This article provides an extensive overview of the recent literature on student evaluation of teaching (SET) in higher education. The review is based on the SET meta-validation model, drawing upon research reports published in peer-reviewed journals since 2000. Through the lens of validity, we consider both the more traditional research themes in…

This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) from 2000 to 2012. The focus of the review is on the feedback that students receive within their coursework from multiple sources. The aims of this study are to (a) examine the nature of assessment feedback in HE through the…

This meta-analysis and narrative review synthesizes the literature on classroom goal structures and their relationships with student outcomes, focusing additionally on the ways in which these constructs are operationalized across research studies. Specifically, this study evaluates the relationships between students' perceptions of mastery and…

Recent randomized experiments have found that seemingly "small" social-psychological interventions in education--that is, brief exercises that target students' thoughts, feelings, and beliefs in and about school--can lead to large gains in student achievement and sharply reduce achievement gaps even months and years later. These interventions do…

Over the past four decades, there have been numerous discussions on student achievement and school failure. Within this time, the debate over the causes and consequences of racial differences in achievement has been at the heart of the nation's social and political life. The author discusses the major developments in achievement research over the…

This review critically examines 33 studies on students' epistemological beliefs about mathematics. Five categories were identified: beliefs about mathematics, development of beliefs, effects of beliefs on behavior, domain differences, and changing beliefs. Studies examining beliefs about mathematics revealed consistent patterns of nonavailing…

The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive engagement and recommend…

Reviews gender differences and information and communication technology (ICT) in primary and secondary education. Focuses on the role of teachers and classmates, the differing approaches of girls and boys to ICT, and the complex meanings of computer attitudes both as cause and consequence of differences in the participation and performance of…

Reviews research about students' sense of acceptance within the school community. Findings suggest that students' experience of acceptance influences multiple dimensions of their behavior but that schools adopt organizational practices that neglect and may actually undermine students' experience of membership in a supportive community. (Author/SLD)

Reports the results of a meta-analysis that integrates research on undergraduate science, mathematics, engineering, and technology education since 1980. The meta-analysis of 39 studies demonstrates that various forms of small-group learning promote achievement, improve attitudes toward learning, and increase persistence in these fields. Contains…

A review of studies of conflict and conflict resolution training in schools finds evidence suggesting that untrained students often use strategies with destructive outcomes. After training, outcomes of conflict are more likely to be constructive and students are more able to resolve their own conflicts. (SLD)

Research on the effects of teacher expectations on student performance is reviewed. A model is proposed, based on previous research, or, where more speculation is involved, on identifiable hypotheses. (MH)

Cheating in the classroom appears to be widespread at all levels of American education. This research review examines: (1) characteristics of cheaters, (2) situational factors influencing the student's decision to cheat or not to cheat, and (3) reasons for cheating, as reported by students. (Author/GDC)

Research that has examined anxiety and stressful attitudes toward mathematics is reviewed and updated. (DEP)

A meta-analysis of the results of 562 studies illustrates the nature, effect, and treatment of academic test anxiety (TA). TA correlated inversely to students' self-esteem and directly to their fears of negative evaluation, defensiveness, and other forms of anxiety. Ability, gender, and school grade level also affect TA. (TJH)