Review of Research in Education最新文献_第2页

Social Exclusion in the Arts: The Dynamics of Social and Economic Mobility Across Three Decades of Undergraduate Arts Alumni in the United States 艺术中的社会排斥:美国本科艺术校友三十年来社会和经济流动的动态

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2022-03-01 DOI: 10.3102/0091732X221089947

A. Whitaker, Gregory C. Wolniak

引用次数: 1

Posthuman Creativities: Democratizing Creative Educational Experience Beyond the Human 后人类创造力:超越人类的创造性教育体验民主化

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2022-03-01 DOI: 10.3102/0091732X221084316

David Rousell, D. Harris, K. Wise, A. MacDonald, Julia Vagg

引用次数: 1

To Democratize, First Decolonize: Approaches Beyond Eurocentric and Colonial Epistemologies in Creativity 民主化，首先去殖民化：超越欧洲中心主义和殖民主义认识论的创造性方法

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2022-03-01 DOI: 10.3102/0091732X221084324

Rohit Mehta, D. Henriksen

引用次数: 0

Democratizing Creative Early Educational Experiences: A Matter of Racial Justice 民主化创造性的早期教育经验:种族正义的问题

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2022-03-01 DOI: 10.3102/0091732X221084327

Mariana Souto-Manning, Abby C. Emerson, Gina Marcel, Ayesha Rabadi-Raol, Adrielle Turner

引用次数: 0

Australian Research in Early Childhood Education and Care: Insights Into the Actual; Imagining the Possible 澳大利亚幼儿教育和护理研究：对实际情况的洞察；想象可能

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2021-03-01 DOI: 10.3102/0091732X20985075

S. Garvis, S. Phillipson, S. Phillipson

{"title":"Australian Research in Early Childhood Education and Care: Insights Into the Actual; Imagining the Possible","authors":"S. Garvis, S. Phillipson, S. Phillipson","doi":"10.3102/0091732X20985075","DOIUrl":"https://doi.org/10.3102/0091732X20985075","url":null,"abstract":"Early childhood education and care (ECEC) remains a priority area for public policy, internationally and in Australia. However, an analysis of empirical research published internationally up to 2008 has identified a bias toward positivist methodologies within a “scientific/psychological’ rather than educational perspective and with a focus on the interactions between preschoolers, family, and child care variables. For some researchers, this bias raises concerns that public policy in ECEC is based on limited research perspectives. This chapter examines research focusing on the Australian context and published between 2010 and 2014 to determine whether this bias exists in Australian research. We explore the quality of ECEC research to develop an overall understanding of the current situation of ECEC research in Australia. Our findings suggest that Australian research in ECEC is very dissimilar to research published internationally, especially in its reliance on qualitative paradigms and a focus on the educators (principals, teachers, and teacher aides). The strong qualitative focus may allow a diverse range of voices within the ECEC sector to be heard and identified, moving beyond traditional notions of historically marginalized individuals and communities that dominate other education research areas.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42579693","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

Research Worth Using: (Re)Framing Research Evidence Quality for Educational Policymaking and Practice 值得使用的研究：（重新）为教育政策制定和实践构建研究证据质量

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2021-03-01 DOI: 10.3102/0091732X21990620

Norma C. Ming, Lauren B. Goldenberg

{"title":"Research Worth Using: (Re)Framing Research Evidence Quality for Educational Policymaking and Practice","authors":"Norma C. Ming, Lauren B. Goldenberg","doi":"10.3102/0091732X21990620","DOIUrl":"https://doi.org/10.3102/0091732X21990620","url":null,"abstract":"This chapter calls for researchers to reconceptualize research quality from the perspective of its expected use, attending to power dynamics that influence how knowledge is defined, constructed, and validated through the research enterprise. Addressing these concerns when designing and conducting education research can yield more useful research evidence for building more equitable education systems. Anchored in scholarship on research utilization and methodological critiques, the chapter introduces a research quality framework that integrates relevance and rigor through five key dimensions of Research Worth Using: (1) relevance of question: alignment of research topics to practical priorities; (2) theoretical credibility: explanatory strength and coherence of principles investigated; (3) methodological credibility: internal and external credibility of study design and execution; (4) evidentiary credibility: robustness and consistency of cumulative evidence; and (5) relevance of answers: justification for practical application. This framework simultaneously uplifts the voices and needs of policymakers, practitioners, and community members, while elevating standards for excellence in education research. We call attention to the myriad ways in which the quality of evidence generated can be strengthened, before describing implications for curating and using research. We conclude by offering suggestions for applying and further developing the framework.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45195631","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: 5

Toward a Science of Failure Analysis: A Narrative Review 走向失败分析科学:叙述性回顾

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2021-03-01 DOI: 10.3102/0091732X20985074

Claire Allen-Platt, Clara-Christina E. Gerstner, R. Boruch, Alan Ruby

{"title":"Toward a Science of Failure Analysis: A Narrative Review","authors":"Claire Allen-Platt, Clara-Christina E. Gerstner, R. Boruch, Alan Ruby","doi":"10.3102/0091732X20985074","DOIUrl":"https://doi.org/10.3102/0091732X20985074","url":null,"abstract":"When a researcher tests an educational program, product, or policy in a randomized controlled trial and detects a significant effect on an outcome, the intervention is usually classified as something that “works.” When expected effects are not found, there is seldom an orderly and transparent analysis of plausible reasons why. Accumulating and learning from possible failure mechanisms is not standard practice in education research, and it is not common to design interventions with causes of failure in mind. This chapter develops Boruch and Ruby’s proposition that the education sciences would benefit from a systematic approach to the study of failure. We review and taxonomize recent reports of large-scale randomized controlled trials in K–12 schooling that yielded at least one null or negative major outcome, including the nature of the event and reasons (if provided) for why it occurred. Our purpose is to introduce a broad framework for thinking about educational interventions that do not produce expected effects and seed a cumulative knowledge base on when, how, and why interventions do not reach expectations. The reasons why an individual intervention fails to elicit an outcome are not straightforward, but themes emerge when researchers’ reports are synthesized.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48300602","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: 2

Meeting the Needs of All Cultureless Learners: Culture Discourse and Quality Assumptions in Personalized Learning Research 满足所有无文化学习者的需求:个性化学习研究中的文化话语和质量假设

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2021-03-01 DOI: 10.3102/0091732X20985081

Ekaterina Strekalova-Hughes, K. Nash, Bevin Schmer, Karnissa Caldwell

{"title":"Meeting the Needs of All Cultureless Learners: Culture Discourse and Quality Assumptions in Personalized Learning Research","authors":"Ekaterina Strekalova-Hughes, K. Nash, Bevin Schmer, Karnissa Caldwell","doi":"10.3102/0091732X20985081","DOIUrl":"https://doi.org/10.3102/0091732X20985081","url":null,"abstract":"This chapter reviews recent qualitative studies on personalized learning in middle/secondary school settings to analyze the role of culture in how this concept is enacted and researched. Personalized learning is posited as a pedagogical approach that aims to revolutionize schooling and challenge educational inequity by foregrounding learners’ agency in what and how they learn, tailoring pedagogy and its purpose to learners’ unique interests, needs, and abilities. Given the strong emphasis of the approach on the uniquenesses of the persons who are learning, our analysis interrogates the discourse on culture in studies on personalized learning and extrapolates how this discourse informs problem formulation, design and logic, sources of evidence, analysis and interpretation, and implications for practice. This review reveals a disconnect between the relevant literature on culture in learning and omissions of researchers and research participants’ cultural positionalities and identities. This appears to affect the quality of educational evidence, inhibiting a deep understanding of the implementation of the personalized learning approach for different communities of learners. We assert that research into practices that intend to meet the needs of diverse learners should center learner and researcher cultures and positionalities as part of a theory of change that permeates the entire research process.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48656561","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: 2

Evidence-Based Practices in Deaf Education: A Call to Center Research and Evaluation on the Experiences of Deaf People 聋人教育的循证实践:呼唤中心——聋人经历的研究与评价

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2021-03-01 DOI: 10.3102/0091732X20985070

S. Cawthon, C. Garberoglio

{"title":"Evidence-Based Practices in Deaf Education: A Call to Center Research and Evaluation on the Experiences of Deaf People","authors":"S. Cawthon, C. Garberoglio","doi":"10.3102/0091732X20985070","DOIUrl":"https://doi.org/10.3102/0091732X20985070","url":null,"abstract":"The evidence base for educational interventions for deaf students has been, and continues to be, called into question due to a lack of “gold standard” research available to support it. Yet the paucity of research in deaf education is not only in the volume of research that meets rigorous standards but also in its lack of attention to and inclusion of a deaf-centered perspective on the inferences made about the strength of study findings in the field. This chapter uses a deaf-centered lens to examine what constitutes evidence, how it is gained, and how this information supports academic outcomes for this population. We include examples from the literature to examine implications for research personnel, study design, and accessible dissemination, with specific attention to both study sampling and measurement considerations. Considerations for deaf-centered research criteria include (a) integrating deaf researchers and epistemologies, (b) attending to the characteristics of deaf students, and (c) acknowledgment of root causes and systems factors. The recommendations in this chapter supplement the larger ongoing dialogue regarding the cultural responsiveness and representation of marginalized populations within the education research endeavor.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42371253","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

Understanding Disability: High-Quality Evidence in Research on Special Education Disproportionality 理解残疾:特殊教育不均衡研究的高质量证据

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2021-03-01 DOI: 10.3102/0091732X20985069

Roey Ahram, Catherine Kramarczuk Voulgarides, Rebecca A. Cruz

引用次数: 5