Review of Research in Education最新文献_第6页

How Does Changing “One-Size-Fits-All” to Differentiated Instruction Affect Teaching? 变“一刀切”为差异化教学如何影响教学？

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2019-05-22 DOI: 10.3102/0091732X18821130

Rhonda Bondie, Christine C. Dahnke, Akane Zusho

{"title":"How Does Changing “One-Size-Fits-All” to Differentiated Instruction Affect Teaching?","authors":"Rhonda Bondie, Christine C. Dahnke, Akane Zusho","doi":"10.3102/0091732X18821130","DOIUrl":"https://doi.org/10.3102/0091732X18821130","url":null,"abstract":"This rigorous literature review analyzed how 28 U.S.-based research studies conducted between 2001 and 2015 have defined, described, and measured changes in teaching practices related to implementation of Differentiated Instruction (DI) in P–12 classrooms. Research questions examined frameworks that defined DI, classroom operationalization of DI, key barriers and facilitators, and how changes in teacher practices across studies did not lead to a common definition of DI. Extracted data were analyzed by study type, DI purpose, theoretical framework, research questions, methodology, analysis method, expected/reported change in teacher practice, expected/reported impact on student learning, key barriers, facilitators, contextual factors, and implications for teaching and research. Findings demonstrated how the many different frameworks used to define DI shaped a variety of changes to teacher practices and roles. The purpose of DI varied widely from a systematic response to policy to informal teacher perception of student differences. Barriers included the DI decision source (institution vs. teacher). Facilitators focused on teacher view of time, resources, control, and dispositions toward differences and ambiguity. The need for systematic replicable studies with greater methodological rigor is discussed and a more integrative definition of DI focused on teacher instructional reasoning and decision making is proposed for future research.","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/10.3102/0091732X18821130","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48849209","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: 56

Changing How Writing Is Taught 改变写作教学方式

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2019-05-22 DOI: 10.3102/0091732X18821125

Steve Graham

{"title":"Changing How Writing Is Taught","authors":"Steve Graham","doi":"10.3102/0091732X18821125","DOIUrl":"https://doi.org/10.3102/0091732X18821125","url":null,"abstract":"If students are to be successful in school, at work, and in their personal lives, they must learn to write. This requires that they receive adequate practice and instruction in writing, as this complex skill does not develop naturally. A basic goal of schooling then is to teach students to use this versatile tool effectively and flexibly. Many schools across the world do not achieve this objective, as an inordinate number of students do not acquire the writing skills needed for success in society today. One reason why this is the case is that many students do not receive the writing instruction they need or deserve. This chapter identifies factors that inhibit good writing instruction, including instructional time; teachers’ preparation and beliefs about writing; national, state, district, and school policies; and historical, social, cultural, and political influences. It then examines how we can address these factors and change classroom writing practices for the better across the world by increasing pertinent stakeholders’ knowledge about writing, with the goal of developing and actualizing visions for writing instruction at the policy, school, and classroom levels. This includes specific recommendations for helping politicians, school administrators, teachers, and the public acquire the needed know-how to make this a reality.","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/10.3102/0091732X18821125","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41528114","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: 149

Changing Teaching Practice in P–20 Educational Settings: Introduction to the Volume 在P–20教育环境中改变教学实践：卷导论

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2019-05-22 DOI: 10.3102/0091732X19839068

Charles Tocci, A. Ryan, T. Pigott

引用次数: 2

From Mass Schooling to Education Systems: Changing Patterns in the Organization and Management of Instruction 从大众学校到教育体制:教学组织与管理模式的变迁

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2019-05-22 DOI: 10.3102/0091732X18821131

D. J. Peurach, D. Cohen, Maxwell M. Yurkofsky, James P. Spillane

{"title":"From Mass Schooling to Education Systems: Changing Patterns in the Organization and Management of Instruction","authors":"D. J. Peurach, D. Cohen, Maxwell M. Yurkofsky, James P. Spillane","doi":"10.3102/0091732X18821131","DOIUrl":"https://doi.org/10.3102/0091732X18821131","url":null,"abstract":"In the early 1990s, the logic and policies of systemic reform launched a press to coordinate the pursuit of excellence and equity in U.S. public education, with each other and with classroom instruction. There was little in that policy moment to predict that these reforms would sustain, and much to predict otherwise. Yet, nearly three decades hence, many public school districts are working earnestly to pursue the central aims of the reforms: all students engaging rich instructional experiences to master ambitious content and tasks at the same high standards. That begs a question: What happens when new educational ambitions collide with legacy educational institutions—not in a policy moment but across a historical moment? This chapter takes up that question by reviewing the rise of mass public schooling in pursuit of universal access, a historic pivot toward instructionally focused education systems in pursuit of excellence and equity, and changing patterns in instructional organization and management that follow. The lesson we draw is that, even amid incoherence and turbulence in education environments, sustained public, political, and policy support for new educational ambitions opens up new opportunities for those ambitions to manifest in the structures and the work of public school districts.","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/10.3102/0091732X18821131","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49167633","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: 43

How We Learn About Teacher Learning 我们如何了解教师学习

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2019-05-22 DOI: 10.3102/0091732X19838970

M. Kennedy

引用次数: 34

(Re)framing Resistance to Culturally Relevant Education as a Multilevel Learning Problem （重新）将对文化相关教育的抵制视为一个多层次的学习问题

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2019-05-22 DOI: 10.3102/0091732X18821120

R. Neri, Maritza Lozano, L. Gomez

{"title":"(Re)framing Resistance to Culturally Relevant Education as a Multilevel Learning Problem","authors":"R. Neri, Maritza Lozano, L. Gomez","doi":"10.3102/0091732X18821120","DOIUrl":"https://doi.org/10.3102/0091732X18821120","url":null,"abstract":"Despite evidence of promise, the adoption of culturally relevant educational (CRE) approaches to teaching and learning remains sporadic and underwhelming. In this chapter, we question this state of affairs by investigating teacher resistance to CRE. Through our examination of the literature, we have come to understand teacher resistance to CRE as a multilevel learning problem that stems from (a) limited understanding and belief in the efficacy of CRE and (b) a lack of know-how needed to execute it. We therefore characterize resistance as a learning problem, rather than a problem of individual compliance, and view contextual variation in its take up as an opportunity to learn. Framing teacher resistance to CRE as a multilevel learning problem provides a way forward by shifting the perception of resistance as simply negative to an understanding of resistance as a diagnostic tool, or warning signal about when, where, for whom, and why a change can be particularly difficult. By representing our review of the literature as a problem space map, we offer a tool that can be used to pinpoint, anticipate, and preemptively address the multilevel factors that contribute to teachers’ resistance to CRE.","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/10.3102/0091732X18821120","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43288688","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: 44

Critical Reflection and Generativity: Toward a Framework of Transformative Teacher Education for Diverse Learners 批判性反思与生成性：面向多样化学习者的变革性教师教育框架

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2019-05-22 DOI: 10.3102/0091732X18822806

K. Liu, A. Ball

引用次数: 38

Linking Quantitative and Qualitative Network Approaches: A Review of Mixed Methods Social Network Analysis in Education Research 将定量与定性网络方法相结合——教育研究中的混合方法社会网络分析综述

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2019-04-13 DOI: 10.3102/0091732X20903311

D. Froehlich, Sara Van Waes, Hanna Schäfer

引用次数: 43

Trauma-Informed Practices in Schools Across Two Decades: An Interdisciplinary Review of Research 二十年来学校创伤知情实践：跨学科研究综述

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2019-03-01 DOI: 10.3102/0091732X18821123

M. Thomas, Shantel D. Crosby, Judi E. Vanderhaar

{"title":"Trauma-Informed Practices in Schools Across Two Decades: An Interdisciplinary Review of Research","authors":"M. Thomas, Shantel D. Crosby, Judi E. Vanderhaar","doi":"10.3102/0091732X18821123","DOIUrl":"https://doi.org/10.3102/0091732X18821123","url":null,"abstract":"Attention to childhood trauma and the need for trauma-informed care has contributed to the emerging discourse in schools related to teaching practices, school climate, and the delivery of trauma-related in-service and preservice teacher education. However, though trauma-informed systems of care include schools, empirical work informing trauma-informed teaching and teacher education that is reflected back to those audiences is less established. This interdisciplinary overview and synthesis of literature examined interventions used in schools to determine the dominant framework used for promoting and practicing trauma-informed care in schools and the effectiveness of school-based supports for trauma-affected youth to identify implications for changing teaching practice. While multiple disciplines conduct research using different methodologies examining trauma-informed practices in schools, educators are underexamined in this work. Additionally, education researchers began engaging in research on trauma-informed practices in schools more recently, and as such, research emanating from education researchers comprises a small portion of this review. Drawing across the work, we offer recommendations for a more robust, interdisciplinary research agenda with the intentional purpose to change teacher practice.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18821123","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42054625","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: 155

Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings 通过非线性理论理解为多语学习者构建内容教学的复杂画像

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2019-03-01 DOI: 10.3102/0091732X18820910

K. Viesca, Kathryn J. Strom, Svenja Hammer, J. Masterson, C. H. Linzell, Jessica Mitchell-McCollough, Naomi Flynn

引用次数: 19