Review of Educational Research最新文献_第2页

Exposure to Adversity and Trauma Among Students Who Experience School Discipline: A Scoping Review 经历学校纪律的学生暴露于逆境和创伤:一项范围审查

1区教育学

Review of Educational Research Pub Date : 2023-10-17 DOI: 10.3102/00346543231203674

Jane Sanders, Andrea Joseph-McCatty, Michael Massey, Emma Swiatek, Ben Csiernik, Elo Igor

{"title":"Exposure to Adversity and Trauma Among Students Who Experience School Discipline: A Scoping Review","authors":"Jane Sanders, Andrea Joseph-McCatty, Michael Massey, Emma Swiatek, Ben Csiernik, Elo Igor","doi":"10.3102/00346543231203674","DOIUrl":"https://doi.org/10.3102/00346543231203674","url":null,"abstract":"While the disproportional application of school discipline has garnered notable attention, the relationship between trauma or adversity and school discipline is under examined. The purpose of the current scoping review was to map the state of the literature, empirical and theoretical, at the intersection of school discipline, and trauma or adversity. The findings identified a gap in our knowledge as only 14 of the 49 included articles detailed empirical studies focused on the relationship between adversity and school discipline, with very few from outside of the United States. However, this burgeoning body of knowledge points to a significant relationship between trauma/adversity and experiencing school discipline that warrants further study and contextualizes expanded adversities, including poverty and racism as adversity. We believe this is necessary to acknowledging the hidden and unaddressed trauma among students being disproportionally disciplined, leading to a greater understanding of student lives, and evidence-based, trauma-informed, and culturally attuned discipline.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136033717","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 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

World Bank Influence on Policy Formation in Education: A Systematic Review of the Literature 世界银行对教育政策形成的影响:文献系统回顾

1区教育学

Review of Educational Research Pub Date : 2023-09-15 DOI: 10.3102/00346543231194725

D. Brent Edwards, Alejandro Caravaca, Annie Rappeport, Vanessa R. Sperduti

{"title":"World Bank Influence on Policy Formation in Education: A Systematic Review of the Literature","authors":"D. Brent Edwards, Alejandro Caravaca, Annie Rappeport, Vanessa R. Sperduti","doi":"10.3102/00346543231194725","DOIUrl":"https://doi.org/10.3102/00346543231194725","url":null,"abstract":"The World Bank has been called the most influential organization in education reform globally. Not only is it the single largest funder of education for international development, but it also produces knowledge, circulates discourse, and structures policymaking processes in ways that extend its influence far beyond its primary role as a bank. However, while much literature has been produced about the World Bank, the field of education lacks a systematic discussion of what has been reported about how the World Bank influences policy formation at the country level. Through the conduct of a theoretically informed systematic literature review of 70 publications, this article clarifies and provides examples for the numerous ways that the World Bank influences policy formation. In all, the article documents 11 pathways through which the World Bank influences policymaking. The article concludes by suggesting areas where research on the World Bank can be improved, namely, through more explicit attention to the theoretical and methodological approaches employed. The goal of this review is to encourage scholars to be more specific in their conceptualizations and discussions of World Bank influence, to go beyond general claims of policy imposition or agenda shaping.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135437835","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

Drawn Into Policy: A Systematic Review of School Rezoning Rationales, Processes, and Outcomes 纳入政策：对学校重新分区的理性、过程和结果的系统回顾

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2023-09-08 DOI: 10.3102/00346543231195816

Andrene J. Castro, Genevieve Siegel-Hawley, Kimberly Bridges, Shenita E. Williams

{"title":"Drawn Into Policy: A Systematic Review of School Rezoning Rationales, Processes, and Outcomes","authors":"Andrene J. Castro, Genevieve Siegel-Hawley, Kimberly Bridges, Shenita E. Williams","doi":"10.3102/00346543231195816","DOIUrl":"https://doi.org/10.3102/00346543231195816","url":null,"abstract":"School rezoning is the process of drawing and redrawing school attendance boundaries (SABs). However, studies explicitly focused on changing SABs through rezoning or other mechanisms are spread across multiple bodies of literature. Rezoning is also a politically contentious issue governed by local school boards, tying it to conceptual work on the politics of education. This systematic literature review on school rezoning brings together fragmented but related bodies of work to develop a comprehensive understanding of the rationales for school rezoning, the strategies and processes underlying it, and its associated outcomes. Grounded in a contested legal landscape, findings indicate that rezoning involves overlapping and interacting policy issues as well as multiple stakeholders that complicate the theory of action. Limitations in prevailing student assignment plans influence the degree to which rezoning can disrupt racial and socioeconomic segregation in schools. This review highlights the need to reconceptualize rezoning as a transformative tool, rather than one that replicates (or worsens) systems of educational inequity.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":" ","pages":""},"PeriodicalIF":11.2,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46384557","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

Examining Race in LatCrit: A Systematic Review of Latinx Critical Race Theory in Education LatCrit中的种族考察：对教育中拉丁裔批判性种族理论的系统回顾

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2023-09-05 DOI: 10.3102/00346543231192685

Laura C. Chávez-Moreno

{"title":"Examining Race in LatCrit: A Systematic Review of Latinx Critical Race Theory in Education","authors":"Laura C. Chávez-Moreno","doi":"10.3102/00346543231192685","DOIUrl":"https://doi.org/10.3102/00346543231192685","url":null,"abstract":"This systematic review includes 125 peer-reviewed education-research articles that employ a LatCrit framework (from a search including articles published from 1995 to 2020). The author examines how the literature utilizes LatCrit and advances ideas about race, Latinxs, and Latinidad in education. The author presents significant patterns and divergences in the literature’s strengths, challenges, and tensions. Some strengths include detailing Latinxs’ experiences and valuing experiential knowledge. The author problematizes four research practices: (1) describing LatCrit with select tenets of CRT; (2) not defining race or other relevant concepts (language, culture, etc.); (3) claiming Latinxs are unique because of their multidimensionality; and (4) exceeding LatCrit’s scope by rationalizing the study’s use of LatCrit because its participants are Latinxs. The author argues that these complications lead to a paradox: even though LatCrit emerges from critical race theory and is described as for Latinxs, the literature largely undertheorizes race and lacks clarity about conceptualizing Latinxs as a racialized group. The author recommends four framing ideas that are particular to LatCrit and that help advance the specificity of Latinidad in education.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":" ","pages":""},"PeriodicalIF":11.2,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43771956","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 Effects of Co-Teaching and Related Collaborative Models of Instruction on Student Achievement: A Systematic Review and Meta-Analysis 合作教学及相关合作教学模式对学生成绩的影响:系统回顾与元分析

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2023-08-04 DOI: 10.3102/00346543231186588

M. H. Vembye, Felix Weiss, Bethany Hamilton Bhat

{"title":"The Effects of Co-Teaching and Related Collaborative Models of Instruction on Student Achievement: A Systematic Review and Meta-Analysis","authors":"M. H. Vembye, Felix Weiss, Bethany Hamilton Bhat","doi":"10.3102/00346543231186588","DOIUrl":"https://doi.org/10.3102/00346543231186588","url":null,"abstract":"Co-teaching and related collaborative models of instruction are widely used in primary and secondary schools in many school systems. This systematic review and meta-analysis investigated the effects of such models on students’ academic achievement and how these effects are moderated by factors of theoretical and practical relevance. Although previous research and reviews have asserted that the evidence base is scarce, we found 128 treatment and control group studies from 1984 to 2020. We excluded 52 studies due to critical risk of bias via Cochrane’s risk of bias assessment tools and conducted a meta-analysis of 76 studies. This yielded 280 short-term effect sizes, of which 82% were pretest-adjusted. We found a moderate, positive, and statistically significant mean effect of [Formula: see text] = .11, 95% confidence interval [.035, .184] of collaborative instruction compared to single-taught controls, using the correlated-hierarchical effects (CHE-RVE) model. From moderator analyses, we found that collaborative instruction yields effects of mostly the same size, whether the interventions involved trained teachers or assistants with no teaching qualifications. This implies a potential for the expansion of such interventions at lower costs than otherwise expected. Moreover, factors that are highlighted in the co-teaching literature as preconditions for the effectiveness of collaborative instruction did not explain variations in effect sizes. Finally, we found no clear evidence for publication bias or small study effects. Notably, a large number of the studies that we drew upon were nonrandomized studies; and therefore, more rigorous experimental research is needed, especially on relevant co-teaching interventions.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":" ","pages":""},"PeriodicalIF":11.2,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48343825","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

Epistemic Injustice and Legitimacy in U.S. Doctoral Education: A Systematic Review of Literature 美国博士教育中的认知不公与合法性:文献系统回顾

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2023-07-31 DOI: 10.3102/00346543231187628

Leslie D. Gonzales, Penny A. Pasque, Kyle D. Farris, Jordan M. Hansen

引用次数: 0

Extending the Simple View of Reading in Second and Foreign Language Learning: A Meta-Analytic Structural Equation Modeling Approach 从元分析结构方程建模的角度拓展第二语言和外语学习中的简单阅读观

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2023-07-24 DOI: 10.3102/00346543231186605

Hansol Lee, J. Lee

引用次数: 0

Toward a Shared Conception of Children’s Content Area Identities in Literacy, Math, and Science: A Systematic Integrative Review 实现儿童在识字、数学和科学方面内容领域认同的共同概念：系统综合评价

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2023-07-04 DOI: 10.3102/00346543231184888

Christopher J. Wagner

引用次数: 0