Review of Research in Education最新文献_第7页

Teaching Practices That Support Student Sensemaking Across Grades and Disciplines: A Conceptual Review 支持学生跨年级、跨学科理解的教学实践:概念回顾

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2019-03-01 DOI: 10.3102/0091732X18821115

Miranda S. Fitzgerald, Annemarie S. Palincsar

{"title":"Teaching Practices That Support Student Sensemaking Across Grades and Disciplines: A Conceptual Review","authors":"Miranda S. Fitzgerald, Annemarie S. Palincsar","doi":"10.3102/0091732X18821115","DOIUrl":"https://doi.org/10.3102/0091732X18821115","url":null,"abstract":"Sensemaking entails being active, self-conscious, motivated, and purposeful in the world. It is an activity that is always situated within the cultural and historical contexts in which we interact with others and with the aid of tools. In this chapter, we contrast everyday sensemaking with academic sensemaking and treat academic sensemaking in a disciplinary-specific manner, exploring how teachers engage students in academic sensemaking within the domains of mathematics, science, history, and literature. Consistent with the focus of this volume, which is designed to feature teacher practice, the goal of our chapter is to explore the practices in which teachers engage when the purpose is to position students as sensemakers and create a classroom culture that provides the resources and contexts to develop skill with academic sensemaking. Our analyses revealed the broad range of practices necessary to characterize the enactment of instruction that is designed to teach and promote sensemaking, as well as the multitude of purposes those practices served. To explicate the domain-specific nature of teacher practice, we analyzed selected studies in which the researchers provided significant detail regarding teachers’ practices. We conclude that sensemaking is a productive lens for investigating and characterizing great teaching.","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/10.3102/0091732X18821115","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46512285","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: 29

How Responsive Is a Teacher’s Classroom Practice to Intervention? A Meta-Analysis of Randomized Field Studies 教师的课堂实践对干预的反应如何？随机田野调查的Meta分析

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2019-03-01 DOI: 10.3102/0091732X19830634

Rachel Garrett, Martyna Citkowicz, R. Williams

{"title":"How Responsive Is a Teacher’s Classroom Practice to Intervention? A Meta-Analysis of Randomized Field Studies","authors":"Rachel Garrett, Martyna Citkowicz, R. Williams","doi":"10.3102/0091732X19830634","DOIUrl":"https://doi.org/10.3102/0091732X19830634","url":null,"abstract":"While teacher effectiveness has been a particular focus of federal education policy, and districts allocate significant resources toward professional development for teachers, these efforts are guided by an unexplored assumption that classroom practice can be improved through intervention. Yet even assuming classroom practice is responsive, little information is available to inform stakeholder expectations about how much classroom practice may change through intervention, or whether particular aspects of classroom practice are more amenable to improvement. Moreover, a growing body of rigorous research evaluating programs with a focus on improving classroom practice provides a new opportunity to explore factors associated with changes in classroom practice, such as intervention, study sample, or contextual features. This study examines the question of responsiveness by conducting a meta-analysis of randomized experiments of interventions directed at classroom practice. Our empirical findings indicate that multiple dimensions of classroom practice improve meaningfully through classroom practice-directed intervention, on average, but also find substantial heterogeneity in the effects. Implications for practice and research are discussed.","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/10.3102/0091732X19830634","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42052198","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

About the Contributors 关于投稿人

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2019-01-01 DOI: 10.3102/0091732X19840655

Mely Caballero-Anthony, D. Emmerson

引用次数: 0

About the Editors 关于编辑

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2019-01-01 DOI: 10.3102/0091732X19839404

M. Hudon

引用次数: 0

Disability Critical Race Theory: Exploring the Intersectional Lineage, Emergence, and Potential Futures of DisCrit in Education 残疾批判种族理论：探索教育中DisCrit的交叉血统、出现和潜在未来

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2018-03-01 DOI: 10.3102/0091732X18759041

S. Annamma, Beth A. Ferri, D. Connor

引用次数: 90

Intersectionality and Educational Leadership: A Critical Review 交叉性与教育领导力：批判性评论

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2018-03-01 DOI: 10.3102/0091732X18762433

Vonzell Agosto, Ericka Roland

{"title":"Intersectionality and Educational Leadership: A Critical Review","authors":"Vonzell Agosto, Ericka Roland","doi":"10.3102/0091732X18762433","DOIUrl":"https://doi.org/10.3102/0091732X18762433","url":null,"abstract":"In this review of research, we explore intersectionality in the literature on K–12 educational leadership. We seek to understand how researchers have used intersectionality and what their findings or arguments reveal about the work of leading to reduce inequities in education. We ask, What traditions and trends associated with intersectionality have been brought into educational leadership research to inform the development of transformative leadership? The sample includes 15 articles published in peer-reviewed journals between 2005 and 2017. We identify the themes individualism and knowledge relations, which leads us to three interrelated findings concerning conceptions of leadership and intersectionality. We find that intersectionality primarily (1) is used to support micro-level analysis rather than both micro-level and macro-level analysis of the inequities being confronted by leadership practice, (2) is used to focus on individuals’ experiences as “leaders” and “leadership” capacity rather than “leading” practices, and (3) serves as an emergent knowledge project in its support of agendas related to transformative educational leadership. We discuss how the use of intersectionality, conceptions of leadership, and leadership and research practices coincide, pointing to the implications for the continued use of intersectionality in educational leadership, and provide recommendations to support the use of intersectionality in future research.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18762433","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48538658","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: 33

About the Contributors 关于投稿人

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2018-03-01 DOI: 10.3102/0091732x18768228

Vonzell Agosto, Sonya M. Alemán, T. Butler, M. Cannon

引用次数: 0

Black Girl Cartography: Black Girlhood and Place-Making in Education Research 黑人女孩制图：黑人女孩素质与教育研究的定位

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2018-03-01 DOI: 10.3102/0091732X18762114

T. Butler

引用次数: 47

Mapping Intersectionality and Latina/o and Chicana/o Students Along Educational Frameworks of Power 沿着权力的教育框架绘制跨部门性与拉丁裔和Chicana/o学生

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2018-03-01 DOI: 10.3102/0091732X18763339

Sonya M. Alemán

{"title":"Mapping Intersectionality and Latina/o and Chicana/o Students Along Educational Frameworks of Power","authors":"Sonya M. Alemán","doi":"10.3102/0091732X18763339","DOIUrl":"https://doi.org/10.3102/0091732X18763339","url":null,"abstract":"This chapter reviews scholarship using intersectional analyses to assess how Latina/o and Chicana/o youth navigate imbricated systems of privilege and oppression in their educational trajectories. Scholars have explored the navigational tactics Latina/o and Chicana/o students use to negotiate their intersectional identities and the institutional practices that amplify or negate experiences of privilege or disenfranchisement. Others have articulated distinct forms of overlapping oppression, such as racist nativism, gendered familism, privilege paradox, and citizenship continuum. Researchers have also developed a methodology for intersectional analysis that combines both quantitative and qualitative elements, as well as a conceptual model that maps out the micro, meso, and macro levels of intersectionality to account for both structure and agency within multifaceted dynamics of power. This chapter notes the reliance on race- and gender-based frameworks, on interviews and focus groups, and on college-age or graduate students for intersectional analysis on Latina/o and Chicana/o students. Together, the chapter reveals the complexity of capturing the multitiered planes of privilege and power that intersect in dynamic ways to disenfranchise and empower Latina/o and Chicana/o students.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18763339","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43400928","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

Intersectionality Dis/ability Research: How Dis/ability Research in Education Engages Intersectionality to Uncover the Multidimensional Construction of Dis/abled Experiences 交叉性不适任研究：教育中的不适任问题研究如何运用交叉性揭示不适任体验的多维建构

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2018-03-01 DOI: 10.3102/0091732X18762439

D. Hernández-Saca, Laurie Gutmann Kahn, M. Cannon

{"title":"Intersectionality Dis/ability Research: How Dis/ability Research in Education Engages Intersectionality to Uncover the Multidimensional Construction of Dis/abled Experiences","authors":"D. Hernández-Saca, Laurie Gutmann Kahn, M. Cannon","doi":"10.3102/0091732X18762439","DOIUrl":"https://doi.org/10.3102/0091732X18762439","url":null,"abstract":"The purpose of this chapter is to systematically review the research within the field of education that explicitly examined how various social constructions of identity intersect with dis/ability to qualitatively affect young adults’ experiences by asking the following question: What are the key findings in education research focusing on youth and young adults with disabilities who are multiply situated in terms of race, gender, social class, sexual orientation, or other social markers? Our conceptual framework included a sociohistorical approach that culled from intersectionality and disability studies in education that centered on the intersectional lived experiences of youth within K–16 educational contexts. In our research, we found 10 qualifying studies that illuminated how youth create meaning along the lines of their disabilities and their intersections, and we summarized these within the following three themes: (a) navigate intersectional disability discourses, (b) present their dis/ability oppression as intersectional, and (c) engage in their identity meaning making as a form of intersectional discourse. We conclude by situating these findings within the larger body of intersectionality disability studies in education research and provide future implications. “Ain’t nobody gonna get me down!” —Kiesha (Petersen, 2009, p. 434)","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18762439","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41732388","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: 28