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 seven systematic reviews:
- Classroom Dialogue in Mathematics Education
- Digital Learning Resources in Mathematics Education (primary and secondary education results) and Digital Learning Resources in Early Maths Education (preschool results)
- Feedback in Writing Instruction
- Literacy and Knowledge Acquisition in Science Education for Second-language Learners
- Supporting and Stimulating Children’s Social Skills Through Play – Teaching in Preschool
- Reading Comprehension and Teaching about Reading Strategies
- Individualized Instruction in Adult Education – with a focus on digital tools
We are currently, in collaboration with researchers within the field, working on two systematic reviews:
- Laboratory Work in Science Education
- Difficulties with Social Interaction in Physical Education and Health
- Critical thinking and source criticism in social studies
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.
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.
Mapping and testing
Apart from the systematic reviews, the Institute does mapping of existing research that describes what research is available within different fields. These mappings are more schematic and do not involve synthesis or conclusions.
Another type of summaries are quality and relevance testing of international systematic reviews. The studies are reviewed in regard to both academic quality and relevance for Swedish schools.