The Relevance of Systematic Reviews to Educational Policy and Practice

This paper argues that educational policy and practice has much to gain from systematic reviews and other methods of research synthesis. Different types of reviews are considered, including narrative reviews, vote-counting reviews, meta-analyses, best evidence synthesis, and meta-ethnography. It is argued that systematic reviews allow researchers, and users of research, to go beyond the limitations of single studies and to discover the consistencies and variability in seemingly similar studies. This, in turn, allows for some degree of cumulative knowledge of educational research that is often missing in the absence of systematic reviews. Some limitations of systematic reviews and research synthesis for educational policy and practice are also discussed. The work of the Campbell Collaboration as an international organisation that promotes the use of systematic reviews in educational policy and practice is outlined.     

中文网络产品评论欺诈性问题研究

在互联网的广泛应用时代,无论是微博、博客还是各大论坛及购物网站都出现了针对产品或服务的客户评论．针对中文网络产品评论的分类分析,指出评论不一定是真实有效,具有欺诈性．从而以欺诈性观点来误导生产者和消费者的决策．通过对网络上欺诈性观点进行了一定的分析和研究,归纳出欺诈性评论的类型以及隐藏技巧,探讨了观点欺诈检测的方法．     

Peer review,Bourdieu and honour: connecting Chinese and Australian intellectual projects

The reviews of papers for refereed journals are rarely a source of exhilaration, only occasionally a pleasure and frequently dispiriting. Using peer reviews of research containing Chinese concepts, this paper explores different ways of thinking about knowledge, its evaluation and transfer. Bourdieu’s concepts of fields of power, position taking, positioning and honour provide a framework whereby peer reviews are positioned as integral to scholarly argumentation. They are used to test efforts to connect Chinese ideas into the global dynamics of research‐based knowledge, and to teach early career researchers about how to engage in academic disputation.     

Methodological Issues in Ethnic and Racial Identity Research With Ethnic Minority Populations: Theoretical Precision,Measurement Issues,and Research Designs

This article takes stock of research methods employed in the study of racial and ethnic identity with ethnic minority populations. The article is presented in three parts. The first section reviews theories, conceptualizations, and measurement of ethnic and racial identity (ERI) development. The second section reviews theories, conceptualizations, and measurement of ERI content. The final section reviews key methodological and analytic principles that are important to consider for both ERI development and content. The article concludes with suggestions for future research addressing key methodological limitations when studying ERI.     

Reviews of research on rural schools and their communities in British and Nordic countries: Analytical perspectives and cultural meaning

This introduction presents the case, and sets the scene, for five reviews of research on rural schools and their communities, arguing that educational research in this field is relatively rare, and decreasingly visible despite the significant population of the world's children who live in rural communities and attend rural schools. After considering various interpretations of ‘rural’, of the purpose and function of rural schooling, and of the relationship between school and community, we present three basic research questions with relevance for researchers of schools and communities, rural and urban, the world over, and raise more specific questions which are addressed in the reviews themselves and pursued in the closing chapter. Finally we introduce the research reviews and justify our selection of British and Nordic countries, where, despite geographical proximity, there are wide thematic and methodological disparities in rural schools’ research.     

国内外二语写作元认知研究述评--元认知与二语写作教学系列研究之二

文章分析总结了近年来国内外二语写作元认知研究的特点及涉及的方面，归纳了学者们的研究成果及存在的不足，并提出了有待进一步讨论的问题。     

Literature reviews,citations and intertextuality in graduate student writing

Literature reviews are a genre that many graduate students do not fully understand and find difficult to write. While the genre, language and rhetorical moves of literature reviews are widely researched, less research focuses on citation use in literature reviews. Teaching students ‘how-to’ write the literature review through explicit genre awareness is not enough. What is needed, is a focus on the discursive nature of citations since citations are a core ingredient in literature reviews. The complexity of citing, referencing and using sources is difficult to teach in university classrooms, especially in courses that focus on content knowledge. When it is taught, it is often imparted to students as conventions with particular organisational features around citation styles. Or it is taught within the discourse of morality and academic dishonesty that surrounds plagiarism. What is lacking is a pedagogy that relates citing to the more complex discursive practices that are implicit and deeply embedded in particular time-bound contexts. The purpose of this research was to explore citation patterns in 23 draft and final masters’ student literature review papers to better understand the ways in which students use sources in literature reviews with the aim of informing pedagogy. Findings indicate that the concept of intertextuality, specifically, transgressive intertextuality, intertextual engagement and discursive intertextuality can help with the teaching and learning of literature reviews and citation use.     

THE PLACE OF SYSTEMATIC REVIEWS IN EDUCATION RESEARCH

ABSTRACT:  The use of systematic reviews in educational research is a growing phenomenon in the UK, but is highly controversial. This article argues that such reviews have a useful place in a research cycle that wishes to inform and be informed by practice and policy. It proposes and discusses a model of educational research, showing how reviews relate to small or large-scale primary studies.     

Myths of Environmental Education

Abstract

A review of environmental education literature reveals a paucity of constructivist-based research. To support the case for this approach, the author reviews theoretical aspects of science education research of this type. It first situates different approaches to educational research in relation to different epistemologies and then reviews constructs used in constructivist science education research. Issues associated with the adoption of this epistemology—topics deemed worthy of research, importance given to the learner's pre-instructional knowledge, and perspectives on learning and understanding—are considered. The article concludes with proposals for constructivist research in environmental education across the educational commonplaces.     

基于有监督学习的店铺类虚假评论检测

网络在线评论对于商家和顾客具有重要价值,因而日益受到虚假评论行为的冲击。作为两个重要的在线评论领域,产品类评论（如亚马逊、淘宝）和店铺类评论（如点评网、Yelp）在语言特性、评论行为等方面存在显著差异。虽然研究者们已提出大量针对产品类虚假评论的检测方法,但对于店铺类虚假评论的研究仍然较少。针对Yelp.com网站上旅店、饭店有标注的点评数据,提取并分析各种评论欺诈特征,利用多种有监督学习方法进行虚假评论检测。实验结果表明,检测精度最高可达74%,AUC值可达75%。虽然店铺类虚假评论具有极强的隐蔽性,但通过权衡检测精度和召回率,可利用有监督学习方法对店铺类虚假评论进行有效检测。     

大学社会声誉的学理考察:国外研究进展及启示

大学社会声誉是一个极具理论价值和现实意义的研究课题。基于文献综述可知,大学社会声誉的评价、效应、形成及其影响因素是该领域的中心议题。近年来,从利益相关者互动、品牌传播学、组织行为学等视角展开的过程研究取得了许多创新性成果。国外研究进展启示国内学术界亟需通过系统探索并结合本土情境,加强理论与实证研究,对大学社会声誉的形成机理展开深入分析。     

A methodological review of systematic literature reviews in higher education: Heterogeneity and homogeneity

The field of higher education research has bourgeoned in the past decades, addressing a wide range of topics. Being in a rapidly expanding and interdisciplinary field of research, higher education scholars have demonstrated exigency for aggregating research findings to map the research landscape, identify future research directions, and bridge the research-practice divide. In this connection, systematic literature reviews have been carried out to consolidate research findings. With a proliferation of systematic literature reviews in higher education, the aim of this meta, methodological review is to provide a state-of-the-art systematic literature review methodologies in the field of higher education. Adhering to the exploratory nature of this study, this review analyses systematic literature reviews published in 16 top-tiered international journals in higher education (n = 160). Through qualitative research synthesis using thematic analysis and informed by grounded theory, a methodological framework comprising six stages and 20 steps is developed, which might help to instigate methodological dialogue between researchers when it comes to conducting systematic literature reviews. A handy checklist for conducting and evaluating systematic literature reviews in higher education is created.     

在线评论大数据下旅游景区网络口碑研究——以张家界国家森林公园为例

从微观尺度出发,利用在线评论大数据对景区的网络口碑进行研究。选取张家界国家森林公园为研究对象,从大数据视角入手,以新浪微博和马蜂窝等平台为信息中介,抓取并研究案例相关评论数据,构建朴素贝叶斯情感分类器对张家界国家森林公园的网络口碑进行分析。结果表明,与近几年相比,研究案例在2018年的网络口碑有一定程度的下降,与现实情况吻合|此外评论的分类准确率、召回率以及F值等评价指标均在90%左右,研究结果和研究方法对分析景区的网络口碑具有参考价值。     

Research on the effectiveness of computer-based instruction: A review

This article reviews the research on the effectiveness of computer-based instruction (CBI) conducted over the past two decades. Using student achievement as a dependent measure, research on CBI is reviewed under the headings of evaluative studies, summaries of the proportion of studies favourable and unfavourable to CBI (‘box-score reviews’) and meta-analyses. Conclusions are drawn as to the effectiveness of CBI with regard to academic and social achievement. Finally, a cost-analysis of CBI is provided.     

What Recent Reviews Tell Us About the Efficacy of Reading Interventions for Struggling Readers in the Early Years of Schooling

An analysis of large and influential published reviews of research pertaining to the reading acquisition of young struggling readers in the early years of schooling was undertaken. The reviews were selected on the basis that they either had been commissioned by federal governments or had been conducted by reputable research institutions and had been released in the past 10 years. A search of published literature pertaining to the topic found three federal reviews (from the United States, the United Kingdom and Australia), a What Works Clearinghouse Report into beginning reading programmes, a review of reading interventions by Slavin et al. and a synthesis of meta-analyses by Hattie. Analysis of these reviews indicated that there are key commonalities in findings about how to teach reading to young students. Reviews of interventions revealed some flaws and therefore provide limited information useful to programme implementation and development for young struggling readers.     

我国大陆随班就读态度研究综述

本文从研究对象、研究方法、研究具体内容及改变随班就读态度的策略等几方面对目前的随班就读态度研究现状进行了回顾和总结,分析了研究中存在的一些空白区域,希望能对未来的随班就读态度研究提供一些建议。     

The role of the school psychologist in school desegregation: A plan for action

The research on the outcomes of school desegregation has been generally disappointing. This paper briefly reviews the historical role of social science in desegregation, and reviews some of the current research on cooperative learning in the desegregated classroom. A comprehensive role for the school psychologist is outlined, in which goals and subgoals, means for achieving them, and anticipated outcomes are clearly delineated. It is proposed that implementation of this role would lead to a much more positive school desegregation experience for all students.     

注释与二语词汇附带习得

本文综述了近年来注释对二语词汇附带习得影响的研究成果,讨论了与研究相关联的心理语言学理论,指出了研究的特点和研究缺陷,并提出了研究成果对二语词汇学习和词汇教学的启示.     

论国外信息化教育研究的发展走势

文章从研究目的与方法、研究范型和研究领域等三方面入手，认为当前国外信息化教育研究发展的现状与走势可以概括为：研究目的和研究方法向多重性和多样化方向发展，研究范型从实证研究向发展研究转型，研究领域向技术、教育和学习理念相交织的时代性方向拓展。这些发展走势对我国的信息化教育的发展有重要的参照意义。