Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms

Given the growing interest in retrieval practice among educators, it is valuable to know when retrieval practice does and does not improve student learning—particularly for educators who have limited classroom time and resources. In this literature review, we developed a narrow operational definition for “classroom research” compared to previous reviews of the literature. We screened nearly 2000 abstracts and systematically coded 50 experiments to establish a clearer picture of benefits from retrieval practice in real world educational settings. Our review yielded 49 effect sizes and a total n?=?5374, the majority of which (57%) revealed medium or large benefits from retrieval practice. We found that retrieval practice improved learning for a variety of education levels, content areas, experimental designs, final test delays, retrieval and final test formats, and timing of retrieval practice and feedback; however, only 6% of experiments were conducted in non-WEIRD countries. Based on our review of the literature, we make eight recommendations for future research and provide educators with a better understanding of the robust benefits of retrieval practice across a range of school and classroom settings.

     

孔子的教师职业道德思想探析——基于教师专业化的视角

当今社会,世界各国都在积极推进教师专业化,教师职业道德也应受到人们的关注。分析孔子的教师职业道德思想,对今天的教师专业化建设有重要意义。     

发达国家成人教育教师专业化的特色及其启示

成人教育教师专业化不但有助于从根本上提升成人教育教师的素质和成人教育的教学质量,而且也是实现成人教育专业化必不可少的一部分。发达国家十分重视成人教育教师专业化。并且形成了一定的特色。借鉴发达国家的经验,我国应通过立法保障、重视专业理论研究、开展专业训练、发挥专业组织作用和注重教师资格证书等措施,加速成人教育教师专业化的步伐。     

法官职业化的反思与构想

法官职业化与精英化是中国司法未来的发展方向,是法治对现代司法体制的必然要求。由于我国法官职业化建设起步较晚,并且诸如法官选任、职业道德规范以及与人民陪审制度的契合等问题依然是影响法官职业化建设的重要因素,所以我们需要借鉴西方的司法制度,充分挖掘本土资源来解决法官职业化建设中的问题并完善相应制度。     

Researching race/ethnicity and educational inequality in the Netherlands: A critical review of the research literature between 1980 and 2008

This article describes and critically analyzes how educational sociologists in the Netherlands have studied the relationship between race/ethnicity and educational inequality between 1980 and 2008. Five major research traditions are identified: (1) political arithmetic; (2) racism and ethnic discrimination; (3) school characteristics; (4) school choice; and (5) family background. The development of particular research traditions is explained by pointing to more general developments in terms of social policy and intellectual climate in the Netherlands. This study builds on a similar, recently published literature review that focuses on the UK context by critically comparing the development and findings from these different bodies of research literature. The conclusions suggest that the Netherlands, like England, developed strong research traditions in this area of research since the 1980s and that both countries can learn from each other and advance future research in this area by developing more comprehensive research agendas. More generally, this review illustrates the usefulness of conducting nationally comparative literature reviews in assessing the development of particular bodies of research and in bringing together knowledge produced in different national settings.     

Intellectual giftedness: Economic,political, cultural,and psychological considerations

The concept of intellectual giftedness has had a long history in the literature of psychology and education. However, though the existence of the phenomenon underlying this concept has never actually been disputed, there are multiple ongoing debates regarding its definition, methods for its identification, and subsequent programming. This essay is conceived to contribute to the discussion on intellectual giftedness and to provide a global context for the other articles in this issue. The essay is comprised of three major parts. First, we review the defining terms, contexts and theories historically and currently applied to the understanding of intellectual giftedness. Second, we comment on models used to identify it. Third, we discuss the major influences that directly shape the treatment of giftedness in a number of international settings.     

中国排球职业化问题探究——以恒大女排的“消失”为视角

中国排球在辉煌过后一直徘徊在低谷中,被职业化发达的其他国家队甩在后面。恒大女排的产生与"消失",在一定程度上反映了当下中国排球职业化的困境。中国排球职业化有其必要性与可能性。本文通过对恒大女排的境况加以分析,从一个侧面来解读中国排球职业化的困境现状和产生原因,并提出相应的改革出路,希望以此对中国排球职业化进程有所裨益。     

体育教练员专业化研究的意义及内容构想

运用文献资料、逻辑分析等研究方法,对体育教练员专业化研究的必要性和意义进行了阐述.认为:体育教练员专业化研究是提高体育教练员职业社会地位的需要,顺应体育教练员专业化这一世界性潮流的需要,体育教练员教育改革的需求与方向.体育教练员专业化研究可为教练员职业发展指明方向,有助于增强体育教练员的专业素质,为提升体育教练员的专业地位提供可能,有助于提高体育教练员教育的质量.并就现有专业化研究的理解,初步提出了教练员专业化研究的基本内容.     

教师专业化发展与专业成长浅析

文章通过重温教师专业化的背景、解析教师专业化的基本内涵,从教师职业道德和知识、技能、能力等方面探索教师专业化发展和专业成长的途径和方法,以更好地促进教育和谐发展。     

Children as research subjects: Guidelines for gatekeepers

The opportunity to conduct research in early childhood settings is vital to the growth and further professionalization of the early childhood field (Bowman, 1986; Goffin, 1989). Even though a unique body of research exists within early childhood education, more research in a greater diversity of settings and with a broader variety of groups of children and adults is needed.Mary Kay Helling is a doctoral candidate at Purdue University, Child Development and Family Studies Department; on leave from the faculty of South Dakota State University, Human Development, Child and Family Studies Department. Teresa Hughes is a doctoral candidate, Purdue University, CDFS Department.     

学校心理咨询职业化进程中的问题及对策

心理咨询职业化已成为国内外心理咨询与治疗业发展的共同趋势。与国外相比,我国还处于职业化的开始阶段。文中指出了我国学校心理咨询存在的问题,即师资队伍正在扩大,但专业化水平偏低;政府关注,政策推动,但学校保障体系不到位等。针对这些问题,提出了在思想上、管理上、师资队伍建设及咨询理论与模式等方面推进心理咨询职业化建设的对策。     

Munchausen by Proxy in an international context

OBJECTIVE: The professional literature on Munchausen by Proxy (MBP) abuse consists of more than 400 articles, chapters, and books. Most have come from a handful of English-speaking industrialized countries. Our aims were to establish the extent to which published work about MBP has emerged from outside these countries, and to determine the characteristics of any reported cases. METHOD: Numerous health care computer databases were queried, and the results supplemented by materials accumulated less formally. RESULTS: We identified 59 articles from 24 countries describing at least 122 cases in 9 different languages. Among cases in which the information was available, the mother was the sole perpetrator in 86%, the victim was aged between 3 years and 13 years in 52%, and the victim was male in 54%. The presentations of MBP appear to be similar across the world with the exception of induced apnea, which emerged as notably uncommon in this review. An extensive table presents the characteristics of each case. CONCLUSIONS: MBP clearly is not a phenomenon unique to Western or highly medicalized societies. This form of abuse is being increasingly recognized and reported throughout the world. The literature from the US, Canada, UK, Australia, and New Zealand often presupposes access to resources, such as subspecialists and social service agencies, that may be seriously constrained in other countries. The contributions of professionals elsewhere will be vital in ensuring that the efforts in English-speaking industrialized settings to develop standards of care encompass an international perspective.     

专业化语境下我国教师教育的困境与破解路径

目前,教师专业化已成为世界教师教育改革的核心理念。进行以教师专业化为核心的教师教育的改革,成为世界教师教育发展的趋势与潮流。相比之下,我国教师教育在一体化、制度化、实践性等方面尚有较大问题和差距。要使教师教育获得持续、健康、稳定地发展,就必须寻找教师教育创新的途径。专业化语境下我国教师教育的改革必须在理念、政策、课程和制度等方面做出具有前瞻性的选择。     

我国大陆地区教师专业化过程研究述评

教师专业化是近年来教育研究中的热点问题,而专业化过程的研究又是其中的重中之重,因为它对于探索教师成长规律具有重要价值.我国大陆地区该项研究包括发展阶段研究、特定阶段研究、教师类型研究等,本文对此进行了较为全面的梳理和评析.     

Middle leaders and middle leadership in schools: exploring the knowledge base (2003–2017)

ABSTRACT

The purpose of this article is to explore the development of the knowledge base on middle leadership in schools. Since the seminal reviews conducted by Bennett a contemporary scan only of the scholarly literature on middle leaders/leadership in schools has not been undertaken. Consequently, this article looks at outputs relating to this topic by examining research papers indexed in the Web of Science and in SCOPUS between 2003 and 2017. The prime purpose of this review is to offer some reflections on the development of the empirical base on middle leadership in schools since 2003 and to highlight some of the implications for future research. The article concludes that middle leadership in schools remains an ongoing focus of research inquiry in a growing number of countries but suggests that the knowledge base would benefit from more sophisticated empirical studies and greater theoretical analysis.     

西方教学伦理研究的路向与问题

教学专业化的努力,以及有效教学实践范式之弊端的不断凸显,推动了教学伦理研究的发展。相关文献回顾表明,教学内在的道德本质与其作为专业所需满足的外在标准,为教学的伦理特性提供了辩护。作为哲学—规范探究的补充,实证研究深化了我们对教师伦理实践复杂性的理解。当前,有待思考的问题是如何寻求有效教学与合伦理教学的平衡,及如何拓宽实证研究论域,并将相关发现更好地纳入哲学—规范探究的话语体系之中。     

The educational use of social annotation tools in higher education: A literature review

This paper presents a literature review of empirical research related to the use and effect of online social annotation (SA) tools in higher education settings. SA technology is an emerging educational technology that has not yet been extensively used and examined in education. As such, the research focusing on this technology is still very limited. The literature review has aimed at presenting a comprehensive list of SA empirical studies not limited to a particular research method or study domain. Out of more than 90 articles that were initially found, only 16 studies met the inclusion criteria. Among the included studies were eight experimental or quasi-experimental studies and eight evaluation/survey studies. The SA empirical research has provided some evidence regarding the potential effectiveness of integrating social annotation tools into learning activities. Findings from the gathered literature were synthesized to provide recommendations for using SA technology in educational settings.     

Professionalization and the Training of University Administrators in China: A Comparative Perspective

Compared to the training of higher education management professionals in the US, the training of their counterparts in China is relatively modest, with few programs offered at the graduate level. Further, few concrete solutions have been proposed for tackling the challenge of preparing managerial professionals for the sound development of higher educational institutions in China. Based on existing theories and practices associated with professionalization and findings from the literature and data collected from universities both in China and the US, this paper examines the training of higher education professionals from a comparative perspective in the two countries. With the intention of identifying the characteristics of “best practices” for the training and education of institutional executives, in an effort to provide possible suggestions for the future development of higher management training in China, the paper will discuss the topic from two perspectives: short-term in-service training programs and formal PhD and EdD programs.     

中国高等职业教育教师职业化现状及对策研究

随着高等教育国际化趋势不断加强,高等职业教育教师职业化作为高等教育改革的一个重要内容也越来越引起人们的关注.首先对发达国家和地区职业教育教师职业化成就进行了梳理;然后,分析了当前中国高等职业教育教师职业化存在的诸多问题;最后,从意识、制度和实践层面分别探讨了教师职业化的有效途径.     

世界高水平大学教师教学发展运行机制探析——基于麻省理工学院的案例研究

教学发展是教师专业化发展的重要维度。在大学内部建立促进教师教学发展的运行机制是发达国家高水平大学的通行做法。麻省理工学院的教师教学发展机制具有自身特色：建立在浓厚的教学文化基础上,组织机构分散设立并协调运作,特别重视对课程支持与教学促进,具有较强的校本性和针对性,专业化的发展思路贯穿始终。麻省理工学院的个案经验与实践启迪表明,我国研究型大学的教师教学发展工作应在功能定位、建设内容和政策制度等方面取得重点突破。