One of the Institute’s primary tasks is to collate and synthesise research findings to ensure that professionals have access to a variety of research findings to rely upon.
The Swedish Institute for Educational Research has so far published eleven systematic reviews:
- Exploring, investigating and learning science — teaching in preschool
- Critical thinking and source criticism in social studies
- An accessible learning environment for everyone in physical education and health
- Laboratory work in science education
- Individualized instruction in adult education – with a focus on digital tools
- Reading comprehension and teaching about reading strategies
- Supporting and stimulating children’s social skills through play – teaching in pre-school
- Literacy and anowledge acquisition in science education for second-language learners
- Feedback in writing instruction
- Digital learning resources in mathematics education (primary and secondary education results) and Digital learning resources in early maths education (preschool results)
- Classroom dialogue in mathematics education
We are currently, in collaboration with researchers within the field, working on two systematic reviews:
- Characteristics of effective classroom management strategies in mainstream classrooms
- Meaningful leisure time for pupils’ development and learning in leisure-time centres
Our systematic reviews do not provide answers to ’what works’ in teaching, they provide the basis for making informed choices and decisions regarding teaching activities.
A systematic review is a type of literature review that collects, critically analyses and synthesises research. The process is characterised by systematics and transparency. The key features of the process are:
- A clearly stated review question with pre-defined eligibility criteria is stated.
- Explicit and transparent methods are used.
- The work is accountable, replicable and updateable.
- A systematic search that attempts to identify all studies that meet the eligibility criteria.
Apart from the systematic reviews, the Institute also does mapping of international studies within different fields. These mappings are more schematic and do not involve synthesis or conclusions.
Summarizing and commenting
The Institute monitors international systematic reviews in order to make the results available to – and useful for – professionals in Swedish schools and pre-schools. The reviews are assessed in regards to both academic quality and relevance for Swedish schools. We summarize and comment on the reviews from a Swedish perspective.
In this series our aim is to put research in a context. The purpose of the reports is to help teachers make use of research to a large extent and, in the long run, to use research findings to develop their teaching.
Identifying the needs for future summaries
In order to identify the professionals’ needs and to incorporate their opinions, the Institute conducts needs analyses, participates in national and regional conferences, and collaborates with agencies and organisations to learn from their experiences.