Review of Educational Research最新文献_第8页

Navigating the Double Bind: A Systematic Literature Review of the Experiences of Novice Teachers of Color in K–12 Schools 驾驭双重束缚：对K-12学校有色人种新手教师经历的系统文献回顾

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2021-12-03 DOI: 10.3102/00346543211060873

Elizabeth F. Bettini, Christopher J. Cormier, M. Ragunathan, Kristabel Stark

{"title":"Navigating the Double Bind: A Systematic Literature Review of the Experiences of Novice Teachers of Color in K–12 Schools","authors":"Elizabeth F. Bettini, Christopher J. Cormier, M. Ragunathan, Kristabel Stark","doi":"10.3102/00346543211060873","DOIUrl":"https://doi.org/10.3102/00346543211060873","url":null,"abstract":"A robust body of U.S.-based research demonstrates the importance of teachers of color to promote positive outcomes among students of color, and recent policies aim to increase the proportion of teachers of color. These policies are unlikely to succeed if they ignore how educational systems currently marginalize teachers of color, particularly early in teachers’ careers, when they are more likely to leave. Thus, we conducted a systematic narrative review of the experiences of novice teachers of color in K–12 schools. We identified 72 relevant studies, from 1996 to the present, and qualitatively analyzed themes within them. We found that novices’ experiences of their socialization into K–12 educational institutions were deeply racialized, through their interactions with every aspect of K–12 educational systems. Novices’ experiences often placed them in a double bind, as they experienced tensions between their personal commitments as people of color and their professional commitments in schools that perpetuated oppressive systems. Welcoming novice teachers of color into K–12 schools thus necessitates broader efforts to dismantle the many ways oppressive systems are embedded within and perpetuated by schools—efforts to which novice teachers of color can contribute, but for which they should not bear sole responsibility.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"92 1","pages":"495 - 542"},"PeriodicalIF":11.2,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45232079","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: 7

Race Without Gender? Trends and Limitations in the Higher Education Scholarship Regarding Men of Color 没有性别的种族?有色人种高等教育奖学金的趋势与局限

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2021-11-12 DOI: 10.3102/00346543211054577

Nolan L. Cabrera, A. Karaman, T. Ballysingh, Yadira G. Oregon, Eliaquin Gonell, J. Lopez, Regina Deil-Amen

{"title":"Race Without Gender? Trends and Limitations in the Higher Education Scholarship Regarding Men of Color","authors":"Nolan L. Cabrera, A. Karaman, T. Ballysingh, Yadira G. Oregon, Eliaquin Gonell, J. Lopez, Regina Deil-Amen","doi":"10.3102/00346543211054577","DOIUrl":"https://doi.org/10.3102/00346543211054577","url":null,"abstract":"The underrepresentation and underperformance of men of color relative to women of color within institutions of higher education have been extensively studied the past 20 years. The purpose of this study is to understand trends in how this research has been conducted rather than understand “best practices” to support this student population. To achieve this, we reviewed 153 pieces of scholarship from 1999 to 2019 using an intersectional and critical content analysis approach. Findings revealed that the bulk of scholarship involved onetime interviews for its empirical foundations, and the overwhelming majority centered the racial experiences of Black and Latinx men. In contrast, few analyses critically explored gender, sexual orientation, or social class. Additionally, scholarship that centered Asian American, Indigenous, multiracial, and trans* men of color was scant or nonexistent. Given these large gaps in the knowledge base, we offer guidance for the next generation of men of color in higher education scholarship in terms of analytical foci, theoretical frameworks, and methodologies.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"92 1","pages":"331 - 369"},"PeriodicalIF":11.2,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43923501","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

The Concept of Organizational Routines and Its Potential for Investigating Educational Initiatives in Practice: A Systematic Review of the Literature 组织惯例的概念及其在实践中调查教育主动性的潜力:文献的系统回顾

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2021-10-27 DOI: 10.3102/00346543211051424

F. Wolthuis, M. Hubers, K. van Veen, S. de Vries

引用次数: 9

The Roles of Initial Mathematics, Reading, and Cognitive Skills in Subsequent Mathematics Performance: A Meta-Analytic Structural Equation Modeling Approach 初始数学、阅读和认知技能在后续数学表现中的作用:一种元分析结构方程建模方法

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2021-10-27 DOI: 10.3102/00346543211054576

Xin Lin, S. R. Powell

引用次数: 13

The Teacher’s Invisible Hand: A Meta-Analysis of the Relevance of Teacher–Student Relationship Quality for Peer Relationships and the Contribution of Student Behavior 教师的看不见的手：师生关系质量对同伴关系的相关性和学生行为贡献的元分析

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2021-10-23 DOI: 10.3102/00346543211051428

H. M. Endedijk, Linda D. Breeman, C. V. van Lissa, M. Hendrickx, Larissa den Boer, T. Mainhard

{"title":"The Teacher’s Invisible Hand: A Meta-Analysis of the Relevance of Teacher–Student Relationship Quality for Peer Relationships and the Contribution of Student Behavior","authors":"H. M. Endedijk, Linda D. Breeman, C. V. van Lissa, M. Hendrickx, Larissa den Boer, T. Mainhard","doi":"10.3102/00346543211051428","DOIUrl":"https://doi.org/10.3102/00346543211051428","url":null,"abstract":"The relationships that students have with teachers and peers are important for their academic, social, and behavioral development. How teachers relate to students may affect students’ peer relationships and thereby foster or hamper students’ development. To shed more light on the teacher’s role with respect to peer relationships, this meta-analysis assessed the association between the quality of teacher–student and peer relationships (n = 297 studies; n = 1,475 unique effect sizes). We took student behavior into account, as it is known to affect both types of relationship. In addition, design characteristics such as positive versus negative aspects of relationships, type of informants, and educational level were considered. Results showed that negative aspects of the teacher–student relationship in particular were predictive of peer relationships. Moreover, teacher–student relationship quality partially mediated the association between student behavior and peer relationships. For teachers, preventing or reducing negative aspects in their relationships with students who have behavioral problems can positively affect classroom peer relationships.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"92 1","pages":"370 - 412"},"PeriodicalIF":11.2,"publicationDate":"2021-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49487551","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: 15

Multimedia Design for Learning: An Overview of Reviews With Meta-Meta-Analysis 多媒体学习设计:元-元分析综述

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2021-10-23 DOI: 10.3102/00346543211052329

M. Noetel, Shantell Griffith, Oscar Delaney, Nicola Rose Harris, T. Sanders, P. Parker, B. del Pozo Cruz, C. Lonsdale

{"title":"Multimedia Design for Learning: An Overview of Reviews With Meta-Meta-Analysis","authors":"M. Noetel, Shantell Griffith, Oscar Delaney, Nicola Rose Harris, T. Sanders, P. Parker, B. del Pozo Cruz, C. Lonsdale","doi":"10.3102/00346543211052329","DOIUrl":"https://doi.org/10.3102/00346543211052329","url":null,"abstract":"Multimedia is ubiquitous in 21st-century education. Cognitive load theory and the cognitive theory of multimedia learning both postulate that the quality of multimedia design heavily influences learning. We sought to identify how to best design multimedia and review how well those learning theories held up to meta-analyses. We conducted an overview of systematic reviews that tested the effects of multimedia design on learning or cognitive load. We found 29 reviews including 1,189 studies and 78,177 participants. We found 11 design principles that demonstrated significant, positive, meta-analytic effects on learning and five that significantly improved management of cognitive load. The largest benefits were for captioning second-language videos, temporal/spatial contiguity, and signaling. We also found robust evidence for modality, animation, coherence/removing seductive details, anthropomorphics, segmentation, personalization, pedagogical agents, and verbal redundancy effects. Good design was more important for more complex materials, and in system-paced environments (e.g., lectures) than self-paced ones (e.g., websites). Results supported many tenets of both theories. We highlight a range of evidence-based strategies that could be implemented by educators.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"92 1","pages":"413 - 454"},"PeriodicalIF":11.2,"publicationDate":"2021-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41519153","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: 19

Operationalizing Historical Consciousness: A Review and Synthesis of the Literature on Meaning Making in Historical Learning 操作历史意识：历史学习意义生成文献综述

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2021-10-20 DOI: 10.3102/00346543211052333

Nathalie Popa

引用次数: 11

Understanding the Dynamics of Dosage Response: A Nonlinear Meta-Analysis of Recent Reading Interventions 理解剂量反应的动力学：最近阅读干预的非线性荟萃分析

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2021-10-20 DOI: 10.3102/00346543211051423

Garrett J. Roberts, Denis G. Dumas, Daniel M. McNeish, Brooke Coté

{"title":"Understanding the Dynamics of Dosage Response: A Nonlinear Meta-Analysis of Recent Reading Interventions","authors":"Garrett J. Roberts, Denis G. Dumas, Daniel M. McNeish, Brooke Coté","doi":"10.3102/00346543211051423","DOIUrl":"https://doi.org/10.3102/00346543211051423","url":null,"abstract":"Researchers have noted a nonlinear association between reading instruction dosage (i.e., hours of instruction) and reading outcomes for Grade K–3 students with reading difficulties (K–3 SWRD). In this article, we propose a nonlinear meta-analysis as a method to identify both the maximum effect size and optimal dosage of reading interventions for K–3 SWRD using 26 peer-reviewed studies including 186 effect sizes. Results suggested the effect sizes followed a concave parabolic shape, such that increasing dosage improved intervention effects until 39.92 hours of instruction (dmax = 0.77), after which the intervention effects declined. Moderator analyses found that maximum intervention effects on fluency outcomes were significantly larger (dmax = 1.34) than the overall maximum effect size. Also, when students received 1:1 instruction, the dosage response curve displayed a different functional form than the concave parabolic shape, showing the effect increased indefinitely after approximately 16.8 hours of instruction. Implications for research and practice are discussed.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"92 1","pages":"209 - 248"},"PeriodicalIF":11.2,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42344019","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

When Problem Solving Followed by Instruction Works: Evidence for Productive Failure 在指导下解决问题是否有效:生产失败的证据

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2021-10-01 DOI: 10.3102/00346543211019105

Tanmay Sinha, Manu Kapur

引用次数: 50

The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape 教育中使用数字痕迹数据的伦理：研究领域的主题回顾

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2021-10-01 DOI: 10.3102/00346543211020116

Laura Hakimi, R. Eynon, V. Murphy

引用次数: 35