Classroom dialogue: a systematic review across four decades of research

Recognizing that empirical research into classroom dialogue has been conducted for about 40?years, a review is reported of 225 studies published between 1972 and 2011. The studies were identified through systematic search of electronic databases and scrutiny of publication reference lists. They focus on classroom dialogue in primary and secondary classrooms, covering the full age range of compulsory schooling. The methods of data collection and analysis used in the studies are described and discussed, with changes and continuities over time highlighted. Study results are then summarized and integrated to present a succinct picture of what is currently known and where future research might profitably be directed. One key message is that much more is known about how classroom dialogue is organized than about whether certain modes of organization are more beneficial than others. Moreover, epistemological and methodological change may be required if the situation is to be remedied.     

Classroom dialogue and science achievement

Conclusion This study indicates the responsibility that rests with the teacher in an activity-oriented classroom as far as providing the structural support necessary for effective learning (Note 4). The teacher is acting as a “surrogate textbook”. Using their own organization of knowledge-albiet wrong or incomplete-teachers provide the structure that is lacking. As the results indicate, some teachers can do this better than others. A challenge for teachers and teacher educators is to devise ways to improving the structure and sequencing of classroom dialogue. The TSA Technique could help here in two ways. It allows a sophisticated analysis of dialogue, indicating specific areas of weakness which could then be remedied by appropriate training. A similar approach has been used successfully with text material to rewrite and restructure deficient segments (Clarke; 1973). It could also be used to produce ideal “templates” of various models of teaching (e.g. Brady; 1985) for use as a guide for lesson planning.     

为增进学生思维而对话:课堂教学的终极追求

为增进学生的思维而对话,应成为课堂教学的终极追求。教育哲学、语言学、心理学和教育学等多个理论视角,共同诠释了对话是课堂学习之本质、增进深层次思维是课堂对话之根本这两个重要命题。要改进当前课堂教学对话中的问题,重在关注学生思维,倡导教师主控型对话走向师生互动型对话、封闭式对话走向开放式对话,创设自由宽松的课堂对话环境,提供对话策略指导师生学会对话。     

Effects of virtual learning environments: A scoping review of literature

Education and Information Technologies - The purpose of this scoping review is to isolate and investigate the existing data and research that identifies if the synchronous face-to-face visual...     

Repeat reports among cases reported for child neglect: A scoping review

BackgroundIn the United States (US), child welfare policy prioritizes prevention of future harm (e.g., repeat reports) after a report of maltreatment. The majority of reports include some form of child neglect, but no prior review of the recurrence literature has focused on neglect.ObjectiveThis review sought to help guide future research, policy and practice by summarizing recurrence findings related to child neglect with attention to the broader ecological context in which maltreatment occurs.ParticipantsThe final review included 34 US studies of maltreatment recurrence. Twenty-eight studies compared child neglect with at least one other form of maltreatment and six studies examined recurrence among neglect cases.MethodsEleven online databases were searched to locate relevant empirical studies. This review attended specifically to contextualizing findings according to other modifiable factors as well as methodological variation. A scoping review approach was used to summarize findings.ResultsOf the 28 studies comparing neglect to other types of maltreatment, 14 found increased risk for neglect, 12 found no association, and two reported a lower risk. When significant, the effect size ranged from 10% to over three times higher risk for neglect. Poverty or material need was the most commonly included control (15 studies), with two thirds finding that lower resource families had higher risk.ConclusionMethodological variability across studies confounds current ability to guide practice or policy. More research is needed that can replicate and extend findings with comparable samples and model specifications that take into account the regional and policy context.     

Resilience in higher education students: a scoping review

ABSTRACT

The health, wellbeing and employability of university students are key considerations within higher education. In response, interest in student resilience is on the rise. Reviews of contemporary resilience literature highlight both conceptual and methodological weaknesses, issues which hamper attempts to design effective resilience interventions. To inform the design of a student resilience program, to be piloted at three Australian universities, a scoping review of resilience specific to the higher education context was undertaken. Searches of three electronic databases (PsychINFO, CINAHL and ProQuest) were conducted. Seventy-two peer-reviewed articles published between 2007 and 2017 were included in the review. While the review reaffirms the conceptual and methodological issues found in previous resilience research, it provides a useful critique of key issues in relation to university student resilience and interventions to enhance students’ resilience. Recommendations for educators and researchers are provided.     

The assessment of learning skills in nursing student selection: A scoping review

Abstract

Higher education student selection has significant societal, institutional and individual impacts. Thousands of applicants apply only for nursing, one of the major higher education disciplines. As the nursing profession is characterised by cognitive requirements, higher education institutions assess the learning skills of nursing applicants. However, there has been no comprehensive analysis of learning skills assessment for nursing student selection. The purpose of this scoping review was to describe the assessment of learning skills in undergraduate nursing student selection. Five databases were systematically searched, and 24 studies published between 2006 and 2016 were included. Learning skills were most commonly assessed using standardised tests in the areas of language and communication, reasoning, mathematics and natural sciences. Overall scores of onsite selection methods were found to best predict future academic performance. The results indicate that higher education institutions may benefit from comprehensive assessment of learning skills in their selection processes. This assessment should focus on a wider range of cognitive aptitudes, including reasoning skills. This review focussed on nursing education, but the results may benefit other higher education disciplines due to the generic nature of learning skills and similar cognitive requirements of higher education studies. The results support the development of more comprehensive and valid methods for assessing learning skills.     

The evidence base for routine enquiry into adverse childhood experiences: A scoping review

BackgroundExposure to adverse childhood experiences (ACEs; e.g., maltreatment, household dysfunction) is associated with a multiplicity of negative outcomes throughout the life course. Consequently, increasing interest is being paid to the application of routine enquiry for ACEs to enable identification and direct interventions to mitigate their harms.ObjectiveTo explore the evidence base for retrospective routine enquiry in adults for ACEs, including feasibility and acceptability amongst practitioners, service user acceptability and outcomes from implementation.MethodsA scoping review of the literature was conducted, drawing upon three databases (CINAHL, MEDLINE, PsycINFO) and manual searching and citation tracking. Searches included studies published from 1997 until end of April 2018 examining enquiry into ACEs, or the feasibility/acceptability of such enquiry across any setting. All included studies presented empirical findings, with studies focusing on screening for current adversities excluded.ResultsSearches retrieved 380 articles, of which 15 met the eligibility criteria. A narrative approach to synthesize the data was utilized. Four studies examined practitioner feasibility and/or acceptability of enquiry, three reported service user acceptability and six studies implemented routine ACE enquiry (not mutually exclusive categories). Further, eight studies explored current practice and practitioner attitudes towards ACE enquiry.ConclusionsLimited literature was found providing evidence for outcomes from enquiry. No studies examined impacts on service user health or service utilization. Few studies explored feasibility or acceptability to inform the application of routine ACE enquiry. The implementation of routine ACE enquiry therefore needs careful consideration. Focus should remain on evaluating developing models of ACE enquiry to advance understanding of its impact.     

Inclusive education in the Czech Republic: A scoping review of a paradigm shift

This scoping review presents the historical, social, and international influences that shaped the gradual move from segregated to inclusive education for all children in the Czech Republic. The introduction of the 2016 amendment to the Education Act marked a decisive paradigm shift in education policy, which formed the legal basis for services and support measures to be made available for all children with special needs in local mainstream schools. We analysed Czech language and English language peer-reviewed specialist literature to see how these changes have been reflected in current education research. The eighteen studies reviewed provide a complex picture of facilitators and barriers at the level of inclusive culture, policy and practice. Even though progress towards inclusive education in the Czech Republic has been notable, there are still systemic and attitudinal barriers to the education of all children.     

Universal design for learning in anatomy education of healthcare students: A scoping review

There are concerns among healthcare practitioners about poor anatomical knowledge among recent healthcare graduates. Universal Design for Learning (UDL) is a framework developed to enhance students' experience of learning and help students to become motivated learners. This scoping review identified whether UDL has been utilized in third level healthcare education and if so, whether it had been used to enhance student motivation to study anatomy. Seven online databases were searched for studies reporting the use of UDL in the curricula of medical, dental, occupational therapy (OT) or speech and language therapy (SLT) programs. Studies were screened for eligibility with set inclusion criteria. Data were extracted and analyzed. Analysis revealed that UDL was not specifically mentioned in any of the studies thus there are no published studies on UDL being formally applied in healthcare education. However, the authors identified 33 publications that described teaching methods which aligned with UDL in anatomy curricula and a thematic analysis yielded four main themes relating to teaching strategies being employed. Universal design for learning was not mentioned specifically, indicating that educators may not be aware of the educational framework, although they appeared to be utilizing aspects of it in their teaching. The review revealed that there is a lack of research concerning the anatomy education of OT and SLT students. The role of UDL in enhancing motivation to learn anatomy in medical, dental, OT and SLT programs has yet to be explored.     

Promoting more future-ready anatomy education after the Covid-19 pandemic: A scoping review

The coronavirus disease 2019 (Covid-19) pandemic caused an abrupt transition from face-to-face to online anatomy teaching, learning, and assessment. Although online education has ensured the continuity of anatomy education during the pandemic, its implementation has been challenging, and its effectiveness has been questioned. Therefore, literature pertinent to online anatomy education during the pandemic is crucial to explain Covid-19's disruptions to this field. Accordingly, this scoping review explored changes, disruptions, and gaps in anatomy teaching and assessment during Covid-19 using an enhanced version of Arksey and O′Malley's six-stage protocol. Five online databases were searched for articles that described changes and disruptions in anatomy education. Three independent researchers were involved in titles, abstracts, and full texts screening, while another four researchers were independently involved in data extraction, charting, and synthesis. This review revealed six themes: immediate strategic plans and actions, teaching and learning changes, online assessment practice, students' and educators' receptivity and adaptability, online learning and assessment effects, and future directions. It also revealed four gaps: non-future-ready curricula, learning obstacles, administrative and teaching challenges, and online education ethical issues. The results were reported in tabular and narrative forms, following the PRISMA Extension for Scoping Reviews (PRISMA-ScR guidelines). Understanding the evolution and gaps in anatomy education during the Covid-19 pandemic will help anatomists design future-ready, adaptable curricula.     

Classroom Environment: a literature review

The literature on classroom environment from 1980 onwards is reviewed. Special reference is made to elementary settings and to students with behavioral deficits. Structure and organization, cognitive processes, student characteristics and teacher characteristics are all seen as being capable of modification. It is concluded that the achievement of a match between students’ preferences and instructional settings is a necessary condition for maximizing their cognitive, social and affective outcomes.     

Assessing large-scale violence against children surveys in selected Southeast Asian countries: A scoping review

Background: Violence against children (VAC) is a widespread, global issue with far-reaching social and economic consequences. In recent years, VAC has received substantial international attention, resulting in government initiatives to reduce VAC, in part, by strengthening data collection and information systems.Objective: This scoping review was undertaken to map survey methodologies for VAC measurement in Indonesia and other Southeast Asian countries and to identify key considerations for developing both methodologically sound and culturally appropriate VAC surveys in Indonesia and similar contexts.Methods: The authors conducted manual and automated searches in English and Bahasa Indonesia through PubMed, global databases, and websites, and consulted with partners from the government of Indonesia and the child protection field to identify surveys conducted from 2006 to 2016 in Indonesia and Southeast Asia. The search identified 275 records, of which 11 met all inclusion criteria.Results: The 11 surveys utilized a wide range of methodologies and employed inconsistent definitions, different age ranges for respondents, and different combinations of self-administered and face-to-face modes. A majority of the studies utilized household-based sampling, did not include a qualitative component, and used a tablet for data collection.Conclusion: In developing VAC surveys, researchers should consider which groups of children are excluded from the sampling frame; how qualitative data can be used to strengthen the validity of survey results; how to maximize privacy in face-to-face interviews; and whether self-administered modes are feasible and acceptable. Researchers should also ensure that the survey and research protocol undergo rigorous ethical review.     

Physical literacy and inclusion: A scoping review of the physical literacy literature inclusive of individuals experiencing disability

PROSPECTS - Although inclusion is a fundamental tenet of physical literacy (PL), its applicability and inclusivity related to individuals experiencing disability has been assumed but is not well...     

Tests in Life and Learning: A deathly dialogue

This article is an imaginary Socratic dialogue between J. S. Mill and Michel Foucault, principally concerning educational assessment.