In this second-order scoping review--that is, a broad overview of research on a particular topic, identifying key concepts and evidence gaps--we (a) provide an overview of robust (and semi-robust) findings in giftedness and talent research and (b) identify areas where giftedness and talent research has not yet produced robust (and semi-robust)…

In higher education, concept mapping has been extensively adopted as an assessment and evaluation tool for conceptual knowledge. In recent years, an increasing number of researchers have applied concept mapping to teaching in technology-based environments. However, no research was found to holistically explore the role of concept maps in…

The present article focuses on teacher competencies as a major factor that impacts student learning. Ultimately, all attempts to improve education converge in the teacher and the quality of his/her work with students. With their teaching methods, their communication and their classroom management, teachers can structure the kind of learning…

Details meta-analysis of 58 intervention studies related to higher-order processing (i.e., problem solving) for adolescents with learning disabilities. Discusses factors that increased effect sizes: (1) measures of metacognition and text understanding; (2) instruction including advanced organizers, new skills, and extended practice; and (3)…

This article reviews recent empirical investigations of imagination or mental practice in highly cognitive, realistic educational domains such as mathematics or learning computer applications. While mental practice has been a standard tool in training schedules devised by sports psychologists for several decades, with its efficacy studied…

This meta-analysis summarizes teaching effectiveness studies of the past decade and investigates the role of theory and research design in disentangling results. Compared to past analyses based on the process-product model, a framework based on cognitive models of teaching and learning proved useful in analyzing studies and accounting for…

Instructional research is synthesized, using categories specific and functional enough to provide guidance for classroom practice. The opening chapter presents a theory for conducting a theory-based meta-analysis of the research on instruction, outlining a theory that involves four elements of human information processing: the self-system, the…

Reviews research in computer-assisted instruction (CAI): early research; quantitative (meta-analysis); computer drill and practice; and related subjects: cognitive style differences, instructional design, microcomputer-based CAI, cognitive theory, cognitive processing, memory, limitations to CAI (subject areas/materials/costs and…

Forty studies using one or more components of Lozanov's method of suggestive-accelerative learning and teaching were identified from a search of all issues of the "Journal of Suggestive-Accelerative Learning and Teaching." Fourteen studies contained sufficient statistics to compute effect sizes. The studies were coded according to substantive and…

For the twenty-ninth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Orlando, Florida. The Proceedings of AECT's Convention are published in two…