Communicating comparative findings from meta-analysis in educational research: some examples and suggestions     

Steve Higgins  Maria Katsipataki 《International Journal of Research & Method in Education》2016,39(3):237-254

ABSTRACT

This article reviews some of the strengths and limitations of the comparative use of meta-analysis findings, using examples from the Sutton Trust-Education Endowment Foundation Teaching and Learning ‘Toolkit’ which summarizes a range of educational approaches to improve pupil attainment in schools. This comparative use of quantitative findings has similar characteristics to umbrella reviews which provide a succinct but applicable summary of the current state of evidence to inform practice or policy. Meta-analysis helps to identify which approaches have, on average, made the most difference to tested learning outcomes, in terms of effect size. We suggest that any comparative inferences made between meta-analyses should be treated cautiously, but taken seriously. Additionally, we present alternative ways of interpreting effect sizes, security ratings and cost-estimates to make research findings accessible, whilst retaining appropriate accuracy which is discussed using the ‘Toolkit’ as an example. We conclude by arguing that we should consider the available information not as ‘what works’, but ‘what has worked’ to understand its value and limits in terms of supporting the development of research-based practice.  相似文献   

Problems of the Selection and Professional Orientation of Soviet Pegagogical Students     

Janet M. D. Higgins 《比较教育学》1976,12(2):157-162

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Translating Laboratory Evidence into Classroom Practice with Teacher‐Led Randomized Controlled Trials—A Perspective and Meta‐Analysis     

Richard Churches  Eleanor J. Dommett  Ian M. Devonshire  Robin Hall  Steve Higgins  Astrid Korin 《Mind, Brain, and Education》2020,14(3):292-302

We initiated and structured a single program that supervised teachers, some with neuroscience or psychology degrees, to collaborate and explore the effects of science of learning‐translated pedagogy. This article reports on the 34 findings from teacher‐led randomized controlled trials (RCTs) and replications. Teachers designed trials, looking at areas such as attention, memory, and spaced learning. Overall, positive effects were found over short periods (1–6 weeks; r = 0.15, p < .0001 [d = 0.30], N = 2,157). However, retrieval practice (testing as a learning experience) had differential effects mediated by age, approach, and lesson content. Results suggest science of learning‐translated pedagogy needs extensive replication to establish how best to use laboratory evidence in classrooms. Multiple planned replication of teacher‐led RCTs has potential as an evaluation tool, combining high levels of mundane realism with strong internal validity and the potential to build cost effective large samples for meta‐analysis.  相似文献   

Culturally responsive peacebuilding pedagogy: a case study of Fambul Tok Peace Clubs in conflict-affected Sierre Leone     

Sean Higgins 《International Studies in Sociology of Education》2019,28(2):127-145

Recent research on the peace-promoting agency of teachers in conflict-affected contexts has critiqued the dominance of a menu of curriculum initiatives circulated within aid organizations which ignore or dismiss indigenous cultural resources available within local communities. On the other hand, the turn to local culture in peacebuilding interventions has also been critiqued for idealizing the local. This paper presents a case study of the work of Fambul Tok Peace Clubs in conflict-affected Sierra Leone which aim to support teachers in drawing on local practices, rituals and symbols. Using an interpretative approach, alert to the meanings teachers ascribe to their pedagogical practices, it finds that teachers respond to local culture in multiple, sometimes contradictory ways. These range from celebration of indigenous practices as resources for conflict resolution that resonate with their pupils and communities to critique of their oppressive gender norms and inability to address structural drivers of conflict.  相似文献   

Developmental Changes in Achievement Evaluation: Motivational Implications of Self-Other Differences   总被引：3，自引：0，他引：3  

Diane N. Ruble  Ronda Eisenberg  E. Tory Higgins 《Child development》1994,65(4):1095-1110

In order to explore the development of self-evaluative biases, children at 3 age levels (5–6, 7–8, 9–10) evaluated themselves or another child when given social or temporal comparison feedback. Evaluative biases were indicated by higher evaluations for the self than another, especially after failure. Children at different ages were not differentially responsive to temporal vs. social comparison information. However, evaluative bias in response to the type of evaluation differed by age; there was greater bias for general ability evaluations by older children and greater bias for specific performance evaluations by younger children. Alternative explanations for these self-other differences were minimized, as differences in visual orientation were held constant and differences in knowledge of effort were controlled statistically. Other aspects of the design as well as sex differences support a motivational interpretation of these biases. How these biases are manifested is related to children's level of understanding and concerns at different ages.  相似文献   

MacIntyre's Moral Theory and the Possibility of an Aretaic Ethics of Teaching     

Christopher Higgins 《Journal of Philosophy of Education》2003,37(2):279-292

In this paper, I reconstruct Alasdair MacIntyre's aretaic, practical philosophy, drawing out its implications for professional ethics in general and the practice of teaching in particular. After reviewing the moral theory as a whole, I examine MacIntyre's notion of internal goods. Defined within the context of practices, such goods give us reason to reject the very idea of applied ethics. Being goods for the practitioner, they suggest that the eudaimonia of the practitioner is central to professional ethics. In this way, MacIntyre's moral theory helps us recover the untimely question, how does teaching contribute to the flourishing of the teacher?  相似文献   

Assessing the unassessable: making learning visible in undergraduates’ experiences of scientific research     

Anna Wilson  Susan Howitt  Denise Higgins 《Assessment & Evaluation in Higher Education》2016,41(6):901-916

We suggest that academics involved in the provision of research experiences to undergraduate science students may benefit by reconceptualising these experiences as work-based learning. In particular, drawing on the widespread use of reflective practice in work-based learning allows for a more effective focus on process-related learning. We describe an empirical study involving the implementation of reflective blogs in which science students responded to prompt questions designed to focus their attention on how their project was progressing, the process of research and their own learning. The blogs reveal examples of students engaging in independent thinking, creative thinking and developing a sense of themselves as scientists, all qualities valued by supervisors. They also show how these combine as ‘wicked competences’ that allow students to address the complex problems and uncertainties of research. We identify characteristic patterns of reflection that indicate the exercise of such competences and suggest that these could be used as explicit evidence by academics making judgements for assessment purposes.  相似文献   

Reclaiming education: ‘fake news’, research and social justice     

Louise Hayward  Steve Higgins  Kay Livingston  Dominic Wyse 《Curriculum Journal》2018,29(1):1-3

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The effect of glycaemic index of high carbohydrate diets consumed over 5 days on exercise energy metabolism and running capacity in males     

Sareena Hamzah  Siobhan Higgins  Tamara Abraham  Paul Taylor  Daiva Vizbaraite 《Journal of sports sciences》2013,31(14):1545-1554

Abstract

The aim of this study was to determine whether rates of total fat and carbohydrate oxidation and endurance capacity during running conducted in the fasted state are influenced by the glycaemic index (GI) of high carbohydrate diets consumed over 5 days. Nine healthy males performed three treadmill runs to exhaustion at 65% of maximum oxygen uptake ([Vdot]O_2max): after a habitual diet (control trial), after 5 days on a high carbohydrate/high glycaemic index diet, and after 5 days on a high carbohydrate/low glycaemic index diet in randomized counterbalanced order. No significant differences in rates of fat and carbohydrate oxidation, concentrations of plasma insulin, glucose, non-esterified fatty acids and glycerol, or time to exhaustion were observed between the high carbohydrate/high glycaemic index and high carbohydrate/low glycaemic index trials. Compared with the control trial, the concentration of plasma glycerol and rate of fat oxidation were lower (P < 0.05) and the rate of carbohydrate oxidation higher (P < 0.05) in both the high carbohydrate/high glycaemic index diet and high carbohydrate/low glycaemic index trials during the run to exhaustion. In conclusion, the extent by which a high carbohydrate diet consumed over 5 days reduces rate of fat oxidation during subsequent running exercise in the fasted state is not influenced by the glycaemic index of the diet.  相似文献   

Supporting Teachers’ Use of Technology in Science Instruction Through Professional Development: A Literature Review     

Tara E. Higgins  Michele W. Spitulnik 《Journal of Science Education and Technology》2008,17(5):511-521

Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical research synthesizes the effective elements of professional development programs that support science teachers in learning about technology integration. Studies are examined that explore how professional development supports technology use within inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding and building on teachers’ beliefs about science and technology; supporting teacher learning by supporting teachers’ examination of students’ work; using technology to support teacher communities and social networks; and sustaining teachers’ learning beyond formal professional development programs.

Tara E. HigginsEmail:

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