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題名：合作學習相關閱讀教學模式成效統合：後設分析結果間一致性探討
書刊名：教育與心理研究
作者：謝進昌
作者(外文)：Hsieh, Jin-chang
出版日期：2014
卷期：37:4
頁次：頁83-111
主題關鍵詞：交互教學；合作學習；後設分析；閱讀理解；Reciprocal instruction；Cooperative learning；Meta analysis；Reading comprehension
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(3) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:224
  • 點閱點閱:67
本研究目的在使用後設分析以統合國內合作學習相關閱讀教學研究，經對照國內、外相似主題之研究統合文獻，了解彼此存在的一致或不一致性，為研究結果提供更穩定的聚斂或區別效度，而研究者以數個關鍵字就國內資料庫進行檢索，經對照納入與排除準則後，就93篇文獻進行訊息編碼與後設分析。整體而言，分析結果及相關文獻的對照，顯示此教學模式對於閱讀理解的立即及延宕成效大致具有介於小至中等程度的教學成效，其中，以交互教學同時具有較穩定的研究證據支持，而在調節因素探討方面，本研究發現兩組間前測表現差異校正與否是影響彼此統合結果不一致的關鍵。最後，研究者於文末提出幾點建議供未來實務工作者、研究者參考。
Reading instruction has evolved into more interactional and active forms in recent decades, and past evidences from meta-analyses showed that students comprehend more in reading when they learn together than when they learn alone. But some conflicting results across different meta analyses regarding the same theme were sometimes ignored, and this may also lead to be overconfident on the effect of instruction. The first goal of this study is to meta-analyze the effect of cooperative model of reading from Taiwan articles. The second goal is to compare the results derived from this study to findings from other previous relevant review studies. The procedure through this research was undertaken via systematic review. After few keywords were made in searching Taiwan database, 93 articles were finally coded and meta-analyzed on the basis of five inclusion and exclusion rules. Overall speaking, an average effect size between lower and medium level was explored in my studies. Furthermore, moderator analysis showed quality of studies or adjusted for pretest difference or not may have impact on the inconsistency between past meta analyses and this study. Finally, some suggestion and implication were proposed for future usage.
期刊論文
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5.Moher, D.、Jadad, A. R.、Nichol, G.、Penman, M.、Tugwell, T.、Walsh, S.(1995)。Assessing the quality of randomized controlled trials: An annotated bibliography of scales and checklists。Controlled Clinical Trials，16(1)，62-73。  new window
6.Morris, S. B.、DeShon, R. P.(2002)。Combining effect size estimates in meta- analysis with repeated measures and independent-group designs。Psychological Methods，7(1)，105-125。  new window
7.Puzio, K.、Colby, G. T.(2013)。Cooperative learning and literacy: A meta-analytic review。Journal of Research on Educational Effectiveness，6(4)，339-360。  new window
8.Sencibaugh, J. M.(2007)。Meta-analysis of reading comprehension interventions for students with learning disabilities: Strategies and implications。Reading Improvement，44(1)，6-22。  new window
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11.Slavin, R. E.、Lake, C.、Chambers, B.、Cheung, A.、Davis, S.(2009)。Effective reading programs for the elementary grades: A best-evidence synthesis。Review of Educational Research，79(4)，1391-1466。  new window
12.Stevens, R. J.、Madden, N. A.、Slavin, R. E.、Famish, A. M.(1987)。Cooperative Integrated Reading and Composition: Two Field Experiments。Reading Research Quarterly，22(4)，433-454。  new window
13.Fuch, D.、Fuch, L. S.、Mathes, P. G.、Simmon, D. C.(1997)。Peer-assisted learning strategies: Making classrooms more responsive to diversity。American Educational Research Journal，34(1)，174-206。  new window
14.Egger, M.、Smith, G. Davey、Schneider, M.、Minder, C.(1997)。Bias in meta-analysis detected by a simple, graphical test。British Medical Journal，315(7109)，629-634。  new window
15.Saenz, L. M.、Fuchs, L. S.、Fuchs, D.(2005)。Peer-assisted learning strategies for English language learners with learning disabilities。Exceptional Children，71(3)，231-247。  new window
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17.Cochran, W. G.(1954)。The combination of estimates from different experiments。Biometrics，10(1)，101-129。  new window
18.林寶貴、錡寶香(20000900)。中文閱讀理解測驗之編製。特殊教育研究學刊，19，79-104。new window  延伸查詢new window
19.Rosenshine, B.、Meister, C.(1994)。Reciprocal teaching: A review of the research。Review of Educational Research，64(4)，479-531。  new window
20.柯華葳(19990700)。閱讀理解困難篩選測驗。中國測驗學會測驗年刊，46(2)，1-11。new window  延伸查詢new window
21.Sanderson, I.(2002)。Evaluation, policy learning and evidence-based policy making。Public Administration，80(1)，1-22。  new window
22.黃寶園、林世華(20021000)。合作學習對學習效果影響之研究：統合分析。教育心理學報，34(1)，21-41。new window  延伸查詢new window
23.Hedges, Larry V.(1981)。Distribution theory for Glass's estimator of effect size and related estimators。Journal of educational Statistics，6(2)，107-128。  new window
24.Brown, Rachel、Pressley, Michael、Van Meter, Peggy、Schuder, Ted(1996)。A quasi-experimental validation of transactional strategies instruction with low-achieving second-grade readers。Journal of educational psychology，88(1)，18-37。  new window
25.Pressley, M.、El-Dinary, P. B.、Gaskins, I.、Schuder, T.、Bergman, J. L.、Almasi, J.、Brown, R.(1992)。Beyond direct explanation: Transactional instruction of reading comprehension strategies。The Elementary School Journal，92(5)，511-554。  new window
26.Higgins, Julian P. T.、Thompson, Simon G.(2002)。Quantifying heterogeneity in a meta-analysis。Statistics in Medicine，21(11)，1539-1558。  new window
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學位論文
1.林容妃(2005)。兒童科普讀物的閱讀理解教學對國小學童自然科學習之相關研究(碩士論文)。國立台北師範學院，臺北市。  延伸查詢new window
2.林素玉(2007)。故事結構教學對國小四年級學生閱讀動機及閱讀理解能力之影響(碩士論文)。國立臺南大學，臺南市。  延伸查詢new window
3.Davis, D. S.(2010)。A met-analysis of comprehension strategy instruction for upper elementary and middle school students(博士論文)。Graduate School of Vanderbilt University，Nashville, Tennessee。  new window
4.蔡慧君(2005)。合作學習對學生學習成效影響之後設分析(碩士論文)。國立新竹教育大學，新竹。  延伸查詢new window
5.林再山(1998)。腳本合作學習對國小學生閱讀成就之影響(碩士論文)。國立嘉義師範學院。  延伸查詢new window
6.吳潔蓉(2010)。運用交互教學法促進國小學童科學閱讀之成效(碩士論文)。國立臺北教育大學，臺北市。  延伸查詢new window
7.胡永崇(1995)。後設認知教學策略對國小閱讀障礙兒童閱讀理解成效之研究(博士論文)。國立彰化師範大學。new window  延伸查詢new window
8.程炳林(1995)。自我調整學習的模式驗證及其教學效果之研究(博士論文)。國立臺灣師範大學，臺北市。new window  延伸查詢new window
9.連啟舜(2002)。國內閱讀理解教學研究成效之統合分析研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.Hattie, John(2009)。Visible learning: A synthesis of over 800 meta-analyses relating to achievement。Routledge。  new window
2.吳敏而(1989)。兒童閱讀理解能力分析。臺北市：國民學校教師研習會。  延伸查詢new window
3.Cortina, J. M.、Nouri, H.(2000)。Effect size for AN OVA designs。Thousand Oaks, CA：Sage。  new window
4.De Lemos, M. M.(2002)。Closing the gap between research and practices: Foundation for the acquisition of literacy。Camberwell Victoria：Australian Council for Educational Research。  new window
5.National Institute of Child Health and Human Development(2000)。Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction。Washington, DC：National Institute of Child Health and Human Development。  new window
6.Light, R. J.、Pillemer, D. B.(1984)。Summing up: The science of reviewing research。Cambridge, Massachusetts：Harvard University Press。  new window
7.王木榮、董宜俐(2006)。國小學童中文閱讀理解測驗指導手冊。台北市：心理出版社。  延伸查詢new window
8.Higgins, J. P. T.、Greens, S.(2008)。Cochrane handbook for systematic reviews of interventions。Hoboken, NJ。  new window
9.Gagne, Ellen D.、Yekovich, Frank R.、Yekovich, Carol Walker(1993)。The Cognitive Psychology of School Learning。New York, NY：Harper Collins College Publishers。  new window
10.Johnson, D. W.、Johnson, R. T.(1999)。Learning Together And Alone: Cooperative, Competitive, and Individualistic Learning。Englewood Cliffs, NJ：Needham Heights, Massachusetts：Boston：Prentice-Hall：Allyn and Bacon。  new window
11.Shadish, W. R.、Cook, T. D.、Campbell, D. T.(2002)。Experimental and quasi-experimental designs for generalized causal inference。Belmont, MD。  new window
12.Borenstein, M.、Hedges, L. V.、Higgins, J. P. T.、Rothstein, H. R.(2009)。Introduction to meta-analysis。John Wiley & Sons。  new window
13.Glass, G. V.、McGaw, B.、Smith, M. L.(1981)。Meta-analysis in social research。Beverly Hills, CA：Sage Publications。  new window
14.Pressley, Michael(2006)。Reading instruction that works: The case for balanced teaching。New York：Guilford Press。  new window
15.Hedges, L. V.、Olkin, I.(1985)。Statistical methods for meta-analysis。Academic Press。  new window
16.Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。  new window
17.Slavin, Robert E.(1995)。Cooperative Learning: Theory, Research, and Practice。Allyn and Bacon, Inc.。  new window
其他
1.Schwarzer, G.(2013)。Meta: Meta-analysis with R.，http://cran.r-project.org/web/packages/meta/index.html。  new window
2.Viechtbauer, W.(2013)。Metafor: Meta-analysis package for R.，http://cran.r-project.org/web/packages/metafor/index.html。  new window
3.What Works Clearinghouse(2010)。WWC intervention report: Cooperative integrated reading and composition (Adolescent literacy)，http://ies.ed.gov/ncee/wwc/interventionr eport.aspx?sid=lll。  new window
4.What Works Clearinghouse(2010)。WWC intervention report: Reciprocal teaching (Adolescent literacy)，http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=434， 。  new window
5.What Works Clearinghouse(2011)。What works clearinghouse: Procedures and standards handbook，http://ies.ed.gov/ncee/wwc/pdf/reference-resources/wwc_procedures_v2_1_standards_handbook.pdf。  new window
6.What Works Clearinghouse(2012)。WWC intervention report: Peered-assisted learning strategies (Adolescent literacy)，http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=367。  new window
7.Johnson, D. W.，Johnson, R. T.，Stanne, M. B.(2000)。Cooperative learning methods: A meta-analysis，http://www.ccsstl.com/sites/default/files/Cooperative%20Leaming%20Research%20.pdf， 。  new window
圖書論文
1.柯華葳(1994)。語文科的閱讀教學。學習輔導：學習心理學的應用。臺北市：心理。  延伸查詢new window
2.Borenstein, M.(2009)。Effect sized for continuous data。The handbook of research synthesis and meta-analyiss。New York, NY：Russell Sage Foundation。  new window
3.El-Dinary, P. B.(2002)。Challenges of implementing transactional strategies instruction for reading comprehension。Comprehension instruction: Research-based best practices。New York, NY：Guilford Press。  new window
4.Gaffney, J. S.、Anderson, R. C.(2000)。Trends in reading research in the United States: Changing intellectual currents over three decades。Handbook of reading research。Mahwah, New Jersey：Lawrence Erlbaum Associates。  new window
5.Cooper, H.、Hedges, L. V.(2009)。Research synthesis as a scientific process。The handbook of research synthesis and meta-analysis。New York, NY：Russell Sage Foundation。  new window
6.柯華葳(1993)。台灣地區閱讀研究文獻回顧。中國語文心理學研究第一年度結案報告。嘉義縣：國立中正大學認知科學研究中心。  延伸查詢new window
 
 
 
 
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