Review of Research in Education最新文献_第5页

About the Contributors 关于投稿人

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2020-03-01 DOI: 10.3102/0091732X20909399

J. Ahn, Ryan Shaun Baker, A. Ball, C. Ducommun, E. Blumenfeld-Lieberthal, Alisha Butler

引用次数: 1

Critical Counter-Narrative as Transformative Methodology for Educational Equity 批判反叙事作为教育公平的变革方法

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2020-03-01 DOI: 10.3102/0091732X20908501

Richard Miller, Katrina Liu, A. Ball

{"title":"Critical Counter-Narrative as Transformative Methodology for Educational Equity","authors":"Richard Miller, Katrina Liu, A. Ball","doi":"10.3102/0091732X20908501","DOIUrl":"https://doi.org/10.3102/0091732X20908501","url":null,"abstract":"Counter-narrative has recently emerged in education research as a promising tool to stimulate educational equity in our increasingly diverse schools and communities. Grounded in critical race theory and approaches to discourse study including narrative inquiry, life history, and autoethnography, counter-narratives have found a home in multicultural education, culturally sensitive pedagogy, and other approaches to teaching for diversity. This chapter provides a systematic literature review that explores the place of counter-narratives in educational pedagogy and research. Based on our thematic analysis, we argue that the potential of counter-narratives in both pedagogy and research has been limited due to the lack of a unified methodology that can result in transformative action for educational equity. The chapter concludes by proposing critical counter-narrative as a transformative methodology that includes three key components: (1) critical race theory as a model of inquiry, (2) critical reflection and generativity as a model of praxis that unifies the use of counter-narratives for both research and pedagogy, and (3) transformative action for the fundamental goal of educational equity for people of color.","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/10.3102/0091732X20908501","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48123847","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: 38

Studying the Over-Time Construction of Knowledge in Educational Settings: A Microethnographic Discourse Analysis Approach 教育环境下知识的长期建构研究：微观图像语篇分析方法

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2020-03-01 DOI: 10.3102/0091732X20903121

Judith L. Green, W. Baker, M. Chian, Carmen Vanderhoof, L. Hooper, G. J. Kelly, Audra Skukauskaitė, Melinda Kalainoff

{"title":"Studying the Over-Time Construction of Knowledge in Educational Settings: A Microethnographic Discourse Analysis Approach","authors":"Judith L. Green, W. Baker, M. Chian, Carmen Vanderhoof, L. Hooper, G. J. Kelly, Audra Skukauskaitė, Melinda Kalainoff","doi":"10.3102/0091732X20903121","DOIUrl":"https://doi.org/10.3102/0091732X20903121","url":null,"abstract":"This review presents theoretical underpinnings supporting microethnographic-discourse analytic (ME/DA) approaches to studying educational phenomena. The review is presented in two parts. Part 1 provides an analytic review of two seminal reviews of literature that frame theoretical and methodological developments of microethnography and functions language in classrooms with diverse learners. Part 2 presents two telling case studies that illustrate the logic-of-inquiry of (ME/DA) approaches. These telling case studies make transparent how theoretical considerations of cultural perspectives on education inform decisions regarding research methodology. Telling Case Study 1 makes transparent the logic-of-inquiry undertaken to illustrate how microanalyses of discourse and action among participants in a physics class provided an empirical grounding for identifying how different groups undertook a common task. This case study shows how ethnographically informed discourse analyses formed a foundation to theoretically identify social processes of knowledge construction. Telling Case Study 2 makes transparent multiple levels of analysis undertaken to examine ways that creative processes of interpretation of art were communicated and taken up in an art studio class across multiple cycles of activity. Taken together, these telling case studies provide evidence of how ME/DA provides a theoretically grounded logic-of-inquiry for investigating complex learning processes in different educational contexts.","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/10.3102/0091732X20903121","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45598229","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: 20

Use of Quasi-Experimental Research Designs in Education Research: Growth, Promise, and Challenges 准实验研究设计在教育研究中的应用：成长、希望和挑战

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2020-03-01 DOI: 10.3102/0091732X20903302

M. Gopalan, Kelly Rosinger, J. Ahn

{"title":"Use of Quasi-Experimental Research Designs in Education Research: Growth, Promise, and Challenges","authors":"M. Gopalan, Kelly Rosinger, J. Ahn","doi":"10.3102/0091732X20903302","DOIUrl":"https://doi.org/10.3102/0091732X20903302","url":null,"abstract":"In the past few decades, we have seen a rapid proliferation in the use of quasi-experimental research designs in education research. This trend, stemming in part from the “credibility revolution” in the social sciences, particularly economics, is notable along with the increasing use of randomized controlled trials in the strive toward rigorous causal inference. The overarching purpose of this chapter is to explore and document the growth, applicability, promise, and limitations of quasi-experimental research designs in education research. We first provide an overview of widely used quasi-experimental research methods in this growing literature, with particular emphasis on articles from the top ranked education research journals, including those published by the American Educational Research Association. Next, we demonstrate the applicability and promise of these methods in enhancing our understanding of the causal effects of education policies and interventions using key examples and case studies culled from the extant literature across the pre-K–16 education spectrum. Finally, we explore the limitations of these methods and conclude with thoughts on how education researchers can adapt these innovative, interdisciplinary techniques to further our understanding of some of the most enduring questions in educational policy 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/10.3102/0091732X20903302","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46957455","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: 84

Components, Infrastructures, and Capacity: The Quest for the Impact of Actionable Data Use on P–20 Educator Practice 组件、基础设施和能力:探索可操作数据使用对P-20教育实践的影响

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2019-05-22 DOI: 10.3102/0091732X18821116

Philip J. Piety

{"title":"Components, Infrastructures, and Capacity: The Quest for the Impact of Actionable Data Use on P–20 Educator Practice","authors":"Philip J. Piety","doi":"10.3102/0091732X18821116","DOIUrl":"https://doi.org/10.3102/0091732X18821116","url":null,"abstract":"This chapter reviews actionable data use—both as an umbrella term and as a specific concept—developed in three different traditions that data/information can inform and guide P–20 educational practice toward better outcomes. The literatures reviewed are known as data-driven decision making (DDDM), education data mining (EDM), and learning analytics (LA). DDDM is grounded in K–12 settings, has a social orientation, and is shaped by policy. EDM and LA began in higher education using data provided by instructional tools. This review of more than 1,500 publications traced patterns in these communities revealing disciplinary disconnects between DDDM and EDM/LA. Recognizing information’s systemic nature, this review expanded the analysis from teacher practice to educator practice. While methodological progress has been made in all areas, studies of impact were concentrated in DDDM. EDM and LA focus on tools for current/future educational settings and leveraging data harvested for basic research while reconceiving learning practices. The DDDM impact studies did not support a directly beneficial model for data use. Rather, long timescale capacity factors, including cultural and organizational processes that impact data use were revealed. A complementary model of components, infrastructure, and capacity is advanced with recommendations for scholarship in education’s sociotechnical future.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2019-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18821116","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43143645","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: 10

Teaching Academically Underprepared Postsecondary Students 为学术准备不足的中学生授课

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2019-05-22 DOI: 10.3102/0091732X18821114

D. Perin, J. P. Holschuh

{"title":"Teaching Academically Underprepared Postsecondary Students","authors":"D. Perin, J. P. Holschuh","doi":"10.3102/0091732X18821114","DOIUrl":"https://doi.org/10.3102/0091732X18821114","url":null,"abstract":"Only 25% to 38% of secondary education graduates in the United States are proficient readers or writers but many continue to postsecondary education, where they take developmental education courses designed to help them improve their basic academic skills. However, outcomes are poor for this population, and one problem may be that approaches to teaching need to change. This chapter discusses approaches to the teaching of academically underprepared postsecondary students and how teaching might be changed to improve student outcomes. A wide variety of approaches is reported in the literature, including teaching of discrete skills, providing strategy instruction, incorporating new and multiple literacies, employing disciplinary and contextualized approaches, using digital technology, and integrating reading and writing instruction. However, the field has yet to develop a clear theoretical framework or body of literature pointing to how teaching in this area might improve. Based on our reading of the literature, we recommend directions for future research that could inform changes in the teaching of underprepared students at the postsecondary level.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2019-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18821114","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43830654","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: 18

Teaching for Diversity: Intercultural and Intergroup Education in the Public Schools, 1920s to 1970s 多样性教学:20世纪20年代至70年代公立学校的跨文化和群体间教育

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2019-05-22 DOI: 10.3102/0091732X18821127

Lauri Johnson, Yoon K. Pak

{"title":"Teaching for Diversity: Intercultural and Intergroup Education in the Public Schools, 1920s to 1970s","authors":"Lauri Johnson, Yoon K. Pak","doi":"10.3102/0091732X18821127","DOIUrl":"https://doi.org/10.3102/0091732X18821127","url":null,"abstract":"This historiography chronicles educators’ efforts to teach for diversity through heightening awareness of immigrant experiences as well as discrimination against minoritized religious and racial groups in public school classrooms from the 1920s through the 1970s. This curriculum and pedagogical work was couched under various terms, such as intercultural education, intergroup education, human relations, and cultural pluralism. Drawing from published secondary research literature as well as primary archival sources, we aim to disrupt commonly held views that intercultural education/intergroup education met its demise in the 1950s and show how curriculum and pedagogy shifted after the landmark 1954 ruling of Brown v. Board of Education toward improving intergroup relations within the context of school desegregation. In the end we identify common themes across the decades that include the failure to recruit and support a diverse teaching force, the importance of teacher-led curriculum and professional development, and the lack of a sustained focus on race and racism in classroom practices.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2019-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18821127","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47238718","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: 37

A Transdisciplinary Approach to Equitable Teaching in Early Childhood Education 幼儿教育中公平教学的跨学科方法

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2019-05-22 DOI: 10.3102/0091732X18821122

Mariana Souto-Manning, Beverly Falk, Dina López, Lívia Barros Cruz, Nancy Bradt, N. Cardwell, N. Mcgowan, Aura Y. Pérez, Ayesha Rabadi-Raol, E. Rollins

引用次数: 15

Teaching in Community Schools: Creating Conditions for Deeper Learning 社区学校教学:为深入学习创造条件

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2019-05-22 DOI: 10.3102/0091732X18821126

Julia Daniel, K. H. Quartz, J. Oakes

{"title":"Teaching in Community Schools: Creating Conditions for Deeper Learning","authors":"Julia Daniel, K. H. Quartz, J. Oakes","doi":"10.3102/0091732X18821126","DOIUrl":"https://doi.org/10.3102/0091732X18821126","url":null,"abstract":"The community school strategy calls on teachers, families, and school staff to take on new and more challenging roles to collaboratively address existing educational inequities. For example, deepened family and community engagement in the schools can help incorporate the rich funds of community knowledge and experience, both in the classroom and in making plans and decisions about the school. As school and community stakeholders work together, they can develop learning opportunities and access to services that support student learning and development. Community schools are particularly well-positioned to take advantage of research-backed strategies like integrated supports that help students come to class more prepared to learn, hands-on and innovative teaching and learning opportunities to deepen and extend learning, and sustainable workplace conditions to promote teacher satisfaction and retention. Embracing the link between learning and community, teachers and community school staff ensure that students and communities have opportunities to access rich, challenging, and culturally relevant curriculum and pedagogy, while accessing resources and supports. This expanded conception of what it means to teach in a community school presents new ways for researchers to study and help advance the field as well as the larger community schools movement.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2019-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18821126","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44565377","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: 18

Action Research and Systematic, Intentional Change in Teaching Practice 行动研究与教学实践中的系统性、意向性变革

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2019-05-22 DOI: 10.3102/0091732X18821132

M. Manfra

{"title":"Action Research and Systematic, Intentional Change in Teaching Practice","authors":"M. Manfra","doi":"10.3102/0091732X18821132","DOIUrl":"https://doi.org/10.3102/0091732X18821132","url":null,"abstract":"Action research shifts the paradigm of contemporary educational reform by emphasizing inquiry and placing teachers at the center of research-into-practice. By situating teachers as learners, action research offers a systematic and intentional approach to changing teaching. When working as part of a community of practice, action researchers engage in sustained professional learning activities. They explore issues of everyday practice and work to bring about change. This review highlights action research studies from across four subject areas—English language arts, mathematics, science, and social studies—and is premised on the notion that changing teaching practice is connected to understanding how teachers learn. Specifically, it focuses on understanding changes in teacher pedagogical content knowledge, disciplinary inquiry, and critical pedagogy through action research. Findings suggest that we must go beyond current conceptualizations of teacher learning as process-product, cognitive, and situative to view teaching as inquiry. Successful efforts to change practice through action research have demonstrated the value of engaging teachers as active participants in education research. At the same time, the field must overcome barriers including the marginalization of action research, logistical issues associated with conducting action research, and the dissemination of findings.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2019-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18821132","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46344420","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: 53