The Place of Systematic Reviews in Education Research

Andrews, Richard

doi:10.1111/j.1467-8527.2005.00303.x

Cited by 77 publications

(54 citation statements)

References 8 publications

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“…If practitioners, researchers and policymakers work more closely together in a dialogic relationship and with a strong focus on what is needed, as demanded by Fiennes et al [20] and Andrews [41], positive changes in school practise can hopefully be realised for students’ benefits. This can partly be seen in relationship to a recent OECD report on learning environments in the 21st century.…”

Section: Discussionmentioning

confidence: 99%

Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students’ Learning, Social and Health Dimensions

Becker

Lauterbach

Spengler

et al. 2017

IJERPH

231

153

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Background: Participants in Outdoor Education Programmes (OEPs) presumably benefit from these programmes in terms of their social and personal development, academic achievement and physical activity (PA). The aim of this systematic review was to identify studies about regular compulsory school- and curriculum-based OEPs, to categorise and evaluate reported outcomes, to assess the methodological quality, and to discuss possible benefits for students. Methods: We searched online databases to identify English- and German-language peer-reviewed journal articles that reported any outcomes on a student level. Two independent reviewers screened studies identified for eligibility and assessed the methodological quality. Results: Thirteen studies were included for analysis. Most studies used a case-study design, the average number of participants was moderate (mean valued (M) = 62.17; standard deviation (SD) = 64.12), and the methodological quality was moderate on average for qualitative studies (M = 0.52; SD = 0.11), and low on average for quantitative studies (M = 0.18; SD = 0.42). Eight studies described outcomes in terms of social dimensions, seven studies in learning dimensions and four studies were subsumed under additional outcomes, i.e., PA and health. Eleven studies reported positive, one study positive as well as negative, and one study reported negative effects. PA and mental health as outcomes were underrepresented. Conclusion: Tendencies were detected that regular compulsory school- and curriculum-based OEPs can promote students in respect of social, academic, physical and psychological dimensions. Very little is known concerning students’ PA or mental health. We recommend conducting more quasi-experimental design and longitudinal studies with a greater number of participants, and a high methodological quality to further investigate these tendencies.

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Section: Discussionmentioning

confidence: 99%

Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students’ Learning, Social and Health Dimensions

Becker

Lauterbach

Spengler

et al. 2017

IJERPH

231

153

View full text Add to dashboard Cite

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“…However, due to both the shortcomings inherent to the use of meta-analysis (see Andrews, 2005;Slavin, 2008;Torgerson, 2006, for an exploration of such limitations in the field of educational research) and the methodological deficiencies found in some of the studies reviewed (see, e.g., the work of Clark, 1985;Maddux, 1995;Rachal, 1993;Reeves, 1993Reeves, , 1995, the conclusions found in these first studies were in fact brought into question. Beyond their well-established optimistic discourses, and once the necessary precautions are taken, we can claim that there is indeed very little high-quality research evidence to demonstrate an effective benefit of ICT use in education.…”

Section: Introductionmentioning

confidence: 94%

Quality schooling in the Network Society: a community approach through the everyday use of the internet

Meneses¹,

Mominó²

2012

School Effectiveness and School Improvement

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Beginning with a discussion of the latest findings in the information and communication technologies (ICT) and educational improvement field, this article develops a comprehensive strategy to analyse online community building. Far from offering a utopian or dystopian vision, we study the contribution of ICT appropriation as a tool for collaboration, participation, and co-responsibility in the everyday functioning of classrooms and schools. To do so, we examine and discuss school policies, expectations, and the current rate of internet use among administrators, teachers, and students from a representative sample of 350 schools in Catalonia (Spain). Our results show a sparsely connected education system, in which the integration of ICT does not appear to trigger a substantial revolution in established schooling practices. Our concluding statements defend the importance of ICT in education as the ultimate means of interaction that may enable community building to improve the processes of managing, teaching, and being educated in the Network Society.

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“…The search processes were informed by well-known principles for conducting a systematic literature search (SFI, 2006;Andrews, 2005). This implied developing a search strategy which described the search criteria (see above), keywords for searching studies, and relevant places to look for studies, including databases, homepages for research networks, reference lists from key publications, and other sources.…”

Section: The Review's Methodology and Epistemologymentioning

confidence: 99%

Technology in L1: A review of empirical research projects in Scandinavia 1992-2014

Elf¹,

Hanghøj²,

Skaar³

et al. 2015

L1 Educational Studies in Language and Literature

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The Place of Systematic Reviews in Education Research

Cited by 77 publications

References 8 publications

Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students’ Learning, Social and Health Dimensions

Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students’ Learning, Social and Health Dimensions

Quality schooling in the Network Society: a community approach through the everyday use of the internet

Technology in L1: A review of empirical research projects in Scandinavia 1992-2014

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