Review of Educational Research最新文献

Multidimensional Framing of Environments Beyond Blocks and Texts in K–12 Programming 在 K-12 课程中超越积木和文本的多维环境构架

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2024-01-03 DOI: 10.3102/00346543231216958

Ndudi O. Ezeamuzie, Mercy Noyenim Ezeamuzie

{"title":"Multidimensional Framing of Environments Beyond Blocks and Texts in K–12 Programming","authors":"Ndudi O. Ezeamuzie, Mercy Noyenim Ezeamuzie","doi":"10.3102/00346543231216958","DOIUrl":"https://doi.org/10.3102/00346543231216958","url":null,"abstract":"Computer programming provides a framework for interdisciplinary learning in sciences, arts and languages. However, increasing integration of programming in K–12 shows that the block-based and text-based dichotomy of programming environments does not reflect the spectrum of their affordance. Hence, educators are confronted with a fundamental hurdle of matching programming environments with learners’ cognitive abilities and learning objectives. This study addresses this challenge by analyzing 111 articles evaluating the affordances of programming environments to identify both structural and theoretical models to support educators’ choice of programming environments. The following dimensions of programming environments were identified: connectivity mode, interface natural language, language inheritance, age appropriateness, cost of environment, output interface, input interface, and project types. For each of these dimensions, the synthesis of the literature ranged from examining its nature and effect on learning programming to the implications of choosing an environment and the critical gaps that future studies should address. The findings offer instructors useful parameters to compare and assess programming environments’ suitability and alignment with learning objectives.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"103 15","pages":""},"PeriodicalIF":11.2,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139388000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Emergence and Escalation of Online Racial Discrimination in Digital Spaces: A Systematic Review 数字空间中在线种族歧视的出现和升级：系统回顾

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2024-01-02 DOI: 10.3102/00346543231217459

K. Beard, Mitchell Shortt, Kui Xie

引用次数: 0

Assessing Teachers’ Culturally Responsive Classroom Practice in PK–12 Schools: A Systematic Review of Teacher-, Student-, and Observer-Report Measures 评估 PK-12 学校中教师的文化顺应性课堂实践：教师、学生和观察者报告措施的系统回顾

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2023-12-20 DOI: 10.3102/00346543231208720

Meredith P. Franco, Jessika H. Bottiani, Catherine P. Bradshaw

{"title":"Assessing Teachers’ Culturally Responsive Classroom Practice in PK–12 Schools: A Systematic Review of Teacher-, Student-, and Observer-Report Measures","authors":"Meredith P. Franco, Jessika H. Bottiani, Catherine P. Bradshaw","doi":"10.3102/00346543231208720","DOIUrl":"https://doi.org/10.3102/00346543231208720","url":null,"abstract":"The importance of improving teachers’ use of culturally responsive practice (CRP) in the classroom setting has been widely recognized. Although quantitative data on teachers’ use of CRP has potential to be a helpful decision-making tool in advancing that goal, little is known about the psychometrics of classroom-based CRP measures, their utility in evaluating the impact of interventions designed to improve teacher CRP, or their use to inform teacher professional development in CRP. The current study reports findings from a systematic review of the research on the quantitative measurement of CRP using the 2020 Preferred Reporting Items for Systematic reviews and Meta-Analyses standards to document how CRP is operationalized and measured in prekindergarten–12th-grade classrooms in the United States (U.S.). Searching across six databases, 27 measures were identified for inclusion. The vast majority of measures were teacher self-report surveys, and relatively few were student-report or external observer assessments. We examined the availability of classroom-based observational and survey instruments and critically analyzed each measure through an argument-based approach to validation. We concluded that although some CRP measures hold promise, the validity of their interpretation and use is not adequately supported by evidence, with some exceptions. This lack of empirical evidence is exacerbated by the limitations of single-informant measurement of CRP. More multi-informant assessment approaches are needed.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"16 7","pages":""},"PeriodicalIF":11.2,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138956122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Do New Forms of Reading Pay Off? A Meta-Analysis on the Relationship Between Leisure Digital Reading Habits and Text Comprehension 新的阅读形式会带来回报吗？休闲数字阅读习惯与文本理解之间关系的元分析

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2023-12-12 DOI: 10.3102/00346543231216463

L. Altamura, C. Vargas, L. Salmerón

{"title":"Do New Forms of Reading Pay Off? A Meta-Analysis on the Relationship Between Leisure Digital Reading Habits and Text Comprehension","authors":"L. Altamura, C. Vargas, L. Salmerón","doi":"10.3102/00346543231216463","DOIUrl":"https://doi.org/10.3102/00346543231216463","url":null,"abstract":"Previous research has evidenced a strong positive relationship between leisure print reading habits and reading comprehension across the lifespan. The rapid evolution of new forms of leisure digital reading could modify such a relationship. This meta-analysis extends previous research by analyzing the relationship between leisure digital reading habits and reading comprehension. We analyzed 40 effect sizes using multilevel analysis. Data involved 469,564 participants from studies published between 2000 and 2022. The average effect size reflects a small significant effect on reading comprehension (r = .055), which contrasts with the medium size effects found in the literature related to print reading habits and comprehension. This relationship is significantly moderated by the reader’s educational stage. At early stages (primary and middle school) negative relationships are observed between leisure digital reading and text comprehension, while at later stages (high school and university) the relationship turns positive. We highlight the different contributions that reading modalities and technological contexts have on our reading comprehension, especially across the lifespan. In sum, leisure digital reading does not seem to pay off in terms of reading comprehension, at least, as much as traditional print reading does.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"81 10","pages":""},"PeriodicalIF":11.2,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139008073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Is Dis-Ability a Foregone Conclusion? Research and Policy Solutions to Disproportionality 残疾是否已成定局？比例失调的研究与政策解决方案

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2023-12-06 DOI: 10.3102/00346543231212935

Rebecca A. Cruz, Catherine Kramarczuk Voulgarides, A. R. Firestone, Logan McDermott, Zhihui Feng

{"title":"Is Dis-Ability a Foregone Conclusion? Research and Policy Solutions to Disproportionality","authors":"Rebecca A. Cruz, Catherine Kramarczuk Voulgarides, A. R. Firestone, Logan McDermott, Zhihui Feng","doi":"10.3102/00346543231212935","DOIUrl":"https://doi.org/10.3102/00346543231212935","url":null,"abstract":"Research on disproportionate representation in special education has potential to influence policy in ways that rectify educational inequities. In this study, we investigated how disproportionality researchers have operationalized dis-ability, identified key themes and theories used in disproportionality research, and evaluated the coherence between this research and related policy. We found that studies using medical/rehabilitative frameworks to define disability tended to offer policy recommendations focused on preventing inappropriate identification and enhancing access to early interventions. In contrast, studies situated in social models of dis-ability tended to offer policy recommendations for holistic improvement of educational systems. Finally, disproportionality studies applying legal frameworks tended to advocate for explicit policies regarding race and racism without attending to ableism. Given that federal policy continues to operate from a deficit perspective regarding student variability, we contend that deficit-oriented recommendations for change are unlikely to improve students’ experiences in schools and related outcomes. We discuss the need for disproportionality research to inform policy through frameshifting.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"54 9","pages":""},"PeriodicalIF":11.2,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138597665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How Does Schooling Affect Inequality in Cognitive Skills? The View From Seasonal Comparison Research 学校教育如何影响认知技能的不平等？季节性比较研究的观点

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2023-12-01 DOI: 10.3102/00346543231210005

Douglas B. Downey

引用次数: 0

Organizing Possible Futures: A Systematic Review on Dis/ability Justice Frameworks to Design Equity-Oriented Inclusive Teacher Education Programs 组织可能的未来：系统回顾残疾/残障公正框架，设计以公平为导向的全纳教师教育课程

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2023-11-24 DOI: 10.3102/00346543231212927

Dosun Ko, Dian Mawene, Boris Krichevsky, Sumin Lim

{"title":"Organizing Possible Futures: A Systematic Review on Dis/ability Justice Frameworks to Design Equity-Oriented Inclusive Teacher Education Programs","authors":"Dosun Ko, Dian Mawene, Boris Krichevsky, Sumin Lim","doi":"10.3102/00346543231212927","DOIUrl":"https://doi.org/10.3102/00346543231212927","url":null,"abstract":"In the U.S. school system, Black, Indigenous, and People of Color (BIPOC) students often experience multiple forms of marginalization at the intersection of racism, ableism, and other forms of subjugation. To reform dysfunctional school systems, teacher education programs must create transformative spaces to nurture future educators committed to equity. These educators then will be equipped to dismantle the (in)visible racist and ableist structures within education systems and envision new alternative futures. Drawing on critical learning sciences and dis/ability justice-oriented theoretical approaches, we conducted a systematic literature review of 11 empirical studies to examine how teacher preparation programs are informed by dis/ability justice theoretical lenses. We synthesized how dis/ability justice-oriented teacher preparation programs organized transformative learning environments aimed at disrupting color-evasive and pathologizing discourses. We discussed the findings on how these programs conceptualized dis/ability, their applications of these conceptualizations in practice, and the transformative learning outcomes for preservice teachers.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"2007 30","pages":""},"PeriodicalIF":11.2,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139239324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reviewer Acknowledgments 评论家致谢

1区教育学

Review of Educational Research Pub Date : 2023-11-04 DOI: 10.3102/00346543231213380

引用次数: 0

The Evolution of “Loaded Moments” Toward Escalation or De-Escalation in Student–Teacher Interactions 师生互动中“负载时刻”向升级或降级的演变

1区教育学

Review of Educational Research Pub Date : 2023-10-06 DOI: 10.3102/00346543231202509

Brianna L. Kennedy, Robin Junker

{"title":"The Evolution of “Loaded Moments” Toward Escalation or De-Escalation in Student–Teacher Interactions","authors":"Brianna L. Kennedy, Robin Junker","doi":"10.3102/00346543231202509","DOIUrl":"https://doi.org/10.3102/00346543231202509","url":null,"abstract":"To minimize negative interactions and their impacts, teachers and students must successfully negotiate loaded moments, points in time when two or more parties realize that their needs differ and that they must confront that difference. In this literature review, we synthesize 30 studies, published from 2000 to 2020, that describe the evolution of loaded moments between teachers and students with the goal of identifying and explicating the co-construction of escalation and de-escalation during classroom interactions. We found that macro level social contexts and existing classroom patterns set the scene for the occurrence of a loaded moment. In addition, loaded moments emerge when specific instigating circumstances are co-constructed, which refer to incompatibilities between teacher and student(s). Furthermore, loaded moments (de)escalate, depending on the co-construction of the moment as it progresses, such as through mutual trade-offs, turnings, or refusals. Finally, these co-constructions can result in a specific long-term relationship- and bond-development. Implications of these findings for research concerning student–teacher conflict are discussed.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135350652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

What Is the Empirical Research Base of Early Childhood Coaching? A Mapping Review 幼儿辅导的实证研究基础是什么?地图综述

1区教育学

Review of Educational Research Pub Date : 2023-09-22 DOI: 10.3102/00346543231195836

Rachel E. Schachter, Lisa L. Knoche, Molly J. Goldberg, Junrong Lu

{"title":"What Is the Empirical Research Base of Early Childhood Coaching? A Mapping Review","authors":"Rachel E. Schachter, Lisa L. Knoche, Molly J. Goldberg, Junrong Lu","doi":"10.3102/00346543231195836","DOIUrl":"https://doi.org/10.3102/00346543231195836","url":null,"abstract":"This study examined the empirical base for early childhood (birth to 8) coaching via a systematic mapping review of the relevant literature, including diverse research designs to represent the full breadth of published studies related to early childhood coaching. The systematic review yielded 374 unique studies published between 1987 and 2019 that were coded for type of study design (e.g., causal; quantitative noncausal; qualitative; single-case design); research populations; and reported content, structure, and processes of early childhood coaching. Descriptive analyses revealed that almost half of the study designs were causal (45.99%); over 75% of the studies were interested in the outcomes or experiences of teachers. The most targeted coaching content domains were social-emotional (44.92% of studies) and language/literacy development (43.58% of studies). Reporting on coaching structure was inconsistent across studies. Observation was the most reported coaching strategy during instruction (73.53% of studies), and provision of evaluative feedback was the most frequently reported coaching strategy outside of instruction (62.83% of studies). The review identified the literature base includes a diversity of study designs, and a great majority of studies occur in preschool settings (70.32%). Findings also suggest that a growing number of coaching studies are focused on child outcomes (60.16%). Results indicate a need for more studies that focus on coaches directly as well as research about coaching in infant/toddler programs and in content domains beyond social-emotional and language/literacy.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136011289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1