Review of Educational Research最新文献

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

A Systematic Scoping Review of Community College Literature: 2000–2019 社区大学文献的系统范围综述：2000-2019

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2026-09-04 DOI: 10.3102/00346543261478027

H. Kenny Nienhusser,Monica Reid Kerrigan,Omar Romandia,Madeline Boehning

引用次数: 0

Unveiling Racism: A Systematic Review of Racism Survey Measures in Education 揭露种族主义：教育中种族主义调查措施的系统回顾

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2026-08-31 DOI: 10.3102/00346543261462172

Wendy Castillo,Juan Cruz,Rachel Renbarger,Christen Priddie,Brein Mosely,Sasha Mejia-Bradford

{"title":"Unveiling Racism: A Systematic Review of Racism Survey Measures in Education","authors":"Wendy Castillo,Juan Cruz,Rachel Renbarger,Christen Priddie,Brein Mosely,Sasha Mejia-Bradford","doi":"10.3102/00346543261462172","DOIUrl":"https://doi.org/10.3102/00346543261462172","url":null,"abstract":"Education policy research aimed at eliminating racism necessitates methodological innovation that fosters both racial equity–centered approaches and robust empirical analysis of the systemic and structural nature of racism. Most quantitative research in educational psychology does not account for racism in its modeling, thereby obscuring the racialized environments in which students learn (DeCuir-Gunby & Schutz, 2014; Strunk & Andrzejewski, 2023). Drawing from Bronfenbrenner’s ecological systems theory and the ethos of QuantCrit, this study evaluates various scales to highlight gaps and challenges in measuring racism within school settings. This review aims to uplift measures for researchers to use in their work and advocate for more targeted resources and reparations. Reviewing 66 studies and 50 unique scales, key findings include the overreliance on scales designed to measure racial discrimination at the intrapersonal level, while systemic and structural factors are often overlooked. Most measures were self-report surveys for older students developed more than 15 years ago. The results demonstrate the need to move beyond measures of intrapersonal racism to more up-to-date, multidimensional tools. The study’s findings also underscore the necessity of constant reevaluation of the tools so they keep pace with the shifting cultural realities of how racism operates, and the specific ways it impacts racially minoritized communities. As racism continues to evolve, so too must the methods by which it is measured.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"1 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899685","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

Contract Grading in Writing: A Systematic Review of Efficacy, Equity, and Unexamined Burdens 书面合同分级：效能、公平和未审查负担的系统审查

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2026-08-31 DOI: 10.3102/00346543261478075

Shiyu Tang,Shulin Yu

{"title":"Contract Grading in Writing: A Systematic Review of Efficacy, Equity, and Unexamined Burdens","authors":"Shiyu Tang,Shulin Yu","doi":"10.3102/00346543261478075","DOIUrl":"https://doi.org/10.3102/00346543261478075","url":null,"abstract":"Contract grading and labor-based grading contracts have emerged as a prominent antiracist and equitable alternative to normative writing assessment, purportedly mitigating linguistic discrimination and anxiety for multilingual writers. This systematic review synthesizes 42 publications to critically evaluate this promise, examining contract grading’s theoretical foundations, empirical efficacy, and specific implications for multilingual writing pedagogy. The findings confirm that contract grading significantly reduces student anxiety and enhances perceptions of fairness by decoupling grades from subjective quality judgments. However, the review uncovers a critical equity paradox: While designed to combat racial and linguistic bias, rigid labor-based models can inadvertently create new inequities for disabled, neurodivergent, and time-poor students. Furthermore, empirical evidence on writing quality remains limited and mixed, and significant implementation challenges, including immense instructor workload and student resistance, threaten its scalability. The analysis identifies a predominantly U.S.-centric, theoretically fragmented research landscape with limited methodologic rigor in multilingual writing contexts. We conclude by proposing a future research agenda that prioritizes intersectional frameworks, robust comparative studies in global settings, and critical adaptations addressing the emerging challenges of generative artificial intelligence, urging the field to refine labor-based grading contracts into a more nuanced and inclusively effective practice for diverse multilingual writers.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"5 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899654","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

Quantitative Measurement of Structural Racism: A Systematic Literature Review 结构性种族主义的定量测量：系统的文献回顾

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2026-08-31 DOI: 10.3102/00346543261470762

Amanda Davis Simpfenderfer,Ayse Nur Boos,Jingjing Liu,Anarbek Yelshibayev,Senttra Snowden-Gregg

{"title":"Quantitative Measurement of Structural Racism: A Systematic Literature Review","authors":"Amanda Davis Simpfenderfer,Ayse Nur Boos,Jingjing Liu,Anarbek Yelshibayev,Senttra Snowden-Gregg","doi":"10.3102/00346543261470762","DOIUrl":"https://doi.org/10.3102/00346543261470762","url":null,"abstract":"Structural racism “refers to the totality of ways in which societies foster racial discrimination through mutually reinforcing systems”. By this definition, structural racism is deeply embedded in education policy and practice. However, within quantitative education research, explicit attention to how structural racism is conceptualized and measured remains limited. Guided by critical race theory and quantitative critical race theory (QuantCrit), this systematic literature review examines how structural racism has been named and operationalized in quantitative studies across disciplines in the United States. We analyze patterns in how researchers conceptualize, measure, and model structural racism, with particular attention to the methodological decisions that shape what becomes empirically visible. Notably, we find that while adjacent fields—such as public health and sociology—have developed explicit quantitative measures of structural racism, no quantitative education studies in our sample operationalized structural racism as a measurable construct. Drawing on approaches from these adjacent fields, we discuss conceptual and methodological implications for education research and outline pathways to advancing quantitative analyses that more directly examine how structural racism operates within educational systems.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"76 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899655","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

Relationship Between Social-Emotional Learning, Culturally Responsive Teaching, and Reading: A Scoping Review of the Literature 社会情绪学习、文化反应性教学与阅读的关系：文献综述

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2026-08-26 DOI: 10.3102/00346543261475367

Sarah Jerasa,Sarah K. Ura,Lydia A. Beahm

引用次数: 0

Coloring the Unknown: A Review of Research on Black Principals’ Matriculation Through the Principalship Pipeline 为未知着色：黑人校长通过校长管道入学的研究述评

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2026-08-19 DOI: 10.3102/00346543261470795

Kimberly D. Clarida

{"title":"Coloring the Unknown: A Review of Research on Black Principals’ Matriculation Through the Principalship Pipeline","authors":"Kimberly D. Clarida","doi":"10.3102/00346543261470795","DOIUrl":"https://doi.org/10.3102/00346543261470795","url":null,"abstract":"Research has highlighted the role of Black principals in shaping school leadership and school communities. However, there remains a lack of a comprehensive review of Black principals’ matriculation through the principalship pipeline. The purpose of this review is to synthesize the literature on Black principals’ matriculation through the principalship pipeline, with attention to how race shapes documented experiences, opportunities, and constraints. Drawing on racialized organizational theory and intersectionality, this study synthesizes 40 studies published between 2001 and 2022. The analysis highlights how the literature characterizes Black principals’ leadership as an educational asset for students, teachers, and communities—evidenced through transformative leadership and resilience—and explains the barriers of racialized hiring, heightened scrutiny, and constrained advancement that they encounter along the way. Collectively, the literature suggests that race functions as an institutional filter shaping Black principals’ opportunities, constraints, and leadership trajectories. The review concludes with implications for research, policy, and practice, underscoring the need to (a) broaden conceptual frameworks that account for racialized organizational dynamics, (b) advance policies that diversify leadership pipelines, and (c) support district and state practices that affirm the value of Black leadership in schools.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"164 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899658","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

Physical Activity Intensity as a Catalyst for Learning in Young People: A Systematic Review and Practical Guide 体育活动强度作为青少年学习的催化剂：系统回顾和实践指南

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2026-08-11 DOI: 10.3102/00346543261469145

José Luis Solas-Martínez,Adilson Marques,Vânia Loureiro,Alberto Ruiz-Ariza

{"title":"Physical Activity Intensity as a Catalyst for Learning in Young People: A Systematic Review and Practical Guide","authors":"José Luis Solas-Martínez,Adilson Marques,Vânia Loureiro,Alberto Ruiz-Ariza","doi":"10.3102/00346543261469145","DOIUrl":"https://doi.org/10.3102/00346543261469145","url":null,"abstract":"This systematic review examined the effects of physical activity (PA) at different intensities (light, moderate, and vigorous) on learning variables in students aged 6 to 16 years, considering practice modality (individual or group) and timing (before, during, or after school). Based on 42 intervention studies (2014–2024), PA positively influences emotional, socio-behavioral, and cognitive learning dimensions. Emotionally, PA reduces stress, enhances emotional regulation, and boosts intrinsic motivation. Socio-behaviorally, it strengthens skills like cooperation and teamwork, with group interventions being most effective. Cognitively, light-to-moderate PA improves attention and memory, while moderate-to-vigorous intensities benefit inhibitory control and cognitive flexibility, though fatigue may limit high-intensity benefits. Importantly, the context of implementation (regular classroom, physical education class, extracurricular programs, or whole-school approaches) shaped the type and magnitude of benefits observed, highlighting the need to align interventions with pedagogical goals and school conditions. PA during school hours is most effective when integrated with academics, while extracurricular interventions excel when they emphasize voluntary participation and enjoyment. A proposed model positions PA as a critical tool for enhancing learning and overcoming educational barriers, offering guidelines to optimize its impact through intensity, modality, and timing. This review also aims to generate evidence-based recommendations that are adaptable to diverse school contexts worldwide and accessible to educators and families, ensuring that guidance is both practical and inclusive.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"179 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899663","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

Effects of Syntactic Skill Interventions on Passage- and Sentence-Level Reading Comprehension in Pre-K–12 Students: A Meta-Analytic Review 句法技能干预对k - 12学生篇章和句子阅读理解的影响：一项元分析综述

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2026-08-09 DOI: 10.3102/00346543261466253

Jieun Park,Amy M. Elleman,Cyrille Magne,Deborah A. Pingitore,Lauren M. MacDonell

{"title":"Effects of Syntactic Skill Interventions on Passage- and Sentence-Level Reading Comprehension in Pre-K–12 Students: A Meta-Analytic Review","authors":"Jieun Park,Amy M. Elleman,Cyrille Magne,Deborah A. Pingitore,Lauren M. MacDonell","doi":"10.3102/00346543261466253","DOIUrl":"https://doi.org/10.3102/00346543261466253","url":null,"abstract":"Reading comprehension is a complex cognitive process that entails the ongoing integration of textual units, guided by syntactic structures, to construct a coherent representation of a text. Understanding complex sentence structures and applying syntactic knowledge to construct meaning are crucial for comprehending challenging texts. Although previous research has highlighted the significant relationship between syntactic awareness and text comprehension, the effects of syntactic skill interventions have received limited attention. This meta-analysis examined 40 empirical studies from 33 articles investigating the impact of syntactic skill interventions on students in grades pre-K–12. A total of 174 effect sizes, involving 15,784 students, were analyzed. Overall, the interventions were effective, with effect sizes of g = 0.17 for passage-level comprehension, g = 0.15 for sentence-level comprehension, and g = 0.47 for syntactic knowledge. Effect sizes varied based on factors such as intervention characteristics (e.g., group format and syntactic diversity) and the participants’ grade levels and reading ability. Future research should explore more detailed interventions and participant characteristics to further clarify these effects.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"14 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899664","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 Writing Identity Work of Youth: A Review of the Literature 青年的写作认同工作：文献综述

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2026-08-05 DOI: 10.3102/00346543261466251

Amy Vetter,Katina Zammit,Lori Assaf,Claire Lambert

引用次数: 0