Review of Educational Research最新文献

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

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

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

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

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

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

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

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