Review of Educational Research最新文献

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Development and Feasibility Pilot Study of Indigenous Recovery Planning: A Community-Engaged Approach to Addressing Substance Use in a Native Community. 土著康复规划的开发和可行性试点研究：在土著社区采用社区参与的方法解决药物使用问题。

IF 4.8 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Educational Research

Pub Date : 2024-03-01 Epub Date: 2023-02-07 DOI: 10.1177/21677026221141662

Monica C Skewes, Vivian M Gonzalez, Julie A Gameon, Adriann Ricker, Shannon Martell, Martel Reum, Shannon Holder

Although Native (American Indian and Alaska Native [AI/AN]) populations have high rates of abstinence from alcohol, health problems associated with substance use remain a pressing concern in many AI/AN communities. As part of a longstanding community-based participatory research (CBPR) project involving five years of relationship building and three preliminary studies, our team of academic and community co-researchers developed a culturally grounded intervention to facilitate recovery from substance use disorders among tribal members from a rural AI reservation. Our Indigenous Recovery Planning (IRP) intervention consists of six weekly sessions and aims to provide inroads to existing resources in the community, affirm and enhance Native identity, address culturally relevant risk factors, and build upon strengths. Results from a feasibility pilot study (N = 15) suggest that IRP is feasible to implement and acceptable to the community. Although there was insufficient statistical power to conduct hypothesis testing, there were changes between pretest and posttest scores in the expected directions. Future directions and limitations of this research are discussed.

虽然原住民（美国印第安人和阿拉斯加原住民 [AI/AN]）的戒酒率很高，但在许多 AI/AN 社区，与药物使用相关的健康问题仍然是一个亟待解决的问题。作为一项长期的社区参与式研究（CBPR）项目的一部分，我们的学术和社区合作研究团队经过五年的关系建设和三项初步研究，开发出了一种以文化为基础的干预措施，以促进来自农村印第安保留地的部落成员从药物使用障碍中康复。我们的 "原住民康复规划"（IRP）干预措施包括每周六节课，旨在为社区现有资源提供帮助，肯定并强化原住民身份，解决与文化相关的风险因素，并发挥优势。一项可行性试点研究（N = 15）的结果表明，IRP 的实施是可行的，并能为社区所接受。虽然没有足够的统计能力进行假设检验，但在预期的方向上，前测和后测的分数发生了变化。本文讨论了本研究的未来方向和局限性。

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引用次数: 0

Multidimensional Framing of Environments Beyond Blocks and Texts in K–12 Programming 在 K-12 课程中超越积木和文本的多维环境构架

IF 11.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Educational Research

Pub Date : 2024-01-03 DOI: 10.3102/00346543231216958

Ndudi O. Ezeamuzie, Mercy Noyenim Ezeamuzie

Computer programming provides a framework for interdisciplinary learning in sciences, arts and languages. However, increasing integration of programming in K–12 shows that the block-based and text-based dichotomy of programming environments does not reflect the spectrum of their affordance. Hence, educators are confronted with a fundamental hurdle of matching programming environments with learners’ cognitive abilities and learning objectives. This study addresses this challenge by analyzing 111 articles evaluating the affordances of programming environments to identify both structural and theoretical models to support educators’ choice of programming environments. The following dimensions of programming environments were identified: connectivity mode, interface natural language, language inheritance, age appropriateness, cost of environment, output interface, input interface, and project types. For each of these dimensions, the synthesis of the literature ranged from examining its nature and effect on learning programming to the implications of choosing an environment and the critical gaps that future studies should address. The findings offer instructors useful parameters to compare and assess programming environments’ suitability and alignment with learning objectives.

计算机编程为科学、艺术和语言的跨学科学习提供了一个框架。然而，K-12 阶段编程的日益融合表明，基于块和基于文本的编程环境二分法并不能反映编程环境的能力范围。因此，教育工作者面临着编程环境与学习者认知能力和学习目标相匹配的根本性障碍。本研究通过分析 111 篇评估编程环境可承受性的文章，确定了支持教育者选择编程环境的结构模型和理论模型，从而解决了这一难题。研究确定了编程环境的以下维度：连接模式、自然语言界面、语言继承、年龄适宜性、环境成本、输出界面、输入界面和项目类型。对于每一个维度，文献综述的范围从研究其本质和对编程学习的影响，到选择环境的意义和未来研究应解决的关键差距。研究结果为教师提供了有用的参数，用于比较和评估编程环境的适用性和与学习目标的一致性。

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引用次数: 0

Robots’ Social Behaviors for Language Learning: A Systematic Review and Meta-Analysis 机器人在语言学习中的社交行为：系统回顾与元分析

IF 11.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Educational Research

Pub Date : 2024-01-03 DOI: 10.3102/00346543231216437

Feifei Wang, Alan C. K. Cheung

Although robots’ social behaviors are known for their capacity to facilitate learner–robot interaction for language learning, their application and effect have not been adequately explored. This study reviewed 59 empirical articles to examine the contexts and application of various social behaviors of robots for language learning, and conducted a meta-analysis of 18 study samples to evaluate the effect of robots’ social supportive behaviors on language learning achievement. Results indicate that robots’ social behaviors have mostly been applied in the studies with K–12 students, for learning vocabulary in English, including small sample sizes of below 80 participants, and lasting for one session. Second, various verbal and non-verbal behaviors of robots have been identified and applied, showing mixed results on language learning achievement. Third, robots’ social supportive behaviors have produced a positive effect on language learning achievement compared to neutral behaviors (g = 0.269). Finally, detailed suggestions for future research are discussed.

尽管机器人的社交行为能够促进学习者与机器人之间的语言学习互动，但其应用和效果尚未得到充分探讨。本研究回顾了 59 篇实证文章，考察了机器人的各种社交行为在语言学习中的背景和应用，并对 18 个研究样本进行了元分析，以评估机器人的社交支持行为对语言学习成绩的影响。结果表明，机器人的社交行为大多应用于针对 K-12 学生的英语词汇学习研究中，其中包括小样本量（低于 80 人）和持续一节课的研究。其次，机器人的各种言语和非言语行为已被确认和应用，但对语言学习成绩的影响不一。第三，与中性行为相比，机器人的社会支持行为对语言学习成绩产生了积极影响（g = 0.269）。最后，讨论了对未来研究的详细建议。

引用次数: 0

The Emergence and Escalation of Online Racial Discrimination in Digital Spaces: A Systematic Review 数字空间中在线种族歧视的出现和升级：系统回顾

IF 11.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Educational Research

Pub Date : 2024-01-02 DOI: 10.3102/00346543231217459

K. Beard, Mitchell Shortt, Kui Xie

COVID-19 required educators and students to rapidly move to online learning. Simultaneously, while navigating the pandemic in lockdown, citizens were exposed to the brutal murder of George Floyd. The increased exposure to online activity and discrimination generated a hyperawareness of the potential link between the two. Our interest was to examine that linkage as we considered the prevalence and escalation of online racial discrimination (ORD) as a student phenomenon. Filtering for adolescent and young adult students, this systematic review ultimately employed 21 articles. Our results reflect that ORD as defined, changed over time, as did the ways it manifested. Importantly, the impacts of ORD on student learning and well-being were revealed. This review further indicates that the expansion of online instruction created a complex intersection between online social interactions and academic outcomes ripe for vigilance. Our work adds to the ORD literature while informing future education researchers, educators, and stakeholders of its harmful impacts.

COVID-19 要求教育工作者和学生迅速转向在线学习。与此同时，市民们在封锁状态下应对大流行病的同时，也接触到了乔治-弗洛伊德（George Floyd）惨遭杀害的事件。人们越来越多地接触到在线活动和歧视，从而产生了对两者之间潜在联系的高度警觉。我们的兴趣在于研究两者之间的联系，因为我们将网络种族歧视（ORD）的普遍性和升级性视为一种学生现象。通过对青少年学生的筛选，本系统性综述最终采用了 21 篇文章。我们的研究结果表明，随着时间的推移，网络种族歧视的定义和表现形式都发生了变化。重要的是，我们发现了 ORD 对学生学习和福祉的影响。本综述进一步表明，在线教学的扩展在在线社交互动和学术成果之间产生了复杂的交集，值得警惕。我们的工作为 ORD 文献增添了新的内容，同时也让未来的教育研究者、教育工作者和利益相关者了解到 ORD 的有害影响。

引用次数: 0

Assessing Teachers’ Culturally Responsive Classroom Practice in PK–12 Schools: A Systematic Review of Teacher-, Student-, and Observer-Report Measures 评估 PK-12 学校中教师的文化顺应性课堂实践：教师、学生和观察者报告措施的系统回顾

IF 11.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Educational Research

Pub Date : 2023-12-20 DOI: 10.3102/00346543231208720

Meredith P. Franco, Jessika H. Bottiani, Catherine P. Bradshaw

The importance of improving teachers’ use of culturally responsive practice (CRP) in the classroom setting has been widely recognized. Although quantitative data on teachers’ use of CRP has potential to be a helpful decision-making tool in advancing that goal, little is known about the psychometrics of classroom-based CRP measures, their utility in evaluating the impact of interventions designed to improve teacher CRP, or their use to inform teacher professional development in CRP. The current study reports findings from a systematic review of the research on the quantitative measurement of CRP using the 2020 Preferred Reporting Items for Systematic reviews and Meta-Analyses standards to document how CRP is operationalized and measured in prekindergarten–12th-grade classrooms in the United States (U.S.). Searching across six databases, 27 measures were identified for inclusion. The vast majority of measures were teacher self-report surveys, and relatively few were student-report or external observer assessments. We examined the availability of classroom-based observational and survey instruments and critically analyzed each measure through an argument-based approach to validation. We concluded that although some CRP measures hold promise, the validity of their interpretation and use is not adequately supported by evidence, with some exceptions. This lack of empirical evidence is exacerbated by the limitations of single-informant measurement of CRP. More multi-informant assessment approaches are needed.

提高教师在课堂教学中使用文化顺应实践（CRP）的重要性已得到广泛认可。尽管有关教师使用文化顺应性实践的定量数据有可能成为推进这一目标的有用决策工具，但人们对基于课堂的文化顺应性实践测量的心理测量学、其在评估旨在改善教师文化顺应性实践的干预措施的影响方面的实用性，以及其在教师文化顺应性实践专业发展中的应用知之甚少。本研究采用 2020 年系统性综述和荟萃分析首选报告项目标准，对 CRP 定量测量研究进行了系统性综述，记录了美国学前班至 12 年级课堂中 CRP 的操作和测量方法。通过在六个数据库中搜索，确定了 27 项测量方法供纳入研究。绝大多数测量方法是教师自我报告调查，相对较少的是学生报告或外部观察者评估。我们研究了课堂观察和调查工具的可用性，并通过基于论据的验证方法对每种测量方法进行了批判性分析。我们得出的结论是，尽管有些 CRP 测量方法很有前景，但其解释和使用的有效性并没有得到充分的证据支持，只有一些例外。单一信息来源的 CRP 测量方法的局限性加剧了实证证据的缺乏。需要更多的多信息评估方法。

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引用次数: 0

Do New Forms of Reading Pay Off? A Meta-Analysis on the Relationship Between Leisure Digital Reading Habits and Text Comprehension 新的阅读形式会带来回报吗？休闲数字阅读习惯与文本理解之间关系的元分析

IF 11.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Educational Research

Pub Date : 2023-12-12 DOI: 10.3102/00346543231216463

L. Altamura, C. Vargas, L. Salmerón

Previous research has evidenced a strong positive relationship between leisure print reading habits and reading comprehension across the lifespan. The rapid evolution of new forms of leisure digital reading could modify such a relationship. This meta-analysis extends previous research by analyzing the relationship between leisure digital reading habits and reading comprehension. We analyzed 40 effect sizes using multilevel analysis. Data involved 469,564 participants from studies published between 2000 and 2022. The average effect size reflects a small significant effect on reading comprehension (r = .055), which contrasts with the medium size effects found in the literature related to print reading habits and comprehension. This relationship is significantly moderated by the reader’s educational stage. At early stages (primary and middle school) negative relationships are observed between leisure digital reading and text comprehension, while at later stages (high school and university) the relationship turns positive. We highlight the different contributions that reading modalities and technological contexts have on our reading comprehension, especially across the lifespan. In sum, leisure digital reading does not seem to pay off in terms of reading comprehension, at least, as much as traditional print reading does.

以往的研究证明，在人的一生中，休闲印刷品阅读习惯与阅读理解能力之间有着密切的正相关关系。新形式的休闲数字阅读的快速发展可能会改变这种关系。本荟萃分析通过分析休闲数字阅读习惯与阅读理解之间的关系，对之前的研究进行了扩展。我们使用多层次分析方法分析了 40 个效应大小。数据涉及 469,564 名参与者，研究发表于 2000 年至 2022 年之间。平均效应大小反映了对阅读理解能力的微小显著影响（r = .055），这与印刷品阅读习惯和阅读理解能力相关文献中的中等效应大小形成了鲜明对比。读者所处的教育阶段对这种关系有明显的调节作用。在早期阶段（小学和初中），休闲数字阅读与文本理解之间呈负相关，而在后期阶段（高中和大学），这种关系则转为正相关。我们强调了阅读模式和技术背景对我们阅读理解能力的不同贡献，尤其是在整个生命周期。总之，休闲数字阅读在阅读理解方面似乎并没有带来什么好处，至少不如传统印刷阅读那样。

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引用次数: 0

Is Dis-Ability a Foregone Conclusion? Research and Policy Solutions to Disproportionality 残疾是否已成定局？比例失调的研究与政策解决方案

IF 11.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Educational Research

Pub Date : 2023-12-06 DOI: 10.3102/00346543231212935

Rebecca A. Cruz, Catherine Kramarczuk Voulgarides, A. R. Firestone, Logan McDermott, Zhihui Feng

Research on disproportionate representation in special education has potential to influence policy in ways that rectify educational inequities. In this study, we investigated how disproportionality researchers have operationalized dis-ability, identified key themes and theories used in disproportionality research, and evaluated the coherence between this research and related policy. We found that studies using medical/rehabilitative frameworks to define disability tended to offer policy recommendations focused on preventing inappropriate identification and enhancing access to early interventions. In contrast, studies situated in social models of dis-ability tended to offer policy recommendations for holistic improvement of educational systems. Finally, disproportionality studies applying legal frameworks tended to advocate for explicit policies regarding race and racism without attending to ableism. Given that federal policy continues to operate from a deficit perspective regarding student variability, we contend that deficit-oriented recommendations for change are unlikely to improve students’ experiences in schools and related outcomes. We discuss the need for disproportionality research to inform policy through frameshifting.

对特殊教育中不成比例的代表性进行研究，有可能以纠正教育不平等的方式影响政策。在本研究中，我们调查了歧化研究人员如何操作残疾，确定了歧化研究中使用的关键主题和理论，并评估了该研究与相关政策之间的一致性。我们发现，使用医疗/康复框架来定义残疾的研究倾向于提供政策建议，重点是防止不适当的识别和增加获得早期干预的机会。相比之下，在残疾社会模型中进行的研究往往为全面改进教育制度提供政策建议。最后，应用法律框架的不成比例研究倾向于倡导关于种族和种族主义的明确政策，而不关注残疾歧视。鉴于联邦政策继续从赤字的角度来看待学生的可变性，我们认为，以赤字为导向的改革建议不太可能改善学生在学校的经历和相关结果。我们讨论了不平衡研究的必要性，以便通过框架转换为政策提供信息。

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引用次数: 0

How Does Schooling Affect Inequality in Cognitive Skills? The View From Seasonal Comparison Research 学校教育如何影响认知技能的不平等？季节性比较研究的观点

IF 11.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Educational Research

Pub Date : 2023-12-01 DOI: 10.3102/00346543231210005

Douglas B. Downey

A small subset of education studies analyzes school data collected seasonally (separating the summer from the school year). At first, this work was primarily known for documenting learning loss in the summers, but scholars have since recognized that observing how inequality changes between summer and school periods provides leverage for understanding how schools influence inequality. Results based on this analytic technique confirm current views in some ways, but in other ways the patterns challenge existing wisdom. For example, Black/White gaps in math and reading skills often grow faster when school is in versus out, consistent with the view that schools exacerbate racial inequality. But socioeconomic gaps produce the opposite pattern, suggesting that schools are compensatory across this dimension. In this review, I consider the logic behind seasonal research, the empirical patterns it has produced, and the kinds of new questions it motivates.

教育研究的一小部分分析了季节性收集的学校数据(将夏季与学年分开)。起初，这项工作主要以记录夏季的学习损失而闻名，但学者们已经认识到，观察夏季和学校期间不平等的变化为理解学校如何影响不平等提供了杠杆作用。基于这种分析技术的结果在某些方面证实了当前的观点，但在其他方面，模式挑战了现有的智慧。例如，黑人和白人在数学和阅读技能上的差距往往在有学校的情况下扩大得更快，这与学校加剧种族不平等的观点是一致的。但社会经济差距产生了相反的模式，这表明学校在这个维度上是补偿性的。在这篇评论中，我考虑了季节性研究背后的逻辑，它产生的经验模式，以及它引发的各种新问题。

引用次数: 0

Organizing Possible Futures: A Systematic Review on Dis/ability Justice Frameworks to Design Equity-Oriented Inclusive Teacher Education Programs 组织可能的未来：系统回顾残疾/残障公正框架，设计以公平为导向的全纳教师教育课程

IF 11.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Educational Research

Pub Date : 2023-11-24 DOI: 10.3102/00346543231212927

Dosun Ko, Dian Mawene, Boris Krichevsky, Sumin Lim

In the U.S. school system, Black, Indigenous, and People of Color (BIPOC) students often experience multiple forms of marginalization at the intersection of racism, ableism, and other forms of subjugation. To reform dysfunctional school systems, teacher education programs must create transformative spaces to nurture future educators committed to equity. These educators then will be equipped to dismantle the (in)visible racist and ableist structures within education systems and envision new alternative futures. Drawing on critical learning sciences and dis/ability justice-oriented theoretical approaches, we conducted a systematic literature review of 11 empirical studies to examine how teacher preparation programs are informed by dis/ability justice theoretical lenses. We synthesized how dis/ability justice-oriented teacher preparation programs organized transformative learning environments aimed at disrupting color-evasive and pathologizing discourses. We discussed the findings on how these programs conceptualized dis/ability, their applications of these conceptualizations in practice, and the transformative learning outcomes for preservice teachers.

在美国的学校系统中，黑人、土著和有色人种（BIPOC）学生经常在种族主义、能力主义和其他形式的压制的交叉点上经历多种形式的边缘化。要改革功能失调的学校系统，师范教育项目必须创造变革空间，培养未来致力于公平的教育工作者。这样，这些教育工作者就有能力拆除教育系统中（不可见的）种族主义和能力主义结构，并设想新的替代未来。借鉴批判性学习科学和以残疾/能力公正为导向的理论方法，我们对 11 项实证研究进行了系统的文献综述，以考察教师准备课程是如何从残疾/能力公正的理论视角出发的。我们总结了以残疾/能力公正为导向的教师培训项目是如何组织转型学习环境，以打破肤色歧视和病态化话语的。我们讨论了这些项目如何将残疾/能力概念化、这些概念在实践中的应用，以及职前教师的变革性学习成果。

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引用次数: 0

Reviewer Acknowledgments 评论家致谢

1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Educational Research

Pub Date : 2023-11-04 DOI: 10.3102/00346543231213380

引用次数: 0

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