Review of Research in Education最新文献_第4页

Qualitative Comparative Analysis in Education Research: Its Current Status and Future Potential 教育研究中的质的比较分析：现状与未来潜力

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2020-03-01 DOI: 10.3102/0091732X20907347

Sebnem Cilesiz, Thomas Greckhamer

{"title":"Qualitative Comparative Analysis in Education Research: Its Current Status and Future Potential","authors":"Sebnem Cilesiz, Thomas Greckhamer","doi":"10.3102/0091732X20907347","DOIUrl":"https://doi.org/10.3102/0091732X20907347","url":null,"abstract":"Qualitative comparative analysis (QCA) is a set-theoretic configurational approach that uses the logic of Boolean algebra to conceptualize and empirically examine potentially complex causal relations. The potential of this methodological innovation to draw innovative insights toward answering enduring questions and to foster novel research has increasingly been realized in several social science disciplines. However, to date, limited education research has taken advantage of this potential. The purpose of this review is to facilitate an education research agenda that capitalizes on the strengths of QCA and its set-theoretic approach. We introduce the foundations of QCA, outline the promise it holds for education research, systematically review and appraise empirical education research that has applied QCA, and complement this review with a review of research from outside the field that may serve as inspiration for education researchers. In doing so, we highlight areas of improved research designs in education research practice and point education researchers to promising research directions. We conclude with suggestions for researchers to weigh QCA’s strengths and limitations in comparison with other methods.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X20907347","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44417115","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

How Administrative Data Collection and Analysis Can Better Reflect Racial and Ethnic Identities 行政数据的收集和分析如何更好地反映种族和民族身份

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2020-03-01 DOI: 10.3102/0091732X20903321

Samantha Viano, Dominique J. Baker

{"title":"How Administrative Data Collection and Analysis Can Better Reflect Racial and Ethnic Identities","authors":"Samantha Viano, Dominique J. Baker","doi":"10.3102/0091732X20903321","DOIUrl":"https://doi.org/10.3102/0091732X20903321","url":null,"abstract":"Measuring race and ethnicity for administrative data sets and then analyzing these data to understand racial/ethnic disparities present many logistical and theoretical challenges. In this chapter, we conduct a synthetic review of studies on how to effectively measure race/ethnicity for administrative data purposes and then utilize these measures in analyses. Recommendations based on this synthesis include combining the measure of Hispanic ethnicity with the broader racial/ethnic measure and allowing individuals to select more than one race/ethnicity. Data collection should rely on self-reports but could be supplemented using birth certificates or equivalent sources. Collecting data over time, especially for young people, will help identify multiracial and American Indian populations. For those with more complex racial/ethnic identities, including measures of country of origin, language, and recency of immigration can be helpful in addition to asking individuals which racial/ethnic identity they most identify with. Administrative data collection could also begin to incorporate phenotype measures to facilitate the calculation of disparities within race/ethnicity by skin tone. Those analyzing racial/ethnic disparities should understand how these measures are created and attempt to develop fieldwide terminology to describe racial/ethnic identities.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X20903321","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45739220","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: 16

Moving Beyond the Paradigm Wars: Emergent Approaches for Education Research 超越范式战争:教育研究的新兴方法

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2020-03-01 DOI: 10.3102/0091732X20909400

M. Pivovarova, Jeanne M. Powers, Gustavo E. Fischman

引用次数: 4

Place Matters: A Critical Review of Place Inquiry and Spatial Methods in Education Research 地点问题:对教育研究中地点调查和空间方法的批判性回顾

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2020-03-01 DOI: 10.3102/0091732X20903303

Alisha Butler, Kristine Sinclair

{"title":"Place Matters: A Critical Review of Place Inquiry and Spatial Methods in Education Research","authors":"Alisha Butler, Kristine Sinclair","doi":"10.3102/0091732X20903303","DOIUrl":"https://doi.org/10.3102/0091732X20903303","url":null,"abstract":"Place is an inescapable aspect of daily life and is intimately linked to our life experiences. An expanding body of research has investigated how place shapes the “geography of opportunity” as well as students’, families’, and stakeholders’ experiences in and around schools. While researchers have begun to investigate the spatial context of education, the notion of place remains somewhat underconceptualized in education research. This chapter draws on an interdisciplinary review of 60 empirical, education-related studies to understand how researchers have accounted for place, the theoretical and conceptual frames in which they ground their work, and their data collection methods. We find that researchers have used place inquiry and spatial methods to investigate diverse education-related phenomena, such as school choice and teaching and learning. Beyond using place to identify and describe inequalities, we argue that place inquiry and spatial methodologies can strengthen the potential of education research to disrupt systems of power and oppression by also advancing our knowledge of the nature of and potential solutions to educational injustice.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X20903303","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69381547","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: 22

Geospatial Analysis: A New Window Into Educational Equity, Access, and Opportunity 地理空间分析:研究教育公平、获取和机会的新窗口

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2020-03-01 DOI: 10.3102/0091732X20907362

C. Cobb

引用次数: 8

Bifurcating Worlds? A Systematic Review of How Visual and Language Data Are Combined to Study Teachers and Their Teaching 分叉的世界吗?如何结合视觉和语言数据来研究教师及其教学的系统回顾

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2020-03-01 DOI: 10.3102/0091732X20903305

R. Schachter, D. Freeman, Naivedya Parakkal

{"title":"Bifurcating Worlds? A Systematic Review of How Visual and Language Data Are Combined to Study Teachers and Their Teaching","authors":"R. Schachter, D. Freeman, Naivedya Parakkal","doi":"10.3102/0091732X20903305","DOIUrl":"https://doi.org/10.3102/0091732X20903305","url":null,"abstract":"Connecting teachers’ perspectives with their practice is an enduring challenge shaping what and how we understand teaching. Researchers tend to bifurcate teachers’ work between their private and their public lives. These “worlds” bring particular meanings that are rendered through the analyses of visual documentations of teaching and teachers’ language-based accounts of their teaching. Combining these two forms of data is a basic research challenge both operationally and conceptually. Operationally, the researcher determines how the forms are connected and which decisions reflect (and are anchored in) conceptual warrants. This review identified 52 studies that combine visual and language data to study teachers and teaching to examine how data were collected and analyzed in the studies and what types of the theoretical frameworks were used to warrant the interpretations resulting from the connections. The review found only seven studies that balanced both worlds by explicitly warranting how the two forms of data were interconnected. Otherwise, most studies foregrounded one form of data and drew on the other to support or explain the first. Whereas most of the authors rationalized the connection between the forms of data in their studies, few took the more complex step of theorizing how the two worlds were connected. We argue that such incomplete connections risk inaccurately representing the work of teaching. We propose some design questions and research procedures that researchers may use to avoid bifurcating teachers’ worlds.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X20903305","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44570176","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

Research on Continuous Improvement: Exploring the Complexities of Managing Educational Change 持续改进研究：探索管理教育变革的复杂性

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2020-03-01 DOI: 10.3102/0091732X20907363

Maxwell M. Yurkofsky, A. Peterson, Jal Mehta, Rebecca Horwitz-Willis, Kim Frumin

{"title":"Research on Continuous Improvement: Exploring the Complexities of Managing Educational Change","authors":"Maxwell M. Yurkofsky, A. Peterson, Jal Mehta, Rebecca Horwitz-Willis, Kim Frumin","doi":"10.3102/0091732X20907363","DOIUrl":"https://doi.org/10.3102/0091732X20907363","url":null,"abstract":"As a result of the frustration with the dominant “What Works” paradigm of large-scale research-based improvement, practitioners, researchers, foundations, and policymakers are increasingly embracing a set of ideas and practices that can be collectively labeled continuous improvement (CI) methods. This chapter provides a comparative review of these methods, paying particular attention to CI methods’ intellectual influences, theories of action, and affordances and challenges in practice. We first map out and explore the shared intellectual forebears that CI methods draw on. We then discuss three kinds of complexity to which CI methods explicitly attend—ambiguity, variability, and interdependence—and how CI methods seek a balance of local and formal knowledge in response to this complexity. We go on to argue that CI methods are generally less attentive to the relational and political dimensions of educational change and that this leads to challenges in practice. We conclude by considering CI methods’ aspirations for impact at scale, and offer a number of recommendations to inform future research and practice.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X20907363","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45631155","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: 30

Mining Big Data in Education: Affordances and Challenges 挖掘教育大数据：机遇与挑战

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2020-03-01 DOI: 10.3102/0091732X20903304

Christian Fischer, Z. Pardos, R. Baker, J. Williams, P. Smyth, Renzhe Yu, Stefan Slater, Rachel B. Baker, M. Warschauer

{"title":"Mining Big Data in Education: Affordances and Challenges","authors":"Christian Fischer, Z. Pardos, R. Baker, J. Williams, P. Smyth, Renzhe Yu, Stefan Slater, Rachel B. Baker, M. Warschauer","doi":"10.3102/0091732X20903304","DOIUrl":"https://doi.org/10.3102/0091732X20903304","url":null,"abstract":"The emergence of big data in educational contexts has led to new data-driven approaches to support informed decision making and efforts to improve educational effectiveness. Digital traces of student behavior promise more scalable and finer-grained understanding and support of learning processes, which were previously too costly to obtain with traditional data sources and methodologies. This synthetic review describes the affordances and applications of microlevel (e.g., clickstream data), mesolevel (e.g., text data), and macrolevel (e.g., institutional data) big data. For instance, clickstream data are often used to operationalize and understand knowledge, cognitive strategies, and behavioral processes in order to personalize and enhance instruction and learning. Corpora of student writing are often analyzed with natural language processing techniques to relate linguistic features to cognitive, social, behavioral, and affective processes. Institutional data are often used to improve student and administrational decision making through course guidance systems and early-warning systems. Furthermore, this chapter outlines current challenges of accessing, analyzing, and using big data. Such challenges include balancing data privacy and protection with data sharing and research, training researchers in educational data science methodologies, and navigating the tensions between explanation and prediction. We argue that addressing these challenges is worthwhile given the potential benefits of mining big data in education.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X20903304","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44087382","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: 159

Emerging Perspectives on the Co-Construction of Power and Learning in the Learning Sciences, Mathematics Education, and Science Education 学习科学、数学教育和科学教育中权力与学习共同建构的新视角

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2020-03-01 DOI: 10.3102/0091732X20903309

T. Philip, Ayush Gupta

{"title":"Emerging Perspectives on the Co-Construction of Power and Learning in the Learning Sciences, Mathematics Education, and Science Education","authors":"T. Philip, Ayush Gupta","doi":"10.3102/0091732X20903309","DOIUrl":"https://doi.org/10.3102/0091732X20903309","url":null,"abstract":"In this chapter, we examine a significant shift in research in the learning sciences, mathematics education, and science education that increasingly attends to the co-construction of power and learning. We review articles in these fields that embody a new sense of theoretical and methodological possibilities and dilemmas, brewing at the intersections of critical social theory and the methodological approaches of interaction analysis and microgenetic analysis. We organize our review into three thematic categories: (1) the dynamic construction of identity and ideology, (2) attending to the organization of a learning environment, and (3) leveraging and repurposing tools. Reading across these thematic areas, we identify and outline a burgeoning subfield that we term critical interaction and microgenetic analysis. By bringing this collection of articles together, this chapter provides collective epistemic and empirical weight to claims of power and learning as co-constituted and co-constructed through interactional, microgenetic, and structural dynamics. In our conclusions, we suggest six analytical commitments that are important to hold when engaging in critical interaction and microgenetic analysis.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X20903309","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46803965","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: 16

Research Synthesis Infrastructures: Shaping Knowledge in Education 研究综合基础设施：在教育中塑造知识

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2020-03-01 DOI: 10.3102/0091732X20907350

J. Hammond, P. Moss, Minh Q. Huynh, C. Lagoze

{"title":"Research Synthesis Infrastructures: Shaping Knowledge in Education","authors":"J. Hammond, P. Moss, Minh Q. Huynh, C. Lagoze","doi":"10.3102/0091732X20907350","DOIUrl":"https://doi.org/10.3102/0091732X20907350","url":null,"abstract":"Research syntheses provide one means of managing the proliferation of research knowledge by integrating learnings across primary research studies. What it means to appropriately synthesize research, however, remains a matter of debate: Syntheses can assume a variety of forms, each with important implications for the shape knowledge takes and the interests it serves. To help shed light on these differences and their stakes, this chapter provides a critical comparative review of six research synthesis infrastructures, entities that support research syntheses through investments they make in synthesis production and/or publication—enabling (and constraining) the ways knowledge takes shape. Identifying our critical cases through purposive selection, we examined research synthesis infrastructure variations with respect to four different kinds of investments they make: in the genres of synthesis they support, in their promotion of synthesis quality, in sponsoring stakeholder engagement, and in creating the conditions for collective work. We draw on this comparison to suggest some of the potential changes and challenges in store for education researchers in future years.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X20907350","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49325312","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: 1