Review of Education最新文献_第3页

Correction to physical activity interventions to increase children's social and emotional learning: A systematic review and meta-analysis based on the comprehensive school physical activity programme framework 纠正体育活动干预措施，提高儿童的社交和情感学习能力：基于学校体育活动综合计划框架的系统回顾和荟萃分析

IF 2.4

Review of Education Pub Date : 2024-02-26 DOI: 10.1002/rev3.3467

引用次数: 0

Mapping doctoral dissertations in an educational leadership programme: A longitudinal examination of knowledge construction in the last two decades 绘制教育领导力课程博士论文图：对过去二十年知识建构的纵向考察

IF 2.4

Review of Education Pub Date : 2024-02-15 DOI: 10.1002/rev3.3446

Khalid Arar, Munube Yilmaz, James W. Koschoreck

{"title":"Mapping doctoral dissertations in an educational leadership programme: A longitudinal examination of knowledge construction in the last two decades","authors":"Khalid Arar, Munube Yilmaz, James W. Koschoreck","doi":"10.1002/rev3.3446","DOIUrl":"https://doi.org/10.1002/rev3.3446","url":null,"abstract":"This paper offers a meta-analysis scoping study of doctoral dissertations completed in the last 20 years in one doctoral programme of Educational Leadership (EL) at a higher education institution in Texas, aiming at identifying topical foci, epistemology, methodology and main themes. Therefore, we systematically collected, documented, securitised and analysed completed dissertations following the steps identified by PRISMA guidelines. The review aimed to answer the following four questions: (1) What are the general trends of doctoral dissertations in the studied programme? (2) What is the topical foci of these dissertations? (3) What are the prevailing epistemological constructs and genres informing this work? (4) What are the gaps in this research focus within the scope of educational leadership and policy? Based on our analysis, four main key themes were identified: educational leadership and policy, public education, equity and social justice, and race and ethnicity. Further implications, utility of research and future dissertations in educational leadership in this programme and other similar programmes are fully discussed.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"222 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139756920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A union's and university's responses to violence against a woman professor: Neoliberal restructuring, hypermasculinity, male privilege and hegemonic inequality 工会和大学对暴力侵害女教授行为的反应：新自由主义结构调整、超男性气质、男性特权和霸权不平等

IF 2.4

Review of Education Pub Date : 2024-01-29 DOI: 10.1002/rev3.3447

Maria M. Majerski

{"title":"A union's and university's responses to violence against a woman professor: Neoliberal restructuring, hypermasculinity, male privilege and hegemonic inequality","authors":"Maria M. Majerski","doi":"10.1002/rev3.3447","DOIUrl":"https://doi.org/10.1002/rev3.3447","url":null,"abstract":"Although Eastern Canadian liberal arts universities are portrayed as progressive work environments that cultivate inclusivity and diversity, the corporatisation of these public spaces has transformed them from institutions that once encouraged pluralism and acceptance among all social groups to spaces that unevenly distribute privileges among faculty and students based on ascribed characteristics, social class, and adherence to cisnormative and heteronormative expectations. Under neoliberal reforms, universities and unions adopt their own policies and procedures that legitimate institutional power abuse over marginalised women Contract Limited Term (CLT) assistant professors. Using material evidence from complaints filed with a province's Human Rights Commission and Labour Board, this critical autoethnographic case study explores the institutionalised responses to a disenfranchised woman CLT's discrimination and harassment by a student, departmental chair, faculty and university staff. A theory of genocidal mobbing is developed to conceptualise the organisational processes and practices that maintain the status quo of white heteropatriarchy and disentitle women CLTs to safety, equality and fair representation by their unions. Genocidal mobbing is efficient, because misogynistic administrators only require weaponising one disgruntled student, and effective, because administrators utilise the most fatal and insidious of gendered narcissistic abuse: <i>gaslighting.</i> The current neoliberal climate within academia puts marginalised women faculty at increased risk of genocidal mobbing from those with institutional power and from students with ethnic/racial and/or economic privilege. This article illuminates the union's culpability in the genocidal mobbing of women CLTs disenfranchised by multiple marginalised intersectional identities. Implications for future research and on policy are presented.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"36 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139645513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The harms of inequity are rarely overestimated: Comment on Marks and O'Connell (2021) 不公平的危害很少被高估：对马克斯和奥康奈尔（2021 年）的评论

IF 2.4

Review of Education Pub Date : 2024-01-26 DOI: 10.1002/rev3.3445

Stijn Debouwere

{"title":"The harms of inequity are rarely overestimated: Comment on Marks and O'Connell (2021)","authors":"Stijn Debouwere","doi":"10.1002/rev3.3445","DOIUrl":"https://doi.org/10.1002/rev3.3445","url":null,"abstract":"Marks and O'Connell's (<i>Review of Education</i>, 2021, e3293) claim that an even-handed review of the literature shows that social and economic background does not matter to educational outcomes in advanced economies, relies on questionable scholarship and statistical errors. Much of the evidence against the relevance of social and economic background relies on research that estimates gain scores, where the effects of student background on educational outcomes are much smaller because they are residual effects. They also claim that parental education and occupation are poor measures of student background but do not recognise that this leads to attenuated effects and thus argues against their thesis. Finally, there is a lack of serious engagement with the literature: cherry-picked numbers, summaries of studies that are at odds with the conclusions of the original authors and even two cases where thought experiments are presented as empirical evidence. Research into inequity does at times lack rigour in measurement and analysis, and not accounting for heritable abilities can confound and exaggerate the association between student background or school composition and educational outcomes, but simple calculations suggest that the resulting bias is offset by attenuation due to measurement error.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"27 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139579430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Access, equity and redress: Towards a sustainable funding framework for public universities in South Africa 获取、公平和补救：建立南非公立大学可持续供资框架

IF 2.4

Review of Education Pub Date : 2024-01-25 DOI: 10.1002/rev3.3449

Oliver Jan Mbhalati

{"title":"Access, equity and redress: Towards a sustainable funding framework for public universities in South Africa","authors":"Oliver Jan Mbhalati","doi":"10.1002/rev3.3449","DOIUrl":"https://doi.org/10.1002/rev3.3449","url":null,"abstract":"This article aims to understand how access, equity and redress challenges are addressed at South Africa's public universities based on their current funding frameworks. Relying on a pragmatic research approach combining desk-research literature review and secondary data analysis, government funding and tuition fees were found to be the primary sources of funding in most universities, while third stream income from universities' own commercial activities lagged far behind. Secondary data from the public universities' audited annual financial statements for the period 2015 to 2020 further revealed that investment source income superseded third-stream income in most universities. There is consensus in literature on the pivotal role of equity-based funding mechanisms such as the National Student Financial Aid Scheme (NSFAS) in providing tuition cover and living expenses for students from poor households. Based on the agency theory, government funding is used to influence public universities to pursue transformation goals. The general trends observed in various countries is the inclusion of equity-based indicators in a funding model to ensure that students are not denied the opportunity for university education solely based on their poor backgrounds. It is argued in this paper that the NSFAS remains an appropriate vehicle to achieve South Africa's transformational goals in its public universities.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"59 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139579303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Correction to Risk of bias and open science practices in systematic reviews of educational effectiveness: A meta-review 更正：教育效果系统回顾中的偏见风险和开放科学实践：元综述

IF 2.4

Review of Education Pub Date : 2024-01-16 DOI: 10.1002/rev3.3460

引用次数: 0

Effectiveness of peer mentoring in the study entry phase: A systematic review 同伴辅导在学生入学阶段的效果：系统回顾

IF 2.4

Review of Education Pub Date : 2024-01-16 DOI: 10.1002/rev3.3462

Laura Gehreke, Hannes Schilling, Simone Kauffeld

{"title":"Effectiveness of peer mentoring in the study entry phase: A systematic review","authors":"Laura Gehreke, Hannes Schilling, Simone Kauffeld","doi":"10.1002/rev3.3462","DOIUrl":"https://doi.org/10.1002/rev3.3462","url":null,"abstract":"Peer mentoring is a widely employed strategy in higher education to foster student development and integration. However, the effectiveness of peer mentoring in higher education lacks well-established statements. A systematic review was conducted to assess the efficacy of peer mentoring during the initial phase of academic studies. This review evaluated effectiveness based on four outcomes: intention to drop out, the sense of belonging, academic and social integration. It also scrutinised gender disparities and distinctions between digital and non-digital, and group-based and individual peer mentoring. The review revealed that peer mentoring is an effective support mechanism, yielding favourable impacts across various outcomes: social and academic integration, career benefits, emotional benefits, soft skills, university-life balance, study dropout intention and sense of belonging to university. Gender disparities were generally inconspicuous in most studies. Digital peer mentoring proved effective, though students reported reduced levels of social support compared to non-digital peer-mentoring. Both individual and group-based peer mentoring programmes were utilised, but specific outcomes distinguishing the two formats were not discerned. In summary, peer mentoring proves to be a valuable resource for first-year students, particularly concerning academic and social integration. To holistically address the diverse needs of first-year students additional approaches may be considered.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"12 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139495211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Inclusive education, gender inequality and public expenditure in sub-Saharan Africa 撒哈拉以南非洲的全纳教育、性别不平等和公共开支

IF 2.4

Review of Education Pub Date : 2024-01-16 DOI: 10.1002/rev3.3452

Yérim Codé Mbodji

{"title":"Inclusive education, gender inequality and public expenditure in sub-Saharan Africa","authors":"Yérim Codé Mbodji","doi":"10.1002/rev3.3452","DOIUrl":"https://doi.org/10.1002/rev3.3452","url":null,"abstract":"In the contemporary literature, several studies have attempted to see the effect of gender inequality and public expenditure on inclusive education. However, few have attempted to determine the gender inequality threshold. In this study, we first examined the threshold of gender inequality which, when exceeded, the effect on inclusive education becomes negative. Second, we examined the effect of public expenditure on inclusive education in 17 countries in sub-Saharan Africa, in the period from 2000 to 2019. The fixed-effect panel data model was used. The following results have been established: (i) the gender inequality threshold from which the effect of gender inequality becomes negative on the gross enrolment rate is respectively established at 0.38 in primary and 0.37 in secondary. At the higher level, the effect of gender inequality is linear and negative on the gross enrolment rate; (ii) public expenditure on education has a positive and significant effect at the primary and secondary level on inclusive education. However, its effect at the higher level is negative. As implications, the results constitute and intermediate objective for the countries for the sub-Saharan Africa which failing to achieve gender equality, would benefit from reducing inequality to 0.38 at primary level and 0.37 at secondary level. Secondary, education in order to cancel out the negative effect of gender inequality on gross enrolment rates at the primary and secondary level. Secondly, states must further consider public education expenditure as a relevant instrument for achieving SDG 4.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139495210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Does science teacher certification matter? A closer look at first-year science teacher impacts on student outcomes in Texas 科学教师资格认证重要吗？德克萨斯州第一年科学教师对学生成绩影响的近距离观察

IF 2.4

Review of Education Pub Date : 2024-01-16 DOI: 10.1002/rev3.3461

Kristin E. Mansell

{"title":"Does science teacher certification matter? A closer look at first-year science teacher impacts on student outcomes in Texas","authors":"Kristin E. Mansell","doi":"10.1002/rev3.3461","DOIUrl":"https://doi.org/10.1002/rev3.3461","url":null,"abstract":"This study examines the certification pathway of science teachers in Texas, how science teacher certification patterns have changed over time, and the association of certification pathway to student outcomes in science. This quantitative study uses administrative data from the Texas Statewide Longitudinal Data System (UH-ERC). The UH-ERC database includes data from the Texas Education Agency (TEA), The Higher Education Coordinating Boards (THECB), and the Texas Workforce Commission (TWC) which can be linked together to provide a cradle-to-workforce portrait of Texas residents. Cohorts were created of novice teachers to isolate teacher preparation rather than professional development associated with years of experience. Results indicated that teachers new to the labour market are increasingly being certified through alternative pathways, particularly in districts closer to metropolitan areas. Findings suggest that students who are taught by teachers who were prepared through an alternative pathway have lower test scores on the biology end-of-course State of Texas Assessment of Academic Readiness (STAAR) test than students who were taught by teachers prepared through a traditional certification pathway.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139501565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The narrative teacher: Narrative nonfiction as a teaching tool in the primary history classroom 叙事教师将叙事性非小说作为小学历史课堂教学工具

IF 2.4

Review of Education Pub Date : 2024-01-16 DOI: 10.1002/rev3.3459

Emma Browning, Jill Hohenstein

{"title":"The narrative teacher: Narrative nonfiction as a teaching tool in the primary history classroom","authors":"Emma Browning, Jill Hohenstein","doi":"10.1002/rev3.3459","DOIUrl":"https://doi.org/10.1002/rev3.3459","url":null,"abstract":"Narrative is fundamental to human thought, yet in many classrooms, expository texts are commonly used to support learning in content-based subjects, such as history. Given the importance of narrative, it might be harnessed as a powerful tool to support learning. This research compares the impact of narrative nonfiction (NNF) and expository text (ET) on the development and retention of conceptual understanding relating to World War I (WWI). In an experiment involving 78 participants (mean age = 10.2 years, standard deviation = 0.29), pupils were placed into one of two conditions: in one, information about WWI was conveyed primarily through NNF texts, and in the other, through ETs. Participants completed written pre-, post- and delayed post-assessments to assess development and retention of conceptual understanding. It was found that participants in the NNF condition showed greater chronological and causal thinking skills. In addition, participants in the NNF condition retained significantly more conceptual understanding at delayed post-assessments than those in the ET condition. Overall, these findings suggest that narrative texts have the potential to be powerful learning tools. Implications for how texts are selected and utilised to support learning in the primary, history classroom are discussed.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"72 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139495142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0