Review of Educational Research最新文献_第2页

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

Learning to Disagree Differently: Comparing Agonistic and Controversial Issues Literatures to Expand Conceptual and Classroom Approaches to Democratic Disagreement 学习不同地不同意：比较激烈和有争议的问题文献，以扩大民主分歧的概念和课堂方法

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2026-08-05 DOI: 10.3102/00346543261466258

Edda Sant

{"title":"Learning to Disagree Differently: Comparing Agonistic and Controversial Issues Literatures to Expand Conceptual and Classroom Approaches to Democratic Disagreement","authors":"Edda Sant","doi":"10.3102/00346543261466258","DOIUrl":"https://doi.org/10.3102/00346543261466258","url":null,"abstract":"Educational research increasingly supports diversifying pedagogical approaches to the teaching and learning of controversial issues. This article engages with agonistic scholarship, that sees disagreement as a desirable force for democracy, to identify pathways for such expansion. It analyzes how agonistic literature (n = 203) conceptualizes disagreement and uses this as a lens to re-examine publications on controversial issues (n = 106). The perspective comparative review suggests that the field could be conceptually expanded by understanding disagreements as practices where different actors gather around public things, interacting through varied modes and tones of communication and different forms of knowledge for multiple purposes. Pedagogical approaches could be diversified by incorporating bodily, performative, and object-based practices such as music, clothes, humor, sports, and games. Distinguishing civic-literacy aims from efforts to cultivate responsive and respectful relations could enable further pluralization of knowledge and purpose, while enhancing inclusivity. The article concludes that defining democratic boundaries in classroom disagreements requires attention to controversial matters and processes as well as to the human and non-human actors, and purposes.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"30 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899668","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

Reliability Generalization Meta-analysis of the Metacognition Awareness Inventory 元认知意识量表的信度概化元分析

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2026-07-30 DOI: 10.3102/00346543261466257

María Sánchez-Munilla,Belén Fernández-Castilla,Enrique Navarro-Asencio

引用次数: 0

Exploring the Relative Value of Combinations of Instructional Practices in Mathematics Interventions for Grades K–6: An Exploratory Network Meta-Analysis 探索K-6年级数学干预教学实践组合的相对价值：一项探索性网络元分析

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2026-07-29 DOI: 10.3102/00346543261462183

Madhavi Jayanthi,Sarah K. Krowka,Robin F. Schumacher,Seth B. Morgan,Rebecca Newman-Gonchar,Maria Schweer-Collins,Russell Gersten

引用次数: 0

What Do We Know About the Middle Tier of Education Governance from Latin America? 关于拉丁美洲教育治理的中间层我们知道些什么？

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2026-07-21 DOI: 10.3102/00346543261462174

Minahil Asim,Danilo Leite Dalmon,Isabel Núñez

{"title":"What Do We Know About the Middle Tier of Education Governance from Latin America?","authors":"Minahil Asim,Danilo Leite Dalmon,Isabel Núñez","doi":"10.3102/00346543261462174","DOIUrl":"https://doi.org/10.3102/00346543261462174","url":null,"abstract":"Following decentralization reforms, middle-tier governance structures (e.g., districts and municipalities) in Latin American education systems have evolved in structural and auxiliary ways, yet their roles, effectiveness, and impact on school improvement remain understudied. We systematically review gray and academic literature (2004–2023) in Spanish, Portuguese, and English to understand how scholars conceptualize and analyze subnational actors and organizations. We find that (a) the research is uneven, concentrated in Chile and Brazil, with limited comparative or empirical work across contexts; (2) the papers describe reforms that oscillate between local autonomy and strong central oversight, producing prescriptive models that improve accountability but constrain local innovation (i.e., middle-tier actors are tasked with new pedagogic and managerial responsibilities without the resources, clear mandates, or capacity development needed to carry them out effectively); and (c) few studies evaluate whether and how the middle-tier structures improve teaching and learning, leaving evaluation and measurement underdeveloped. The review calls for deeper empirical and comparative research on the topic.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"151 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899628","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

Positioning Positionality in Research on Novice Teachers of Color: Current Practices and Future Directions 色彩新手教师研究中的定位定位：现状与未来方向

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2026-07-12 DOI: 10.3102/00346543261462167

Christopher J. Cormier,Kristabel Stark

引用次数: 0

The Montessori Method Under Scrutiny: A Meta-Analytic and Metascientific Review for Greater Transparency in Education Research 审视下的蒙台梭利方法：对教育研究更大透明度的元分析和元科学评论

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2026-07-07 DOI: 10.3102/00346543261458396

Samuel P. León,Anastasiya A. Lipnevich,María García-Garrido

{"title":"The Montessori Method Under Scrutiny: A Meta-Analytic and Metascientific Review for Greater Transparency in Education Research","authors":"Samuel P. León,Anastasiya A. Lipnevich,María García-Garrido","doi":"10.3102/00346543261458396","DOIUrl":"https://doi.org/10.3102/00346543261458396","url":null,"abstract":"In this preregistered systematic review, we identified 198 studies, of which 114 provided sufficient quantitative data for meta-analysis. Across these studies, the Montessori method was associated with nominally positive and conventionally large, pooled effects on learning outcomes in pretest–posttest and posttest-only designs. However, these estimates were characterized by extreme between-study heterogeneity, substantial small-study effects, and clear indications of publication bias, which substantially limited their robustness and interpretability. Methodological limitations, including inconsistent reporting of implementation fidelity, low transparency, and limited experimental control, further constrained the generalizability of the findings. By combining design-sensitive modeling, multimethod bias diagnostics, and an operational framework for Montessori fidelity, this review advances a metascientific perspective on the credibility of evidence in education research. Overall, the results indicate that the large average effects reported in the literature are largely attributable to structural weaknesses of the evidence base rather than to robust educational impacts, underscoring the need for greater methodological rigor, preregistration, and open data to strengthen cumulative knowledge about Montessori education.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"11 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899630","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