Project

ForSynZIB: Research Syntheses in Learning and Instruction

Goal: In this project we tackle highly relevant issues from the field of learning and Instruction. By using the method of research synthesis, we want to create an overview of previous research, discuss findings and reclassify them.

Our focus is to conduct educational research that is relevant and applicable to teachers, school administrators and educational policy makers.

Topics: Parental Involvement, High-Achieving students, digital media, STEM Schools, School inspections, Gender-specific Support Strategies, Promoting Teacher Self-Efficacy, Digital Reading

The Project is headed by Prof. Dr. Doris Holzberger.

Methods: Meta-Analyses, Research Synthesis

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Project log

Lisa Ziernwald
added an update
Dear colleagues,
We are currently conducting a meta-analysis on digital reading and reading strategies. In an effort to find as much relevant data as possible, we would like to invite you to contribute by providing any published or unpublished work such as conference papers, theses, reports, or manuscripts.
Have you conducted an (un-)published study that investigated reading strategies in a digital reading environment? Yes? Then please send us your study and support our meta-analysis on digital reading and reading strategies!
The goal of the study is to evaluate whether a student group (from school or university) learning in a digital reading context and using a reading strategy lead to different student reading outcomes (i.e., reading achievement and/or reading motivation) compared with a student group learning in a digital reading context without using any reading strategy.
We are including primary studies that:
a) use a pre-post-control design
b) are conducted in the context of digital reading (independent of the subject content, e.g., biology, history, etc.)
c) include a treatment group learning with a reading strategy in a digital reading environment compared with a control group learning without a reading strategy in a digital reading environment
d) are conducted at the school or university level
e) had at least one student reading outcome as the dependent variable
f) were published/carried out between 2000 and the present
If you have manuscripts, data, or other literature that might fit this description, we would be very happy if you could send a copy of the respective work to lisa.ziernwald@tum.de as soon as possible and the latest until May 31, 2022. This will would be a great help in making our meta-analysis as comprehensive as possible.
Please feel free to spread our call for studies. If you have any questions or doubts, please contact us at the above email. Thank you for your attention, and we are looking forward to hearing from you.
 
Doris Holzberger
added a research item
Dieses Second-Order-Review geht der Frage nach, inwiefern verschiedene Formen der Elternbeteiligung (home-based parental involvement, school-based parental involvement und academic socialization) die schulische Leistung und Motivation von Schüler*innen fördern können. Die systematische Auswertung von 18 Metaanalysen zeigt größtenteils positive, aber unterschiedlich große Eff ekte. Daraus ergeben sich vielfältige Möglichkeiten, wie Schulen mit ihrer pädagogischen Expertise Elternbeteiligung gezielt unterstützen können.
Kaley Lesperance
added an update
We are currently conducting a meta-analysis on the gender-specific effects of school-based interventions on motivational-affective student outcomes (e.g., self-efficacy, attitudes, interest, enjoyment, etc.). In an effort to find as much relevant data as possible, we would like to invite you to contribute by providing unpublished work such as conference papers, theses, reports, or manuscripts.
The goal of the study is to evaluate whether school-based interventions that target these motivational-affective outcomes in students have differential effects for boys and girls, especially in subjects such as science, mathematics and reading, where one gender is stereotypically at a disadvantage. However, the intervention does not necessarily have to be targeted towards gender differences, it can also be an intervention that targets any of these outcomes for students in general. We are including studies that:
a) are pre-post-control design
b) are conducted at the primary or secondary school level
c) are conducted in the core subjects of math, science, STEM, reading, writing or (native) language
d) evaluated a SCHOOL-BASED intervention
e) had at least one motivational-affective outcome as the dependent variable
If you have manuscripts, data or other literature that might fit this description, we would be very happy if you could send us a copy of the respective work to kaley.lesperance@tum.de as soon as possible, and ideally before March 1st, 2021.
If you have any questions or doubts, please do not hesitate to contact us at the above email. We thank you for your attention and are looking forward to hearing from you.
 
Kaley Lesperance
added an update
Die sechste ZIB-Akademie mit dem Schwerpunkt „Forschungssynthesen in der Bildungsforschung“ wird vom 23. bis 26. März 2021 vom ZIB (Standort Technischen Universität München) ausgerichtet.
Aufgrund der nicht vorhersehbaren Pandemieentwicklung findet die ZIB-Akademie als Videokonferenz via zoom statt.
Im Rahmen von Keynotes und Workshops geben folgende Personen aktuelle und praktische Einblicke in die Methodik und Perspektiven von Forschungssynthesen in der Bildungsforschung:
Prof. Dr. Larry Vernon Hedges (Northwestern University)
Prof. Dr. Andreas Gegenfurtner (Universität Passau)
Prof. Dr. Wolfgang Viechtbauer (Maastricht University)
Dr. Susanne Bücker (Universität Bochum)
Weitere Informationen zur Veranstaltung sowie zur Anmeldung finden Sie unter http://zib.education/nachwuchsfoerderung/zib-akademie-2021.html
Bitte beachten Sie den Anmeldeschluss am 14.12.2020.
 
Lisa Ziernwald
added a research item
Schülerinnen und Schüler nach ihrem individuellen Potenzial zu fördern, stellt eine zentrale Aufgabe des Bildungssystems dar. Die Notwendigkeit, leistungsstarke Schülerinnen und Schüler bei der Förderung zu berücksichtigen, rückte dabei in den letzten Jahren verstärkt in den Fokus. Damit stellt sich für Lehrkräfte wie auch für Wissenschaftlerinnen und Wissenschaftler die Frage, wie diese Förderung bestmöglich gelingen kann und welche Schwierigkeiten dabei aktuell zu bewältigen sind. Die Broschüre trägt den aktuellen Stand der Forschung zusammen und gibt damit einen Überblick über Befunde zur Wirksamkeit von Differenzierungsmaßnahmen für leistungsstarke Schülerinnen und Schüler im Regelunterricht. Des Weiteren werden Hindernisse und Unterstützungsmöglichkeiten für den Einsatz von Differenzierungsmaßnahmen aufgezeigt und die Häufigkeit der Verwendung sowie die eingeschätzte Nützlichkeit dieser Maßnahmen analysiert. Neben den Forschungsbefunden werden weitere Fördermaßnahmen vorgestellt sowie Informationsquellen und Fortbildungsmöglichkeiten zum Thema bereitgestellt. Die Broschüre richtet sich an alle mit beruflichem und persönlichem Interesse an der Förderung leistungsstarker Schülerinnen und Schüler und bietet dabei Impulse aus Bildungsforschung und Bildungspraxis.
Sarah Reinhold
added a research item
Simulation-based learning offers a wide range of opportunities to practice complex skills in higher education and to implement different types of scaffolding to facilitate effective learning. This meta-analysis includes 145 empirical studies and investigates the effectiveness of different scaffolding types and technology in simulation-based learning environments to facilitate complex skills. The simulations had a large positive overall effect: g = 0.85, SE = 0.08; CIs [0.69, 1.02]. Technology use and scaffolding had positive effects on learning. Learners with high prior knowledge benefited more from reflection phases; learners with low prior knowledge learned better when supported by examples. Findings were robust across different higher education domains (e.g., medical and teacher education, management). We conclude that (1) simulations are among the most effective means to facilitate learning of complex skills across domains and (2) different scaffolding types can facilitate simulation-based learning during different phases of the development of knowledge and skills.
Lisa Ziernwald
added a research item
Based on systematic research of studies published since the year 2000, this comprehensive meta-analysis investigated how the use of technology can enhance learning in secondary school mathematics and science (grade levels 5–13). All studies (k = 92) compared learning outcomes of students using digital tools to those of a control group taught without the use of digital tools. Overall, digital tool use had a positive effect on student learning outcomes (g = 0.65, p < .001). The provision of teacher trainings on digital tool use significantly moderated the overall effect. Use of intelligent tutoring systems or simulations such as dynamic mathematical tools was significantly more beneficial than hypermedia systems. On a descriptive level, the effect size was larger when digital tools were used in addition to other instruction methods and not as a substitute. The results open up new directions for future research and can inform evidence-based decision-making on the use of digital tools in education.
Sarah Reinhold
added an update
The sixth ZIB Academy with the focus on "Research Synthesis in Education Research" will be hosted by ZIB and Doris Holzberger's Lab at the Technical University of Munich. Due to COVID-19 the academy has been postponed to March 23rd to 26th, 2021.
The participants will get a comprehensive insight into the methodology and perspectives of research syntheses in educational research in keynotes and workshops by leading experts in the field. Larry V. Hedges (Northwestern University), Andreas Gegenfurtner (University of Passau), Wolfgang Viechtbauer (Maastricht University) and Susanne Bücker (University of Bochum) will provide current and practical insights from topic identification and statistical analysis to publication and practical relevance of research syntheses.
In addition, the participants will have the opportunity to discuss their own projects with the experts in round table sessions.
More information and registration formalities: http://zib.education/de/nachwuchsfoerderung/zib-akademie-2021.html.
 
Doris Holzberger
added 2 research items
Die Bildungsforschung weltweit produziert Unmengen neuer Erkenntnisse, welche alle den Anspruch haben Phänomene in der Bildungspraxis zu beschreiben, zu erklären oder zu verändern. Die Arbeitsgruppe Forschungssynthesen am Zentrum für internationale Bildungsvergleichsstudien fertigt Forschungssynthesen an, die Praktikerinnen und Praktikern helfen sollen, einen Überblick über die Forschungslage zu erhalten und die Anwendungsmöglichkeiten der Forschungsbefunde in der eigenen schulischen Praxis zu reflektieren. In diesem Beitrag stellen wir Ihnen unsere Arbeit vor und zeigen, wie auch Sie von unserer Arbeit profitieren können.
In the present meta-analysis, we examine how secondary school characteristics – such as schools’ academic press, school climate, material resources, personnel resources, classroom climate, instructional practices, out-of-school activities, and socioeconomic status (SES) composition – provide opportunities for students to engage in science and maths, and how these matter with regard to students’ cognitive and motivational-affective outcomes. The meta-analysis includes 71 (international) articles from large-scale studies with a total of 3,960,281 students, 260,390 schools, and 285 effect sizes that were transformed to correlation coefficients. Multilevel meta-analyses were performed. Results identified a number of school variables that can be regarded as relevant for making a difference in student outcomes and at the same time be influenced by education. These refer to school variables such schools’ academic press, classroom climate, instructional practices, and out-of-school activities. Moreover, SES composition was significantly related to student outcomes. Material and personnel resources as well as school climate yielded a close to zero effect. No differences were found between cognitive and motivational-affective outcome variables or between science and maths. The results point to the most promising school characteristics for promoting students’ outcomes and emphasise schools’ potential for students’ engagement in science and maths.
Doris Holzberger
added a research item
The present study summarized research on school inspection of the last 30 years to provide an estimation of its effectiveness and to identify factors influencing inspection effectiveness. Following a systematic literature search, k = 30 inferential statistical studies on school inspection were coded. Due to the large variety in the analytical strategies used in the studies, the findings were synthesized in a systematic review. Twenty-four percent of the n = 222 effects of the k = 16 control group studies indicated positive and 18 % negative inspection effects. The majority of effects (58 %) was not significant. The most consistent positive inspection effects resulted for standardized achievement tests in Mathematics and in the mother language. Perceived accountability pressure and the perceived quality of the inspection were two of several factors that influenced inspection success in the k = 16 comparison group and correlational studies. The findings highlight new avenues for school inspection research and practice.
Sarah Reinhold
added 2 research items
Previous studies have pointed out that schools play a central role in students’ orientation towards science, technology, engineering, and mathematics (STEM). However, studies use a variety of theoretical foundations in order to define variables and hypothesise relationships between schools and STEM orientation. In order to facilitate the interpretation and comparison of the studies’ findings, we conducted a systematic literature review, which theoretically integrates the variables, summarises the findings, and derives further research suggestions. In accordance with our inclusion criteria, we selected 28 peer-reviewed journal articles, which have investigated the effects of schools on students’ STEM orientation via quantitative, qualitative, or mixed methods. Analyses show that the studies were quite diverse regarding investigated STEM orientation variables, but overall positive with regard to the effects of school. Based on the theoretical integration and comparison of findings, we point out methodological and theoretical challenges for future research on the effects of school and STEM orientation.
Die MINT-Fächer (Mathematik, Informatik, Natur¬wissenschaft, Technik) spielen für Deutschland eine erhebliche gesellschaftliche und politische Rolle. Es lohnt sich also, Anstrengungen zu unternehmen, um möglichst viele junge Heranwachsende für diese Fächer zu interessieren und fundierte MINT-Kom¬petenzen zu vermitteln. Fraglos sind dafür langfris-tige und nachhaltige Maßnahmen der MINT-För¬derung notwendig, die beispielsweise im Rahmen eines MINT-Schwerpunkts an Schulen stattfinden kann. Die vor¬liegende Broschüre berichtet über Initiativen von Schulen, die bereits einen Schwerpunkt im MINT-Bereich haben, welche Veränderungen der schulischen Rahmenbedingun¬gen erfolgreich waren und welche weniger. Diese praktischen Erfahrungsberichte werden untermauert durch Befunde aus der empirischen Bildungsforschung. Sie macht so Erfahrungen aus der Praxis zugänglich und beschreibt evidenzbasiert, wie aktuell ein MINT-Schwerpunkt gestaltet sein kann und MINT-Angebote erfolgreich implementiert werden können. Die Broschüre soll als Ideengeber „von Schulen für Schulen“ mit Anpassungspotenzial für die eigene Schulsituation dienen.
Doris Holzberger
added a research item
Bezogen auf den MINT-Bereich (Mathematik, Informatik, Naturwissenschaften und Technik) wird in der vorliegenden Meta-Analyse der Forschungsstand zum Zusammenhang zwischen schulischen Rahmenbedingungen und multiplen Schülerergebnissen zusammengefasst. Auf Seiten der schulischen Variablen werden personelle und materielle Ressourcen, die sozioökonomische Zusammensetzung der Schülerschaft, Schulklima, Curriculum, Leistungsorientierung, MINT-Unterricht, Berufsvorbereitungsangebote und außerschulische Lernaktivitäten untersucht. Kognitive ebenso wie motivationale Schülervariablen und die Berufsorientierung der Schüler(innen) werden als Outcomes berücksichtigt. Neben der Frage nach dem Zusammenhang über alle schulischen und Schüler-Variablen hinweg (1), werden auch differentielle Zusammenhänge untersucht: Welche schulischen Merkmale zeigen die stärksten Zusammenhänge (2) und unterscheiden sich diese Zusammenhänge je nach Schülervariable (kognitiv, motivational, Berufsorientierung) (3). Entsprechend der Einschlusskriterien sind 126 Artikel mit insgesamt 422 Effektstärken in die Mehrebenen-Meta-Analyse eingegangen. Die Effektstärken wurden zunächst in ein einheitliches Format (Korrelationskoeffizient) transformiert. Die Ergebnisse des Random-Effects-Modells ergaben (1) einen kleinen, signifikanten Gesamtzusammenhang zwischen schulischen Rahmenbedingungen und MINT-Schülerergebnissen. Die Zusammenhänge variierten in Abhängigkeit der schulischen Merkmale (2), wobei sich die größten Zusammenhänge für die sozioökonomische Zusammensetzung der Schülerschaft, die Unterrichtsqualität und die Leistungsorientierung zeigten. Außerdem zeigten sich (3) differentielle Zusammenhänge mit den einzelnen Schülervariablen. Die Ergebnisse unterstreichen die Relevanz schulischer Merkmale für positive MINT-Erfahrungen. Die Zusammenfassung des Forschungsstands ergab weiterhin, dass zukünftig vor allem vermittelnde Mechanismen, nicht-kognitive Variablen und die Frage, wie spezifische Schulvariablen bspw. die Berufsorientierung begünstigen können, untersucht werden sollten.
Sarah Reinhold
added a project goal
In this project we tackle highly relevant issues from the field of learning and Instruction. By using the method of research synthesis, we want to create an overview of previous research, discuss findings and reclassify them.
Our focus is to conduct educational research that is relevant and applicable to teachers, school administrators and educational policy makers.
Topics: Parental Involvement, High-Achieving students, digital media, STEM Schools, School inspections, Gender-specific Support Strategies, Promoting Teacher Self-Efficacy, Digital Reading
The Project is headed by Prof. Dr. Doris Holzberger.