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Review of Educational Research最新文献

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How Dominant Conceptualizations of Leadership and Identity Have Shaped the Research on Women in Educational Administration Over Time: A Descriptive Review 领导和身份的主导概念如何影响了教育管理中女性的研究：一个描述性的回顾
IF 11.2 1区 教育学
Review of Educational Research Pub Date : 2026-11-10 DOI: 10.3102/00346543261498848
Jennie Miles Weiner,Taylor Strickland
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引用次数: 0
Questioning the Credibility of Educational Meta-Analyses: Insights From Multimethod Reanalyses 质疑教育元分析的可信度：来自多方法再分析的见解
IF 11.2 1区 教育学
Review of Educational Research Pub Date : 2026-11-10 DOI: 10.3102/00346543261492727
Luke Rowe
{"title":"Questioning the Credibility of Educational Meta-Analyses: Insights From Multimethod Reanalyses","authors":"Luke Rowe","doi":"10.3102/00346543261492727","DOIUrl":"https://doi.org/10.3102/00346543261492727","url":null,"abstract":"Review of Educational Research","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"506 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149374673","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
Education in Written Popularization Skills for Higher Education Students: A Literature Review 高等院校学生书面推广技能教育：文献综述
IF 11.2 1区 教育学
Review of Educational Research Pub Date : 2026-11-10 DOI: 10.3102/00346543261488047
Florentine Marnel Sterk,Merel van Goch,Michael Burke,Iris van der Tuin
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引用次数: 0
Adaptive Support for Collaborative Learning: A Meta-Analysis 协作学习的适应性支持：一项元分析
IF 11.2 1区 教育学
Review of Educational Research Pub Date : 2026-11-10 DOI: 10.3102/00346543261488039
Lixiang Gao,Frank Fischer,Matthias Stadler,Olga Chernikova
{"title":"Adaptive Support for Collaborative Learning: A Meta-Analysis","authors":"Lixiang Gao,Frank Fischer,Matthias Stadler,Olga Chernikova","doi":"10.3102/00346543261488039","DOIUrl":"https://doi.org/10.3102/00346543261488039","url":null,"abstract":"","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"17 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149374668","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
Content and Language Integrated Learning, English-Medium Instruction, and English for Specific Purposes in Higher Education: A Systematic Literature Review 内容与语言的整合学习，英语为媒介的教学，高等教育中的专用英语：系统的文献综述
IF 11.2 1区 教育学
Review of Educational Research Pub Date : 2026-10-26 DOI: 10.3102/00346543261495151
Luxi Wang,Tessa Mearns,Wilfried Admiraal
{"title":"Content and Language Integrated Learning, English-Medium Instruction, and English for Specific Purposes in Higher Education: A Systematic Literature Review","authors":"Luxi Wang,Tessa Mearns,Wilfried Admiraal","doi":"10.3102/00346543261495151","DOIUrl":"https://doi.org/10.3102/00346543261495151","url":null,"abstract":"","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"79 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149251032","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 Assets of Transgender College Students in the United States: A Scoping Review 美国跨性别大学生的资产：一项范围审查
IF 11.2 1区 教育学
Review of Educational Research Pub Date : 2026-10-20 DOI: 10.3102/00346543261491752
Alex C. Lange,Dianna Morganti,Nick Fahnders,Alie Ehrensaft,Megan Battleson,Romeo Jackson
{"title":"The Assets of Transgender College Students in the United States: A Scoping Review","authors":"Alex C. Lange,Dianna Morganti,Nick Fahnders,Alie Ehrensaft,Megan Battleson,Romeo Jackson","doi":"10.3102/00346543261491752","DOIUrl":"https://doi.org/10.3102/00346543261491752","url":null,"abstract":"","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"1 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149221644","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
Unlocking Early Mathematics Potential at Home: A Meta-Analysis of the Effects of Home Mathematical Activity Interventions on Preschool Children’s Mathematical Learning 释放早期数学潜能：家庭数学活动干预对学龄前儿童数学学习影响的meta分析
IF 11.2 1区 教育学
Review of Educational Research Pub Date : 2026-10-12 DOI: 10.3102/00346543261488048
Jiajia Li,Jin Sun,Dandan An,Ziying Zhang,Jianbin Li
{"title":"Unlocking Early Mathematics Potential at Home: A Meta-Analysis of the Effects of Home Mathematical Activity Interventions on Preschool Children’s Mathematical Learning","authors":"Jiajia Li,Jin Sun,Dandan An,Ziying Zhang,Jianbin Li","doi":"10.3102/00346543261488048","DOIUrl":"https://doi.org/10.3102/00346543261488048","url":null,"abstract":"","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"232 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149152758","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
Digital Literacy in Adult Lifelong Learning: A Systematic Review of Theoretical Frameworks and Pedagogical Effectiveness 成人终身学习中的数字素养：理论框架和教学效果的系统回顾
IF 11.2 1区 教育学
Review of Educational Research Pub Date : 2026-09-30 DOI: 10.3102/00346543261484193
Joshua Ampofo,Jiacheng Li,Wen Zou,Weiwei Zhu
{"title":"Digital Literacy in Adult Lifelong Learning: A Systematic Review of Theoretical Frameworks and Pedagogical Effectiveness","authors":"Joshua Ampofo,Jiacheng Li,Wen Zou,Weiwei Zhu","doi":"10.3102/00346543261484193","DOIUrl":"https://doi.org/10.3102/00346543261484193","url":null,"abstract":"Digital literacy is an essential competency for adult participation in contemporary society; however, it is theorized through several distinct traditions, and its pedagogical effectiveness varies across settings. This systematic review synthesizes empirical evidence from 89 studies (2019–2024) on digital literacy in adult lifelong learning. Our analysis identifies three dominant theoretical paradigms: techno-functionalist, socio-critical, and ecological. Pedagogical approaches such as authentic problem-based learning and culturally responsive methods demonstrate superior outcomes for learner engagement and skill transfer, though persistent equity gaps disproportionately affect marginalized groups. Building on the complementary strengths of these traditions, we propose an integrative digital capabilities framework that brings together functional, critical, adaptive, and transformative dimensions within a single equity-centered model, offering practitioners and researchers a shared vocabulary that the individual paradigms do not provide on their own. We conclude with implications for practice and policy and call for future research that prioritizes longitudinal designs, intersectional analyses, and participatory methodologies to advance equitable digital literacy education for adults.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"6 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149093271","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
A Systematic Review of the Implications of Diagnostic Classification Modeling for Cognitive Models of Mathematics 诊断分类建模对数学认知模型影响的系统综述
IF 11.2 1区 教育学
Review of Educational Research Pub Date : 2026-09-24 DOI: 10.3102/00346543261480692
Adam Coates
{"title":"A Systematic Review of the Implications of Diagnostic Classification Modeling for Cognitive Models of Mathematics","authors":"Adam Coates","doi":"10.3102/00346543261480692","DOIUrl":"https://doi.org/10.3102/00346543261480692","url":null,"abstract":"In education, cognitive models are often representations of knowledge and processes required to solve a task. These models can be used as foundations of pedagogy, curricula, and educational software. Diagnostic classification modeling (DCM) is a family of statistical approaches designed to combine responses to an assessment with a cognitive model to estimate students’ mastery of each skill in the assessment. This article systematically reviews the use of DCM with mathematics tests, focusing on the implications for developing and improving cognitive models. The literature was systematically searched, finding 182 articles analyzing mathematics assessments with DCM. This review highlights insights from DCM studies across a range of topics, including the sequences in which skills are learned, differences between problem-solving strategies, differences in learning across education systems, and the role of foundational knowledge when learning more advanced skills. Concerns about some uses of DCM are raised and future research directions are recommended.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"35 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149123958","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
Education Policy and the State in Research on Latin America: A Systematic Review of Theoretical Approaches 拉丁美洲研究中的教育政策与国家：理论方法的系统回顾
IF 11.2 1区 教育学
Review of Educational Research Pub Date : 2026-09-05 DOI: 10.3102/00346543261478032
D. Brent Edwards,Mauro C. Moschetti,Claudia Días-Ríos,Siobhan Ng,Patricia Grillet,Vanessa Ghersi Cordano,Naomi Caywood
{"title":"Education Policy and the State in Research on Latin America: A Systematic Review of Theoretical Approaches","authors":"D. Brent Edwards,Mauro C. Moschetti,Claudia Días-Ríos,Siobhan Ng,Patricia Grillet,Vanessa Ghersi Cordano,Naomi Caywood","doi":"10.3102/00346543261478032","DOIUrl":"https://doi.org/10.3102/00346543261478032","url":null,"abstract":"This paper presents the results of a systematic literature review on how the state has been explicitly and implicitly conceived in research on K–12 education policy in Latin America. Based on a review of 177 studies in English, Spanish, and Portuguese, seven general theoretical approaches are identified in research on Latin America that focuses on K–12 education policy and employs the language of “the state.” These approaches are labeled political economy, policy process, governance, institutionalism, poststructuralism, post-/decoloniality, and historical accounts. In addition to delineating the characteristics of these seven general approaches, this paper also identifies how each approach conceptualizes the state, or does not, as well as the implications of these approaches for how “the state” and other actors can purposefully act to guide education systems toward particular ends. The discussion section considers the consequences of the fact that the studies in the sample vary not only in terms of the explicitness of their theoretical approach, but also in terms of clarity around the nature of the state. The concluding section comments on the value of combining various theoretical perspectives for understanding the relationship between states and K–12 education policy in Latin America.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"30 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899656","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
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