Protocol for a Systematic Review: 21st Century Adaptive Teaching and Individualized Learning Operationalized as Specific Blends of Student-Centered Instructional Events--A Systematic Review and Meta-Analysis

Autor/inn/en	Bernard, Robert M.; Borokhovski, Eugene; Schmid, Richard F.; Waddington, David I.; Pickup, David
Titel	Protocol for a Systematic Review: 21st Century Adaptive Teaching and Individualized Learning Operationalized as Specific Blends of Student-Centered Instructional Events--A Systematic Review and Meta-Analysis
Quelle	In: Campbell Systematic Reviews, 13 (2017) 1, (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1891-1803
DOI	10.1002/CL2.180
Schlagwörter	Literature Reviews; Individualized Instruction; Adaptive Testing; Student Centered Learning; Meta Analysis; Elementary Secondary Education; Academic Achievement + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Meta-analysis; Metaanalyse; Schulleistung
Abstract	Research evidence concerning the effects of adaptive teaching and individualized learning remain relatively inconclusive, while there is obviously a need for better understanding how K-12 formal education may be more successful in addressing students' personal needs and interests, accounting for their diverse abilities with the main goal of advancing their learning. The proposed systematic review will not only rely on the most rigorous and comprehensive methodology of meta-analysis, but also should be conceptually sound (i.e., thoroughly exploring educational practices to find consistent links among a multitude of individual pedagogical approaches) and timely (i.e., account for the most recent developments in education). The main research question of the proposed meta-analysis is: Can more Student-Centred (SC) (i.e., more adaptive and individualized) approaches to K-12 instruction be distinguished from more Teacher-Centred (TC) approaches in terms of their effect on student achievements and what substantive and demographic factors moderate these effects? The review outcomes will inform education practitioners and research community of the best instructional practices, preconditions for their successful implementation and potential pitfalls, as well as of directions for further empirical research in the area. (ERIC).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01