22AP.

Review of Educational Research

March 2008, Volume 78, No. 1
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Section: 2

Title: School Adjustment in the Early Grades: Toward an Integrated Model of Neighborhood,
Parental, and Child Processes

Source: Review of Educational Research 2008 78: 3-32.

Authors:
Saundra Murray Nettles
Georgia Southern University

Margaret O’Brien Caughy margaret.caughy@utsouthwestern.edu

University of Texas School of Public Health

Patricia J. O’Campo pat.ocampo@utoronto.ca

University of Toronto, Canada

Key Words:
Neighborhoods
School adjustment
Social influences
Families
Early grades
Child processes

‫תמצית‬

Examining recent research on neighborhood influences on child development, this review

focuses on social influences on school adjustment in the early elementary years. A model to
guide community research and intervention is presented. The components of the model of
integrated processes are neighborhoods and their effects on academic outcomes and
neighborhoods as moderators of effects of parental behavior on school-related outcomes.

‫מאמר‬

Source: Review of Educational Research 2008 78: 3-32.

Examining recent research on neighborhood influences on child development, this review

focuses on social influences on school adjustment in the early elementary years. A model to
guide community research and intervention is presented. The components of the model of
integrated processes are neighborhoods and their effects on academic outcomes and
neighborhoods as moderators of effects of parental behavior on school-related outcomes.

The findings on neighborhood risk factors as moderators of the association between school
adjustment and family and child risks are also considered. The review concludes with a
summary and a discussion of gaps in the literature of contextual factors and child outcomes.
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Section: 10

Title: Inductive Reasoning: A Training Approach

Source: Review of Educational Research 2008 78: 85-123.

Authors:
Karl Josef Klauer
Technical University of Aachen, Germany
Gary D. Phye
Iowa State University, Ames

Key Words:

Cognitive training
Inductive reasoning
Problem-solving transfer
Training approach
Prescriptive theory
Germany

‫תמצית‬

Researchers have examined inductive reasoning to identify different cognitive processes

when participants deal with inductive problems. This article presents a prescriptive theory of
inductive reasoning that identifies cognitive processing using a procedural strategy for making
comparisons.

‫מאמר‬

Source: Review of Educational Research 2008 78: 85-123.

Researchers have examined inductive reasoning to identify different cognitive processes

when participants deal with inductive problems. This article presents a prescriptive theory of
inductive reasoning that identifies cognitive processing using a procedural strategy for making
comparisons.

It is hypothesized that training in the use of the procedural inductive reasoning strategy will
improve cognitive functioning in terms of (a) increased fluid intelligence performance and (b)
better academic learning of classroom subject matter. The review and meta-analysis
summarizes the results of 74 training experiments with nearly 3,600 children.

Both hypotheses are confirmed. Further, two moderating effects were observed: Training
effects on intelligence test performance increased over time, and positive problem-solving
transfer to academic learning is greater than transfer to intelligence test performance. The
results cannot be explained by placebo or test-coaching effects. It is concluded that the
proposed strategy is theoretically and educationally promising and that children of a broad
age range and intellectual capacity benefit with such training.
Section : 10

Title: Does Creative Drama Promote Language Development in Early Childhood? A Review
of the Methods and Measures Employed in the Empirical Literature

Source: Review of Educational Research 2008 78: 124-152.

Author:
Wendy Karen Mages
Harvard University

Key Words:
Drama
Early childhood education
Language development
Methods
Measures
Methodological problems

‫תמצית‬
This systematic review of the literature synthesizes research from a number of disciplines and
provides a succinct distillation of the methods and measures used to study the impact of
creative drama on the language development of young children. An analysis of the merits and
limitations of the reviewed studies reveals a number of methodological problems that threaten
the validity, reliability, and credibility of drama research.

‫מאמר‬

Source: Review of Educational Research 2008 78: 124-152.

This systematic review of the literature synthesizes research from a number of disciplines and
provides a succinct distillation of the methods and measures used to study the impact of
creative drama on the language development of young children.

An analysis of the merits and limitations of the reviewed studies reveals a number of
methodological problems that threaten the validity, reliability, and credibility of drama
research. Recommendations on how to limit these threats are offered. These
recommendations can potentially help researchers design more rigorous studies that are
better able to guide educators’ and administrators’ decisions about the inclusion of creative
drama in early childhood curricula.
Section: 10

Title: Focus on Formative Feedback

Source: Review of Educational Research 2008 78: 153-189.

Author:
Valerie J. Shute
Florida State University

Key Words:
Formative feedback
Learning
Performance
Feedback
Guidelines
Response accuracy

‫תמצית‬

This article reviews the corpus of research on feedback, with a focus on formative feedback—
defined as information communicated to the learner that is intended to modify his or her
thinking or behavior to improve learning. According to researchers, formative feedback should
be nonevaluative, supportive, timely, and specific.

‫מאמר‬

Source: Review of Educational Research 2008 78: 153-189.

This article reviews the corpus of research on feedback, with a focus on formative feedback—
defined as information communicated to the learner that is intended to modify his or her
thinking or behavior to improve learning. According to researchers, formative feedback should
be nonevaluative, supportive, timely, and specific.

Formative feedback is usually presented as information to a learner in response to some

action on the learner’s part. It comes in a variety of types (e.g., verification of response
accuracy, explanation of the correct answer, hints, worked examples) and can be
administered at various times during the learning process (e.g., immediately following an
answer, after some time has elapsed).
Finally, several variables have been shown to interact with formative feedback’s success at
promoting learning (e.g., individual characteristics of the learner and aspects of the task). All
of these issues are discussed. This review concludes with guidelines for generating formative
feedback.
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