, patients with microscopically positive resection margin (R1) could achieve a benefit from A(C)RT (HR 0.44, 95% CI 0.27–0.72, P=0.001). No statistically OS difference was observed in negative resection margin (R0) subgroup (HR 0.98, 95% CI 0.30–3.19, P=0.98). Significant OS benefit was found in patients who received concurrent ACRT (HR 0.40, 95% CI 0.26–0.62, P<0.0001), while the result of ART without chemotherapy showed no significant benefit (HR 1.14, 95% CI 0.29–4.50, P=0.85). In the distal cholangiocarcinoma subgroup, no significant difference was seen when ACRT and ART were included (HR 0.61, 95% CI 0.14–2.72, P=0.52), but a significant difference was seen when analyzing the concurrent ACRT only (HR 0.29, 95% CI 0.13–0.64, P=0.002).

Conclusions

A(C)RT may improve OS, DFS, and LRFS in EHCC patients, especially in those with R1 resection margins. ACRT may be superior to ART especially in distal patients.

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3.
ABSTRACT

Fostering the development of gross motor (GM) skills is important in itself and beneficial for the holistic development of children. While early childhood curriculum frameworks for GM teaching have been recently articulated, there is limited research on actual pedagogical practices. This study explored GM teaching practices in Singapore Kindergarten 1 classrooms (4–5 years), focusing on where (indoors vs outdoors), what (types of GM skills) and how (teaching strategies and opportunities for practice) preschool educators teach. The study is part of a longitudinal project in which 108 Kindergarten 1 classrooms were observed and videotaped during a full ‘typical day’ (3–4 hours). GM teaching was observed to occur predominantly indoors. Non-locomotor skills were the most frequently taught to children, followed by locomotor and manipulative skills. Many educators were observed using explicit teaching strategies before and during GM activities, with low involvement after activities had been completed. While GM teaching was predominantly teacher-led, opportunities for unguided practice and play were more frequent outdoors. We conclude that Singapore preschool educators need support to better enact the guidelines of the GM curriculum framework. The study enriches the thin classroom-based international literature on GM education.  相似文献   

4.
Background: More young people, boys and girls, are needed in technical studies and professions, as the relative number of students in technology-related studies has been decreasing in most industrialised countries. To overcome this decrease several countries implemented mandatory technology classes in the curriculum of secondary education.

Purpose: This study has two goals: exploring the evolution of pupils’ interest during the year(s) they attend the mandatory technology classes and exploring determining characteristics for differences in boys’ and girls’ attitude change over time.

Sample: This study focuses on data gathered in the first and second grade of the first cycle in general secondary education in the North region of Belgium, Flanders. In a first stage we selected a good representation of geographically spread schools (n = 20), from which over 1300 students participated.

Design and methods: A longitudinal study with eight measurement occasions spread over the course of two years is presented in order to capture the evolution of students’ attitudes, making use of a multilevel growth model analysis.

Results: The results show that students’ interest in technology decreases over time, although at the end of each grade interest is increasing again. Boys’ and girls’ interest in technology also evolves a little different in the first cycle of secondary education. For career aspirations we didn’t see any significant difference between boys and girls. Boys’ and girls’ aspirations decrease over time with a little increase by the end of the second grade. Students with a more technological curriculum also have more career aspirations in the field of technology than their peers with other curricula. Although students’ perceptions about technology as a subject for boys and girls are largely stable.

Conclusions: The evolution of students’ attitude is far from linear, this strengthens us in the choice for a more complex analysis model and the choice for more measuring points than only at the beginning and the end when analysing students’ attitudes towards technology. With this research we found that students interest and aspirations in the field of technology are not stable and do change in the first cycle of secondary education. Overall, we can conclude that if the goal of technology education at school maintains to promote ‘a larger number of students in technological oriented studies and professions’, there is still much to do.  相似文献   

5.

This article presents findings from a meta-analysis which sought to determine the effectiveness of interventions adopting a whole school approach to enhancing children and young people’s social and emotional development. Whole school interventions were included if they involved a coordinated set of activities across curriculum teaching, school ethos and environment, and family and community partnerships. A total of 45 studies (30 interventions) involving 496,299 participants were included in the analysis. Post-intervention outcomes demonstrated significant but small improvements in participants’ social and emotional adjustment (d = 0.220), behavioural adjustment (d = 0.134), and internalising symptoms (d = 0.109). Interventions were not shown to impact on academic achievement. Origin of study and the inclusion of a community component as part of a whole school approach were found to be significant moderators for social and emotional outcomes. Further research is required to determine the active ingredients of whole school interventions that we can better understand the components necessary to achieve successful outcomes.

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6.
ABSTRACT

Readability studies routinely report that resources with physical activity-related content exceed the eighth-grade reading level (RL), the maximum recommended for health education resources. The objectives of this meta-analysis were to determine the extent that findings in the literature represented true differences and whether production sources differed in their average RL. Fourteen studies met the study inclusion criteria. The main analysis involved 819 print and web article resources produced by government and nongovernment sources. The average RL was greater than eighth-grade (M = 10.25, 95% CI = [9.62, 10.91], p < .001), a nearly substantial magnitude of difference (g = .75), with a substantial percentage of the observed effects representing true differences (I2 = 79.79%). No differences were observed between productions sources, Q(5) = 2.56, p = .767. Publication bias and publication date did not meaningfully affect the main findings, nor did variations in study methodology or quality. The implications of these results for kinesiology are discussed and recommendations for future research are presented.  相似文献   

7.
Abstract

The present study investigated the effects of individualized instruction on mathematics achievement at the elementary and secondary school levels. The meta-analysis technique developed by Glass was applied to the same sample of studies used by Schoen in his previous voting-method analysis of individualization. The analysis of the 129 effect sizes revealed important trends for the use of self-paced modular instruction in mathematics. This study is also significant in its comparison of the conclusions drawn from a voting-method analysis and Glass’s meta-analysis technique.  相似文献   

8.
Abstract

Policy makers in the UK are trying to improve school meals, by focusing on eating well. This article explores the way policies are framed by academic performance and health as a reason for providing school lunches. Using Nussbaum’s capability approach we argue that the purpose of schooling should be to provide young people with the ability to lead a life of choice. We argue that school meals are an important social good, which allow young people to develop critical skills around food which they can then use throughout their lives. We draw on evidence from two ethnographic research projects on food in schools, conducted in England. We question whether the collocation between healthy eating and learning should be the focus of school food reform and contemplate the role of society and government to provide children with healthy meals, irrespective of learning outcomes. School meals are more than good exam results.  相似文献   

9.
Abstract

Despite the wealth of information which exists concerning environmental behavior, it is not known which variable or variables appear to be most influential in motivating individuals to take responsible environmental action. A meta-analysis of environmental behavior research was undertaken in an attempt to determine this. An exhaustive search of the empirically based environmental behavior research conducted over the past decade yielded a substantial number of studies representative of a broad academic base. The characteristics and findings of these studies served as the data for the meta-analysis. As a result of the meta-analysis, the following variables were found to be associated with responsible environmental behavior: knowledge of issues, knowledge of action strategies, locus of control, attitudes, verbal commitment, and an individual's sense of responsibility. A model of predictors of environmental behavior is proposed.  相似文献   

10.
Abstract

This article extends recent attempts to think (post)qualitative research together with decolonial, postcolonial and other critiques – as a frictional, fraught encounter. I review how the concept of voice has been used in past and present research with children and young people: from research speaking about children and young people, dialogical speaking with the ‘agentic’ young person, poststructural refusals of ‘raw voices’ speaking for themselves, and (post)qualitative onto-epistemological experiments with utterances spoken in research assemblages. Reading one of my research practices – the mis/use of cloth puppets with high school students – through recent critiques of (post)qualitative work, two particular concerns materialize: accounting for relations between past and present research, and accounting for what comes to matter during and after research encounters.  相似文献   

11.
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12.
Abstract

A meta-analysis of vocabulary interventions in grades pre-K to 12 was conducted with 37 studies to better understand the impact of vocabulary on comprehension. Vocabulary instruction was found to be effective at increasing students' ability to comprehend text with custom measures (d = 0.50), but was less effective for standardized measures (d = 0.10). When considering only custom measures, and controlling for method variables, students with reading difficulties (d = 1.23) benefited more than three times as much as students without reading problems (d = 0.39) on comprehension measures. Gains on vocabulary measures, however, were comparable across reading ability. In addition, the correlation of vocabulary and comprehension effects from studies reporting both outcomes was modest (r = .43).  相似文献   

13.
Background: Schools should be safe spaces for students, teaching staff and non-teaching staff. For the concept of ‘safety’ to be meaningful, it must be interpreted broadly to encompass well-being in its widest sense. A common challenge for schools and educational authorities is, therefore, to manage school safety appropriately not only to prevent physical accidents and incidents, but also with the purpose of creating an environment that promotes physical, emotional and social well-being, both individually and collectively.

Purpose: The aim of this research paper is twofold: (a) to explore the concept of safety as it is interpreted by schools and analyse the extent to which schools are committed to the goal of creating safe and healthy school environments; and (b) to identify organisational and management practices that promote the safety of school staff and users.

Design, sample and methods: The research was carried out from a qualitative perspective, based on a study of multiple cases carried out in Catalonia, Spain. The case studies (N = 9 schools) were selected by means of a purposive sampling process in order to obtain a selection of schools covering different education stages and under different types of ownership. The data collection process involved carrying out semistructured interviews (N = 39) with school principals, health and safety officers, teaching staff and non-teaching staff; focus groups with families (N = 2) and a review of general documentation and specific safety documents (N = 58). The data collected were completed and verified by means of interviews with experts (N = 3). The interviews, focus groups and notes arising from the document review were transcribed literally and analysed thematically, following a cross-case analysis structure.

Results: The data analysis indicated that creating safe and healthy environments was not always an explicitly endorsed principle or goal for schools. However, all members of the educational community were involved in ensuring adequate levels of school safety; and diverse management and organisational actions and measures were implemented to ensure physical, emotional and social safety.

Conclusions: We conclude that according to a broad interpretation of safety, which encompasses well-being in its widest sense, a comprehensive school safety management approach had not been fully adopted by schools in the studied sample. Whilst involvement in safety practices was evident, many actions appeared to be carried out without full consideration of the wider promotion of school safety. The study suggests the importance of training and awareness activities for education professionals in order to build and promote safety culture and to facilitate the introduction of a comprehensive school safety approach in the day-to-day management of schools.  相似文献   

14.
ABSTRACT

Objective: This study was designed with the purpose of determining the relationship between social capital and lifestyle and their sub-variables among older adults.

Methods: This is a cross-sectional study using interviews that was conducted in 2017. This study was performed with randomly selected older people over 60 years of age in an urban area of Iran. Data were collected using a questionnaire in 3-month duration. The relationship between the study variables (lifestyle and social capital) was assessed through correlation analysis (in the case of non control of the underlying variables) and general linear modeling (in the case of control of the underlying variables). Data were analyzed using SPSS v.24 software at a 0.05 significant level.

Results: A total of 512 questionnaires were filed out. According to the Pearson correlation test, all social capital variables were associated with lifestyle components. However, in the general linear model test, feeling of trust and safety (p < 0.001), value of life (p = 0.030), and social participation (p = 0.004) had a significant relationship with the lifestyle.

Conclusions: The results indicated that social capital and lifestyle in the older adults were interconnected. Therefore, there is a need to improve social capital factors, especially social participation, feeling of trust and safety, and value of life, which is in-line with the strategies of achieving healthy older population. The results can be used to learn how to increase lifestyle in older adults.  相似文献   

15.
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16.
Background and purpose:

The purpose of this study was to investigate the comparative effects of a prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT) and traditional instruction on 10th grade students’ understanding of genetics concepts.

Sample:

Participants were 112 10th basic grade male students in three classes of the same school located in an urban area. The three classes taught by the same biology teacher were randomly assigned as a prediction/discussion-based learning cycle class (n?=?39), conceptual change text class (n?=?37) and traditional class (n?=?36).

Design and method:

A quasi-experimental research design of pre-test–post-test non-equivalent control group was adopted. Participants completed the Genetics Concept Test as pre-test–post-test, to examine the effects of instructional strategies on their genetics understanding. Pre-test scores and Test of Logical Thinking scores were used as covariates.

Results:

The analysis of covariance showed a statistically significant difference between the experimental and control groups in the favor of experimental groups after treatment. However, no statistically significant difference between the experimental groups (HPD-LC versus CCT instruction) was found.

Conclusions:

Overall, the findings of this study support the use of the prediction/discussion-based learning cycle and conceptual change text in both research and teaching. The findings may be useful for improving classroom practices in teaching science concepts and for the development of suitable materials promoting students’ understanding of science.  相似文献   

17.
Background: Inquiry-based science education (IBSE) is suitable to teach scientific contents as well as to foster scientific skills. Similar conclusions are drawn by studies with respect to scientific literacy, motivational aspects, vocabulary knowledge, conceptual understandings, critical thinking, and attitudes toward science. Nevertheless, IBSE is rarely adopted in schools. Often barriers for teachers account for this lack, with the result that even good teachers struggle to teach science as inquiry. More importantly, studies indicate that several barriers and constraints could be ascribed to problems teacher students have at the university stage.

Purpose: The purpose of this explorative investigation is to examine the problems teacher students have when teaching science through inquiry. In order to draw a holistic picture of these problems, we identified problems from three different points of view leading to the research question: What problems regarding IBSE do teacher students have from an objective, a subjective, and a self-reflective perspective?

Design &; method: Using video analysis and observation tools as well as qualitative content analysis and open questionnaires we identified problems from each perspective.

Results: The objectively stated problems comprise the lack of essential features of IBSE especially concerning ‘Supporting pupils’ own investigations’ and ‘Guiding analysis and conclusions.’ The subjectively perceived problems comprise concerns about ‘Teachers’ abilities’ and ‘Pupils’ abilities,’ ‘Differentiated instruction’ and institutional frame ‘Conditions’ while the self-reflectively noticed problems mainly comprise concerns about ‘Allowing inquiry,’ ‘Instructional Aspects,’ and ‘Pupils’ behavior.’

Conclusions: Each of the three different perspectives provides plenty of problems, partially overlapping, partially complementing one another, and partially revealing completely new problems. Consequently, teacher educators have to consider these three perspectives.  相似文献   

18.
This paper reports on part of an ongoing research project in England concerning the Nature of Science (NOS). The particular focus is on the initial thinking of the graduate scientists starting a one-year, Postgraduate Certificate of Education (PGCE) course and the way the course approaches adopted influence their views and understanding of NOS and their teaching. The research is set against a wealth of literature indicating that teachers find it difficult to teach curricula that emphasise NOS. Thus a key impetus for research in this area has been to look for ways that beginning teachers might be better prepared to face such challenges.

Sample

The paper draws on data from three cohorts of secondary PGCE students in a university–schools partnership, involving a total of 169 students.

Design and method

The research lies within a design research tradition. It has used mixed methods, involving written tasks, interviews and focus groups, with an iterative approach where the outcomes from one cohort have been used to inform course developments in successive years.

Results

The results from these cohorts suggest that, while the students starting the course have a less restricted view of NOS than indicated by some other studies, in most cases there is a lack of breadth and depth to their understanding. There is some evidence that the use of specific tasks focusing on NOS in university-based sessions may be helping to develop and deepen understanding. However, the impact of current approaches remains fairly limited and attempts to develop teaching practices often face considerable barriers in the school-based practicum.

Conclusions

Graduate science students’ understanding of NOS as they embark on the PGCE is not highly developed. Hence, the emphasis on aspects of NOS in the school curriculum presents a considerable challenge. This study suggests that there is a need to both further develop an explicit focus on NOS in university-based sessions and to develop closer relationships between schools and university faculty in seeking to support developments in classroom practice in this difficult area.  相似文献   

19.
ABSTRACT

Background and Context: The use of block-based programming environments is purported to be a good way to gently introduce novice computer programmers to computer programming. A small, but growing body of research examines the differences between block-based and text-based programming environments.

Objective: Thus, the purpose of this study was to examine the overall effect of block-based versus text-based programming environments on both cognitive and affective student learning outcomes.

Method: Five academic databases were searched to identify literature meeting our inclusion criteria and resulted in 13 publications with 52 effect size comparisons on both cognitive and affective outcomes.

Findings: We found small effect size (g = 0.245; p = .137; with a 95% confidence interval of ?0.078 to 0.567) in favor of block-based programming environments on cognitive outcomes, and a trivial effect size (g = 0.195, p = .429; with a 95% confidence interval of ?0.289 to 0.678) on affective outcomes. Both effect size calculations were statistically insignificant using random effects models. The effect sizes were examined for moderating effects by education level, learning environment, and study duration. Some evidence of publication bias was detected in these data.

Implications: More research is needed to examine the utility and efficacy of block-based programming environments for novice programmers. Future studies should account for hybrid programming environments using novel research methods.  相似文献   

20.
Abstract

In the project Learning for Life we developed a hermeneutical–communicative model for worldview education that answers the European challenges of worldview diversity and worldview illiteracy. We implemented the model in a participatory action research project at nine schools for primary education in the Netherlands and monitored the outcomes. A meta-analysis shows that the model can be fruitfully applied in confessional and public schools, as well as in cooperation schools, which are a merger of confessional and public schools. The model is demanding with regard to the skills and attitude of worldview teachers. We suggest improvements for two aspects of the model from the perspective of white normativity.  相似文献   

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