Review of Education最新文献

{"title":"Inclusive education and school dropout of special needs students in Morocco: A spatial analysis","authors":"Aomar Ibourk, Soukaina Raoui","doi":"10.1002/rev3.3453","DOIUrl":"https://doi.org/10.1002/rev3.3453","url":null,"abstract":"As a specific driver for the transformation of education systems in Morocco, inclusive education is a process that aims to reduce the exclusion of children with disabilities. Indeed, few studies have analysed the exclusion factors that cause children with disabilities not to pursue their education. Based on this, the present paper explores the spatial effect of factors related to accessibility and school supply. The database is from the latest national survey of the 2014 General Census of Population and Housing for the 75 provinces of Morocco. The designated age group is children aged 10–14 years. Exploratory spatial analysis has allowed us to map the hotspots of school dropout risk. The results of the spatial heterogeneity show a deficit in the distribution of accessibilities and the supply of paramedical services. From economic policy, we emphasise the need for spatial equity in the geographic distribution of inclusive education provision. The equitable distribution of psychological conditions for school retention is a straightforward factor in the success of the inclusive education model in Morocco.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"56 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139495145","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}

{"title":"Effective vocabulary interventions for young emergent bilinguals: A best-evidence synthesis","authors":"Alain Bengochea, Sabrina F. Sembiante","doi":"10.1002/rev3.3458","DOIUrl":"https://doi.org/10.1002/rev3.3458","url":null,"abstract":"This best-evidence synthesis appraises the design and outcome characteristics of vocabulary intervention studies conducted with preschool through 6th grade emergent bilingual (EB) children and spotlights rigorously designed studies for which effects could be better attributed to instructional features. Twenty-nine selected studies were analysed for the design characteristics of attrition, random assignment, and baseline equivalence as well as the outcome characteristics of reliability and outcome alignment. Following suggestions from the What Works Clearinghouse (2020) guidelines, levels of evidence for effectiveness were determined for each treatment-comparison group contrast. Studies meeting effectiveness standards were further analysed to determine intervention impacts (i.e., effect size) on EBs' English word learning. Analyses revealed that 17 studies (59% of the sample) were experimental and employed random assignment whereas baseline equivalence was established for most of the 12 quasi-experimental studies (41% of the sample). Attrition did not plague the majority of vocabulary intervention studies. The outcome measures of all but one study showed satisfactory reliability indices, 85% of which showed alignment across treatment and comparison groups. Thirty-six measures (65% of measures) across 21 reviewed studies (72% of studies) met acceptable levels of evidence of effectiveness. Most studies employed standardised vocabulary measures to assess EBs' growth in breadth rather than depth of vocabulary knowledge. The significance of outcome measures with large, medium and small posttest effect sizes are discussed relative to their oral/written, receptive/expressive, definitional/contextual and depth/breadth vocabulary characteristics. Implications address significant knowledge gaps regarding EBs' English vocabulary intervention and highlight issues and recommendations.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"15 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139495202","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}

{"title":"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","authors":"Jongho Moon, Collin A. Webster, Kelly Lynn Mulvey, Ali Brian, David F. Stodden, Cate A. Egan, Taemin Ha, Christopher B. Merica, Michael W. Beets","doi":"10.1002/rev3.3455","DOIUrl":"https://doi.org/10.1002/rev3.3455","url":null,"abstract":"Mounting evidence from intervention research suggests that physical activity (PA) may contribute to children's social and emotional learning (SEL), which is an essential factor in healthy development and well-being. However, there have been no systematic reviews or meta-analyses of PA interventions and their effects on children's SEL. Such research is necessary to assess the growing knowledge base in this area and recommend future directions for research and practice. Based on the comprehensive school physical activity programme (CSPAP) framework, we conducted a systematic review and meta-analysis of PA interventions to increase elementary school children's (5–12 years) SEL. Following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines we searched six electronic databases for articles during 12–30 April 2021. A total of 32 studies were included in the review and 26 studies were included in the meta-analysis. The meta-analysis revealed a small to moderate effect of CSPAP-aligned PA interventions on SEL (Hedges' <i>g</i> = 0.44). However, there was considerable heterogeneity across studies. PA interventions to increase children's SEL show promise but continued investigation is needed with large sample sizes and rigorous randomised designs. Using the CSPAP framework to guide interventions may facilitate an understanding of how to maximise PA opportunities to enhance children's SEL.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"20 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139464643","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}

{"title":"A review of existing methods used to assess demand for integrated education in Northern Ireland","authors":"Erin Early, Paula Devine, Minchen Liu, Dirk Schubotz","doi":"10.1002/rev3.3463","DOIUrl":"https://doi.org/10.1002/rev3.3463","url":null,"abstract":"The education system in Northern Ireland (NI) is complex with the diversity of management structures reflecting religious affiliation and academic selection. Within the system, integrated education provides a mechanism to promote reconciliation among divided communities. Integrated education has been aided by legislation—most recently, the Integrated Education Act (NI) 2022, which places responsibility on the Department of Education and the Education Authority to encourage, facilitate and support integrated education. However, there is no standardised or agreed operational methodology on assessing demand for this. This study aims to examine the current approaches to assessing demand for integrated education in NI by collating existing evidence from key stakeholders and reviewing academic literature. Publicly available information was synthesised from the websites of key stakeholders, and a rapid literature review was conducted to identify methods used in NI and internationally to ascertain demand for education provision. The literature review returned limited results, and the review of key stakeholders' websites illustrated that although existing methods used in NI monitor support in principle for integrated education, they do not capture the full range of factors considered by parents when selecting a school. As a result, the findings indicate a mismatch between articulated preferences for integrated education, the availability of places in integrated schools, and the uptake of these. This study concludes that although existing methods provide part of the evidence jigsaw necessary to assess demand, alternative approaches must be considered to acknowledge the existing complexities within the education system and wider societal structures in NI.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"73 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139501611","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}

{"title":"Judging the relative trustworthiness of research results: How to do it and why it matters","authors":"Stephen Gorard","doi":"10.1002/rev3.3448","DOIUrl":"https://doi.org/10.1002/rev3.3448","url":null,"abstract":"This paper describes, and lays out an argument for, the use of a procedure to help groups of reviewers to judge the quality of prior research reports. It argues why such a procedure is needed, and how other existing approaches are only relevant to some kinds of research, meaning that a review or synthesis cannot successfully combine quality judgements of different types of research. The proposed procedure is based on four main factors: the fit between the research question(s) for any study and its design(s); the size of the smallest group of cases used in the headline analyses; the amount and skewness of missing data; and the quality of the data collected. This simple procedure is now relatively widely used, and has been found to lead to widespread agreement between reviewers. It can fundamentally change the findings of a review of evidence, compared to the conclusions that would emerge from a more traditional review that did not include genuine quality rating of prior evidence. And powerfully, because it is not technical, it permits users to help judge research findings. This is important as there is a growing demand for evidence-led approaches in areas of social science such as education, wherein summaries of evidence must be as trustworthy as possible.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"68 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139421838","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}

{"title":"A content analysis of qualitative research on college student food insecurity in the United States","authors":"Brittany M. Williams, David J. Thompson, Sonja Ardoin, Ali Brooks","doi":"10.1002/rev3.3454","DOIUrl":"https://doi.org/10.1002/rev3.3454","url":null,"abstract":"Using a content analysis methodology, we examined 15 peer-reviewed articles published between 2009 and 2019 that used qualitative and mixed methods approaches to explore how college and university students experience food insecurity. Concerningly, there was limited variety in the methods employed across these articles and more discussion of methodology was needed. Despite this, our analysis of student statements in these articles yielded three common themes: (1) co-occurring basic needs; (2) academic, physical, psychological, and social effects of food insecurity; and (3) institutional satisfaction and/or critique. We include implications for research and practice.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"21 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139421492","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}

{"title":"An interaction of patriarchy and female leadership: A synthesis of literature on women leadership in Eswatini","authors":"Happy Nkambule, Juliet Perumal","doi":"10.1002/rev3.3450","DOIUrl":"https://doi.org/10.1002/rev3.3450","url":null,"abstract":"This paper presents results of a systematic research synthesis of 23 studies on female leadership in Eswatini. The review aimed to present conclusions drawn from synthesising findings from studies on women's participation in leadership in Eswatini. Systematic methods were used in the review to identify the 23 research studies focusing on female leadership across sectors in Eswatini. Since the reviewed studies were qualitative, research synthesis methods were used, and three main themes were identified across the excavated studies. The three main themes are: (1) gender inequality, (2) challenges for women leadership, and (3) women empowerment. Sub-themes relating to the main themes also emerged. Challenges highlighted were categorised into two: those inhibiting access to leadership for women, and those affecting women who are already in leadership. Forms of women empowerment discussed in the studies are: in-service training, networking and mentoring. The analysis contributed to knowledge on female leadership in Eswatini by highlighting contributions and limitations of these studies, and further provides a base for future conceptual analysis.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"4 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139421545","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}

{"title":"Parental involvement in shared book reading for preschoolers in China: Patterns and risks","authors":"Xingjiang Tian, Shujing Cui, David Greger","doi":"10.1002/rev3.3457","DOIUrl":"https://doi.org/10.1002/rev3.3457","url":null,"abstract":"Previous studies have elucidated the positive effect of the quantity and onset age of shared book reading on children's language development. Few studies have addressed the profiles of parental involvement in terms of different key aspects of shared book reading. This study adopted a latent profile analysis to examine the patterns of parental involvement in shared book reading and associated factors; 980 Chinese parents of kindergarten children were investigated. Three profiles were identified: (1) late start and infrequent reading; (2) early start and frequent reading; (3) medium start and intensive reading. Higher socioeconomic status, more literacy resources, and older age of the children were all found to be more likely to be associated with identification with Profile 2 than Profile 1. Implications for more targeted parental intervention programmes to broaden access to home literacy resources are highlighted.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"42 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139444947","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}

{"title":"Understanding gender and sexuality: The hidden curriculum in English schools","authors":"Catherine Donovan, Geetanjali Gangoli, Hannah King, Ayurshi Dutt","doi":"10.1002/rev3.3440","DOIUrl":"https://doi.org/10.1002/rev3.3440","url":null,"abstract":"Schools continue to produce regimes of gender and sexuality, including overt and covert curricula based on assumed essentialist differences between girls and boys, reinforced and regulated through uniform, sport and peer pressure. The recent focus on the experiences of trans and non-binary children in schools makes visible the ways in which all children are subject to heteronormatively gendered regulatory and disciplinary techniques in everyday school life. This article discusses the findings from a pilot study drawing on participatory action research techniques with 42 young people in six workshops in north-east England. Recruitment methods were required to be flexible given the context within which the study was conducted, which was with Covid-19 mitigations in place. This meant that we were not able to be fully inclusive of young people from local youth groups as they were either not meeting or only meeting online. We thus had to mainly recruit from university student societies and student residences from which we organised three workshops; sports organisations from which we organised one workshop, and a local youth group with which we ran one workshop. The final workshop was conducted with young people who had attended one of the previous five workshops, to enable feedback on our analysis. All participants were over 16 years of age. The majority of participants were women (25) with 16 men, including one transman, and one non-binary person. Most identified as white (31) with the rest identifying as Black, East Asian and British ‘Other’ (11). The focus of the workshops was to explore with young people their memories about where and how they first encountered being ‘gendered’ and/or having a sexuality. The data has been collected, recorded and transcribed within strict ethical guidelines. The workshop data has been analysed using a grounded theory approach, where we developed the theoretical models from the data. This article focuses on those key moments when their behaviours, presentation and/or ideas were subject to facilitators and/or regulators of their gender and/or sexuality. We draw out the contradictions inherent in, on the one hand, the essentialist rationales for difference and inequalities between genders and sexualities in schools and, on the other hand, the apparent need to enforce these ‘natural’ differences and inequalities. Participatory creative approaches were adopted in each workshop to promote conversations and drawings about who regulated/facilitated their gender and/or sexuality and how they did so. Each workshop cumulatively informed the next, leading to a sixth synthesising workshop that collectively analysed young people's reflections. Drawing on the conceptual frameworks of epistemic injustice (M. Fricker, &lt;i&gt;Epistemic Injustice: Power and the Ethics of Knowing&lt;/i&gt;, Oxford University Press, 2007) and ‘space for action’ we conclude that young people want and need brave active spaces to discuss and ‘do’ gender and sexuali","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138693199","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}

{"title":"Primary–secondary school transition experiences and factors associated with differences in these experiences: Analysis of the longitudinal Growing Up in Scotland dataset","authors":"Divya Jindal-Snape, Paul Bradshaw, Adam Gilbert, Neil Smith, Line Knudsen","doi":"10.1002/rev3.3444","DOIUrl":"https://doi.org/10.1002/rev3.3444","url":null,"abstract":"Previous research suggests that primary–secondary school transitions can be problematic, with some children experiencing a negative impact on academic outcomes and a decline in wellbeing. The negative impact of primary–secondary transition experiences can be long term and lead to young people not completing high school with implications for their subsequent education and employment. However, there are several gaps in existing studies as a result of weak research designs, small samples and the timing of data collection. To better understand children's primary–secondary school transition experiences and the factors which may impact on them, we undertook secondary analysis of data from the Growing Up in Scotland (GUS) study. The analysis focused on data collected when children were in the penultimate year of primary school (Primary 6/P6) and then when they were in the first year of secondary school (Secondary 1/S1). This led to a final sample size of 2559 children and their parents. Results contradict many previous studies which tend to find primary–secondary transitions as overwhelmingly negative. In contrast, we found that 36% of children experienced a positive transition and 42% a moderately positive transition, with only 22% children experiencing a negative transition. This is the first large-scale, longitudinal and contemporaneous study able to provide a clear proportion of children with positive, moderate and negative transition experiences. Several factors seemed to play a part in children's transition experiences, namely gender, religion, household composition, socioeconomic status, child expectations, schoolwork, and relationships. Implications and recommendations for research, policy and practice have been outlined.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"27 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138567489","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}