Review of Educational Research最新文献_第5页

A Systematic Review of the Literature on Inservice Professional Development Explicitly Addressing Race and Racism 关于明确讨论种族和种族主义的在职专业发展文献的系统回顾

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-10-30 DOI: 10.3102/00346543221125245

Andrew Matschiner

引用次数: 2

The Counter-Deficit Lens in Educational Research: Interrogating Conceptions of Structural Oppression 教育研究中的反赤字镜头:对结构性压迫概念的质疑

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-10-14 DOI: 10.3102/00346543221125225

Suneal Kolluri, A. Tichavakunda

引用次数: 2

The Relations of Morphological Awareness with Language and Literacy Skills Vary Depending on Orthographic Depth and Nature of Morphological Awareness 词形意识与语言和读写能力的关系因词形意识的正字法深度和词形意识的性质而异

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-09-30 DOI: 10.3102/00346543221123816

J. Lee, Alissa Wolters, Young-Suk Grace Kim

{"title":"The Relations of Morphological Awareness with Language and Literacy Skills Vary Depending on Orthographic Depth and Nature of Morphological Awareness","authors":"J. Lee, Alissa Wolters, Young-Suk Grace Kim","doi":"10.3102/00346543221123816","DOIUrl":"https://doi.org/10.3102/00346543221123816","url":null,"abstract":"We examined the relation of morphological awareness with language and literacy skills, namely phonological awareness, orthographic awareness, vocabulary, word reading, spelling, text reading fluency, and reading comprehension. We also examined potential moderators of the relations (grade level, orthographic depth of language, receptive vs. productive morphological awareness, inflectional vs. derivational vs. compound morphological awareness, and L1/L2 status). After systematic search, a total of 232 articles (965 unique samples, N = 49,936 participants, and 2,765 effect sizes in 17 languages) met inclusion criteria. Morphological awareness was, on average, moderately related to phonological awareness (r = .41), orthographic awareness (r = .39), vocabulary (r = .50), word reading (r = .49), spelling (r = .48), text reading fluency (r = .53), and reading comprehension (r = .54). Importantly, morphological awareness had a stronger relation with word reading in orthographically deep languages (.52) than in orthographically shallow languages (.38). The relation with vocabulary was stronger for upper elementary grades than for primary grades. The magnitude of the relation also varied by the nature of morphological awareness: productive morphological awareness had a stronger relation with phonological awareness and vocabulary than receptive morphological awareness; derivational morphological awareness had a stronger relation with vocabulary and word reading compared to inflectional morphological awareness; and compound morphological awareness had a weaker relation with phonological awareness but a stronger relation with vocabulary compared to inflectional morphological awareness. These results underscore the importance of morphological awareness in language and literacy skills, and reveal a nuanced and precise picture of their relations.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"93 1","pages":"528 - 558"},"PeriodicalIF":11.2,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45645515","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: 10

Framing and Efficacy of University-Required Diversity Courses in the Research Literature 研究文献中大学必修多样性课程的框架与效能

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-09-28 DOI: 10.3102/00346543221123793

Christine Zabala Eisshofer

引用次数: 1

Online Teaching in K-12 Education in the United States: A Systematic Review 美国K-12教育中的在线教学:系统回顾

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-08-03 DOI: 10.3102/00346543221105550

Carla C. Johnson, Janet B. Walton, Lacey Strickler, Jennifer B. Elliott

{"title":"Online Teaching in K-12 Education in the United States: A Systematic Review","authors":"Carla C. Johnson, Janet B. Walton, Lacey Strickler, Jennifer B. Elliott","doi":"10.3102/00346543221105550","DOIUrl":"https://doi.org/10.3102/00346543221105550","url":null,"abstract":"The transition to fully or partially online instruction for K–12 students necessitated by the 2020 COVID-19 pandemic highlighted the current lack of understanding of practices that support K–12 student learning in online settings in emergency situations but also, more troublingly, in K–12 online teaching and learning more generally. A systematic review of literature regarding K–12 online teaching and learning in the United States was therefore conducted to begin to fill this gap and to inform the work of policy makers, researchers, teacher educators, teachers, and administrators as they negotiate the changing role of online instruction in our nation’s educational systems. The review revealed a set of contextual conditions that are foundational to student learning in K–12 online settings (prepared educators, technology access and autonomy, students’ developmental needs and abilities, and students’ self-regulated learning skills). The literature also pointed to seven pillars of instructional practice that support student learning in these settings (evidence-based course organization and design, connected learners, accessibility, supportive learning environment, individualization, active learning, and real-time assessment).","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"93 1","pages":"353 - 411"},"PeriodicalIF":11.2,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44212040","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: 10

The Impact of Summer Programs on Student Mathematics Achievement: A Meta-Analysis 暑期项目对学生数学成绩的影响：Meta分析

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-07-19 DOI: 10.3102/00346543221105543

K. Lynch, Lily An, Zid Mancenido

引用次数: 5

Critical What What? A Theoretical Systematic Review of 15 Years of Critical Race Theory Research in Social Studies Education, 2004–2019 关键什么什么?2004-2019社会研究教育15年批判种族理论研究的理论系统回顾

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-07-19 DOI: 10.3102/00346543221105551

C. Busey, Kristen E. Duncan, Tianna Dowie-Chin

{"title":"Critical What What? A Theoretical Systematic Review of 15 Years of Critical Race Theory Research in Social Studies Education, 2004–2019","authors":"C. Busey, Kristen E. Duncan, Tianna Dowie-Chin","doi":"10.3102/00346543221105551","DOIUrl":"https://doi.org/10.3102/00346543221105551","url":null,"abstract":"Since its introduction as an analytic and theoretical tool for the examination of racism in education, CRT scholarship has proliferated as the most visible critical theory of race in educational research. Whereas CRT’s popularity can be viewed as a welcome sign, scholars continually caution against its misappropriation and overuse, which dilute its criticality. We draw from the cautionary ethos of this canon of literature as the impetus for examining CRT’s terrain in social studies education research. Starting from Ladson-Billings’s watershed edited CRT text on race and social studies in 2003, this study provides a comprehensive theoretical review of scholarly literature in the social studies education field pertinent to the nexus of CRT, racialized citizenship, and race(ism). To guide our review, we asked how social studies education scholars have defined and used CRT as an analytic and theoretical framework in social studies education research from 2004 to 2019, as well as how scholars have positioned CRT within social studies education research to foreground the relationship between citizenship and race. Overall, findings from our theoretical review illustrated that contrary to the proliferation of CRT in educational research, CRT was slow to catch on as a theoretical and analytic framework in social studies education, as only seven of the articles in our analysis were published between 2004 and 2010. However, CRT emerged as a viable framework for the examination of race, racism, and racialized citizenship between 2011 and 2019, with a majority of these studies emphasizing (a) the centrality of race as a core tenet of CRT, (b) idealist interrogations of race, (c) the perspectives of teachers of color and White teachers in learning how to teach about race, and (d) the role of race and racism in curricular analyses that serve as counternarrative to the master script of the nation’s linear social progress in social studies education.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"93 1","pages":"412 - 453"},"PeriodicalIF":11.2,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47452252","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: 4

Toward New Beginnings: A Review of Native, White, and Black American Education Through the 19th Century 走向新的开始:19世纪美国本土、白人和黑人教育回顾

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-07-06 DOI: 10.3102/00346543221105544

J. Givens, Ashley Ison

引用次数: 1

Pedagogical Progressivism and Black Education: A Historiographical Review, 1880–1957 教学进步主义与黑人教育:1880-1957年的史学回顾

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-07-06 DOI: 10.3102/00346543221105549

Michael Hines, Thomas Fallace

引用次数: 3

The Effect of School Tracking on Student Achievement and Inequality: A Meta-Analysis 学校跟踪对学生成绩和不平等的影响：Meta分析

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-06-21 DOI: 10.3102/00346543221100850

Éder Terrin, M. Triventi

{"title":"The Effect of School Tracking on Student Achievement and Inequality: A Meta-Analysis","authors":"Éder Terrin, M. Triventi","doi":"10.3102/00346543221100850","DOIUrl":"https://doi.org/10.3102/00346543221100850","url":null,"abstract":"This meta-analysis examines the effects of sorting secondary students into different tracks (“between-school” tracking) or classrooms (“within-school” tracking) on the efficiency and inequality levels of an educational system. Efficiency is related to the overall learning achievement of students, whereas inequality can refer to “inequality of achievement” (i.e., the dispersion of outcomes) or “inequality of opportunity” (i.e., the strength of the influence of family background on student achievement). The selected publications are 53 analyses performed in the period from 2000 to 2021, yielding 213 estimates on efficiency and 230 estimates on inequality. The results show that the mean effect size (Hedge’s G) of tracking on efficiency is not statistically significant (G = −.063), whereas it is significantly positive (G = .117) on inequality. We further set out to explain variation in effect sizes by (a) policy characteristics, (b) the operationalization of main variables, (c) the research design, (d) the set of control variables included in the statistical analyses, and (e) the quality of the study, year of publication, and publication status (peer reviewed or not peer reviewed).","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"93 1","pages":"236 - 274"},"PeriodicalIF":11.2,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47660326","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: 9