Review of Educational Research最新文献_第3页

Young Carers’ Experiences in School: A Qualitative Systematic Review 青年照顾者在学校的经验：质性的系统回顾

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2026-06-26 DOI: 10.3102/00346543261455292

Andrea Reupert,Kim Foster,Lingling Chen,Darryl Maybery

{"title":"Young Carers’ Experiences in School: A Qualitative Systematic Review","authors":"Andrea Reupert,Kim Foster,Lingling Chen,Darryl Maybery","doi":"10.3102/00346543261455292","DOIUrl":"https://doi.org/10.3102/00346543261455292","url":null,"abstract":"Young carers under the age of 18 years provide informal care for family members with a disability, physical or mental illness, or substance misuse issue in addition to a managing their schoolwork and other responsibilities. Caring responsibilities may negatively impact their wellbeing and educational and social opportunities. Although schools are essential in shaping the educational experiences of young carers, there is a lack of awareness about them and their needs as a distinct group, along with insufficient support from teachers and school staff. The overall aim of this qualitative systematic review was to explore the experiences of young carers in school settings from the perspective of the young carer and the views of their parents and school staff. Following a systematic search process, 17 peer-reviewed, qualitative studies met the inclusion criteria. Findings highlight the dual nature of schools in young carers’ lives, offering support and stability while also posing challenges involving stigma, bullying, and inconsistent and reactive school support. Fear of judgement often prevented young carers from disclosing their caring role to others. Schools should implement proactive policies, including staff training, peer support, and flexible learning, and balance high expectations with empathy to ensure that young carers are recognized and supported.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"29 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899625","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

Reasoning and Problem-Solving in Disciplinarily Diverse Teams: Implications for Research and Practice 不同学科团队中的推理和解决问题：对研究和实践的启示

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2026-06-25 DOI: 10.3102/00346543261448567

Margaret W. Logan,Patricia A. Alexander

{"title":"Reasoning and Problem-Solving in Disciplinarily Diverse Teams: Implications for Research and Practice","authors":"Margaret W. Logan,Patricia A. Alexander","doi":"10.3102/00346543261448567","DOIUrl":"https://doi.org/10.3102/00346543261448567","url":null,"abstract":"In light of recent technological, scientific, and medical innovations our societies have seen as an outcome of interdisciplinary teamwork, the study of reasoning within these teams has received heightened attention in the literature. Prior syntheses have been published on interdisciplinary teamwork. However, no reviews have systematically investigated reasoning and thinking as they occur in disciplinarily diverse teams. Thus, this systematic review was conducted to examine the literature addressing reasoning and thinking processes within these teams and how thinking and reasoning processes interact with problem characteristics. Forty documents were identified and synthesized, involving over 1,400 individuals engaged in interdisciplinary teamwork. The findings indicate that task characteristics, domain expertise, and the reasoning and thinking that underlie decision-making may shape how interdisciplinary teams approach and resolve problems. These insights highlight the cognitive complexity of interdisciplinary collaboration and suggest directions for future research on how reasoning processes support effective teamwork.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"28 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899620","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

Centering Youth in the Healing Process Through Participatory Action Research: A Systematic Review 透过参与行动研究，以青少年为中心的疗愈过程：系统回顾

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2026-06-24 DOI: 10.3102/00346543261457441

Adam Alvarez,Addison Duane

引用次数: 0

The Supremacy of Whiteness in Local Educational Politics: A Review of Literature 地方教育政治中的白人至上：文献综述

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2026-06-24 DOI: 10.3102/00346543261451890

Cassandra F. Rubinstein

引用次数: 0

The Untested Component: A Scoping Review of Parental Engagement in School-Based Social-Emotional Learning Programs 未经测试的组成部分：家长参与校本社会情绪学习计划的范围审查

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2026-06-24 DOI: 10.3102/00346543261449215

Anna Segura,Kimberly A. Rhoades,Tymaa Alqatari,Shu Ting Lin,J. Mark Eddy,Amy M. Smith Slep

{"title":"The Untested Component: A Scoping Review of Parental Engagement in School-Based Social-Emotional Learning Programs","authors":"Anna Segura,Kimberly A. Rhoades,Tymaa Alqatari,Shu Ting Lin,J. Mark Eddy,Amy M. Smith Slep","doi":"10.3102/00346543261449215","DOIUrl":"https://doi.org/10.3102/00346543261449215","url":null,"abstract":"This scoping review documents the content and outcomes of parental engagement components within school-based social-emotional learning (SEL) programs for pre-K through 12th grade. Of 83 programs reviewed, 45 included parental engagement components and were analyzed for format, rationale, and evidence. Findings showed that although the need for parental engagement is widely recognized, implementation and effectiveness data remain limited. Common formats included standalone written materials, such as pamphlets and letters sent home (80.0%), and parent groups or workshops (62.2%). Rationales for parent engagement predominantly focused on empowering parents and increasing the generalization of children’s SEL knowledge outside of school settings. A significant gap was identified in the evidence base: only a minority of programs documented the effectiveness, acceptability, or feasibility of their parent components. To advance the field, future research should employ methodologically rigorous evaluation designs to assess the impact of parental engagement components within school-based SEL programs.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"32 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899621","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

How Strongly Is Teachers’ Burnout Related to Teacher Absenteeism, Teacher–Student Interactions, and Student Motivation and Achievement: A Meta-Analysis and Systematic Review 教师职业倦怠与教师缺勤、师生互动、学生动机和成绩的关系：一项元分析和系统评价

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2026-06-24 DOI: 10.3102/00346543261455273

Gyde Wartenberg,Karen Aldrup,Simon Grund,Uta Klusmann

{"title":"How Strongly Is Teachers’ Burnout Related to Teacher Absenteeism, Teacher–Student Interactions, and Student Motivation and Achievement: A Meta-Analysis and Systematic Review","authors":"Gyde Wartenberg,Karen Aldrup,Simon Grund,Uta Klusmann","doi":"10.3102/00346543261455273","DOIUrl":"https://doi.org/10.3102/00346543261455273","url":null,"abstract":"Teacher burnout is assumed to impair the cognitive, motivational, and social functioning of teachers, thereby hindering their professional behavior. Although this is a rapidly growing field of research, a systematic research synthesis is still lacking. Therefore, we meta-analytically summarized primary studies on the work-related correlates of teacher burnout symptoms in terms of absenteeism, the quality of teacher–student interactions (i.e., emotional support, classroom management, and instructional support), and student motivation and achievement. Meta-analyses of 86 studies demonstrated negative associations between teacher burnout symptoms and teacher–student interactions, and student motivation and achievement, whereas absenteeism was positively related to burnout. Meta-regressions showed that the negative associations between teacher burnout, teacher–student interactions, and student motivation varied significantly depending on the rater perspective (i.e., teacher self-report vs external reports). Building on the meta-analytic findings, we propose directions for future research and highlight practical implications for intervention programs.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"14 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899619","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

Preparing Teachers to Partner With Multilingual Families and Families of Children With Disabilities: A Systematic Review 准备教师与多语种家庭和残疾儿童家庭合作：系统回顾

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2026-06-17 DOI: 10.3102/00346543261448561

Jamie Day,Carlos E. Lavín,Grace L. Francis

{"title":"Preparing Teachers to Partner With Multilingual Families and Families of Children With Disabilities: A Systematic Review","authors":"Jamie Day,Carlos E. Lavín,Grace L. Francis","doi":"10.3102/00346543261448561","DOIUrl":"https://doi.org/10.3102/00346543261448561","url":null,"abstract":"Family–teacher collaboration plays a critical role in PK–12 schools for multilingual students and students with disabilities. Teacher preparation programs prepare future teachers to collaborate with families before they enter the classrooms, yet little is known regarding the extent to which programs prepare teacher candidates to collaborate with these specific family populations. In this systematic review, the authors synthesize 27 studies conducted in teacher preparation programs that train teachers to collaborate with (a) families of students with disabilities, (b) multilingual families, or (c) multilingual families of students with disabilities. Most studies investigated the collaboration with families of students with disabilities (n = 21), while some investigated multilingual families (n = 8), and very few examined collaborations with families of students who are dually identified, multilingual students with disabilities (n = 2). In a thematic analysis, we identified two family–teacher collaboration program models and several class activities across four types of teacher preparation program models. Our critique identifies methodological strengths and weaknesses of the literature, practice and policy implications, and a call for future research to equitably center family voice in family–teacher investigations.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"44 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899688","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 Mapping Literature Review on Two-Eyed Seeing in P-20 Education. p20教育中双眼观察的系统测绘文献综述。

IF 8.6 1区教育学

Review of Educational Research Pub Date : 2025-05-03 eCollection Date: 2026-06-01 DOI: 10.3102/00346543251329570

Kathryn Gardner-Vandy, Juliana Utley, Angela Just, Stephanie Hathcock, Susan Stansberry

{"title":"A Systematic Mapping Literature Review on Two-Eyed Seeing in P-20 Education.","authors":"Kathryn Gardner-Vandy, Juliana Utley, Angela Just, Stephanie Hathcock, Susan Stansberry","doi":"10.3102/00346543251329570","DOIUrl":"10.3102/00346543251329570","url":null,"abstract":"Two-Eyed Seeing (TES) is a pedagogical approach with the potential to interweave Indigenous ways of knowing and Western sciences into P-20 education to increase Indigenous students' engagement with the content. Presented here is a systematic mapping literature review on the TES pedagogical approach in P-20 educational settings to examine the trends in peer-reviewed literature on the subject. Specifically, the systematic mapping literature review sought to: 1) better characterize the peer-review literature in terms of publication outlets, geographic locations, content, and educational contexts; 2) determine what peer-reviewed literature reveals about the effectiveness of using a TES approach in a P-20 educational setting; and 3) determine what peer-reviewed literature suggests as guidelines and challenges for P-20 educators to using a TES approach. The completed search revealed 13 articles, and those articles were analyzed via content analysis and analyzed for patterns. The result is a detailed listing of guidelines to aid educators in incorporating TES into the P-20 classroom.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"96 3","pages":"985-1013"},"PeriodicalIF":8.6,"publicationDate":"2025-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13152207/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147869435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development and Feasibility Pilot Study of Indigenous Recovery Planning: A Community-Engaged Approach to Addressing Substance Use in a Native Community. 土著康复规划的开发和可行性试点研究：在土著社区采用社区参与的方法解决药物使用问题。

IF 4.8 1区教育学

Review of Educational Research Pub Date : 2024-03-01 Epub Date: 2023-02-07 DOI: 10.1177/21677026221141662

Monica C Skewes, Vivian M Gonzalez, Julie A Gameon, Adriann Ricker, Shannon Martell, Martel Reum, Shannon Holder

{"title":"Development and Feasibility Pilot Study of Indigenous Recovery Planning: A Community-Engaged Approach to Addressing Substance Use in a Native Community.","authors":"Monica C Skewes, Vivian M Gonzalez, Julie A Gameon, Adriann Ricker, Shannon Martell, Martel Reum, Shannon Holder","doi":"10.1177/21677026221141662","DOIUrl":"10.1177/21677026221141662","url":null,"abstract":"Although Native (American Indian and Alaska Native [AI/AN]) populations have high rates of abstinence from alcohol, health problems associated with substance use remain a pressing concern in many AI/AN communities. As part of a longstanding community-based participatory research (CBPR) project involving five years of relationship building and three preliminary studies, our team of academic and community co-researchers developed a culturally grounded intervention to facilitate recovery from substance use disorders among tribal members from a rural AI reservation. Our Indigenous Recovery Planning (IRP) intervention consists of six weekly sessions and aims to provide inroads to existing resources in the community, affirm and enhance Native identity, address culturally relevant risk factors, and build upon strengths. Results from a feasibility pilot study (N = 15) suggest that IRP is feasible to implement and acceptable to the community. Although there was insufficient statistical power to conduct hypothesis testing, there were changes between pretest and posttest scores in the expected directions. Future directions and limitations of this research are discussed.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"18 1","pages":"253-269"},"PeriodicalIF":4.8,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11086671/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90438990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Multidimensional Framing of Environments Beyond Blocks and Texts in K–12 Programming 在 K-12 课程中超越积木和文本的多维环境构架

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2024-01-03 DOI: 10.3102/00346543231216958

Ndudi O. Ezeamuzie, Mercy Noyenim Ezeamuzie

{"title":"Multidimensional Framing of Environments Beyond Blocks and Texts in K–12 Programming","authors":"Ndudi O. Ezeamuzie, Mercy Noyenim Ezeamuzie","doi":"10.3102/00346543231216958","DOIUrl":"https://doi.org/10.3102/00346543231216958","url":null,"abstract":"Computer programming provides a framework for interdisciplinary learning in sciences, arts and languages. However, increasing integration of programming in K–12 shows that the block-based and text-based dichotomy of programming environments does not reflect the spectrum of their affordance. Hence, educators are confronted with a fundamental hurdle of matching programming environments with learners’ cognitive abilities and learning objectives. This study addresses this challenge by analyzing 111 articles evaluating the affordances of programming environments to identify both structural and theoretical models to support educators’ choice of programming environments. The following dimensions of programming environments were identified: connectivity mode, interface natural language, language inheritance, age appropriateness, cost of environment, output interface, input interface, and project types. For each of these dimensions, the synthesis of the literature ranged from examining its nature and effect on learning programming to the implications of choosing an environment and the critical gaps that future studies should address. The findings offer instructors useful parameters to compare and assess programming environments’ suitability and alignment with learning objectives.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"103 15","pages":""},"PeriodicalIF":11.2,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139388000","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