Pub Date : 2024-01-02DOI: 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。
{"title":"The Emergence and Escalation of Online Racial Discrimination in Digital Spaces: A Systematic Review","authors":"K. Beard, Mitchell Shortt, Kui Xie","doi":"10.3102/00346543231217459","DOIUrl":"https://doi.org/10.3102/00346543231217459","url":null,"abstract":"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.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139453262","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}
Pub Date : 2023-12-20DOI: 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.
{"title":"Assessing Teachers’ Culturally Responsive Classroom Practice in PK–12 Schools: A Systematic Review of Teacher-, Student-, and Observer-Report Measures","authors":"Meredith P. Franco, Jessika H. Bottiani, Catherine P. Bradshaw","doi":"10.3102/00346543231208720","DOIUrl":"https://doi.org/10.3102/00346543231208720","url":null,"abstract":"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.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138956122","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}
Pub Date : 2023-12-12DOI: 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.
{"title":"Do New Forms of Reading Pay Off? A Meta-Analysis on the Relationship Between Leisure Digital Reading Habits and Text Comprehension","authors":"L. Altamura, C. Vargas, L. Salmerón","doi":"10.3102/00346543231216463","DOIUrl":"https://doi.org/10.3102/00346543231216463","url":null,"abstract":"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.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139008073","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}
Pub Date : 2023-12-06DOI: 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.
{"title":"Is Dis-Ability a Foregone Conclusion? Research and Policy Solutions to Disproportionality","authors":"Rebecca A. Cruz, Catherine Kramarczuk Voulgarides, A. R. Firestone, Logan McDermott, Zhihui Feng","doi":"10.3102/00346543231212935","DOIUrl":"https://doi.org/10.3102/00346543231212935","url":null,"abstract":"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.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138597665","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}
Pub Date : 2023-12-01DOI: 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.
{"title":"How Does Schooling Affect Inequality in Cognitive Skills? The View From Seasonal Comparison Research","authors":"Douglas B. Downey","doi":"10.3102/00346543231210005","DOIUrl":"https://doi.org/10.3102/00346543231210005","url":null,"abstract":"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.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138614437","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}
Pub Date : 2023-11-24DOI: 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.
{"title":"Organizing Possible Futures: A Systematic Review on Dis/ability Justice Frameworks to Design Equity-Oriented Inclusive Teacher Education Programs","authors":"Dosun Ko, Dian Mawene, Boris Krichevsky, Sumin Lim","doi":"10.3102/00346543231212927","DOIUrl":"https://doi.org/10.3102/00346543231212927","url":null,"abstract":"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.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139239324","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}
Pub Date : 2023-10-17DOI: 10.3102/00346543231203674
Jane Sanders, Andrea Joseph-McCatty, Michael Massey, Emma Swiatek, Ben Csiernik, Elo Igor
While the disproportional application of school discipline has garnered notable attention, the relationship between trauma or adversity and school discipline is under examined. The purpose of the current scoping review was to map the state of the literature, empirical and theoretical, at the intersection of school discipline, and trauma or adversity. The findings identified a gap in our knowledge as only 14 of the 49 included articles detailed empirical studies focused on the relationship between adversity and school discipline, with very few from outside of the United States. However, this burgeoning body of knowledge points to a significant relationship between trauma/adversity and experiencing school discipline that warrants further study and contextualizes expanded adversities, including poverty and racism as adversity. We believe this is necessary to acknowledging the hidden and unaddressed trauma among students being disproportionally disciplined, leading to a greater understanding of student lives, and evidence-based, trauma-informed, and culturally attuned discipline.
{"title":"Exposure to Adversity and Trauma Among Students Who Experience School Discipline: A Scoping Review","authors":"Jane Sanders, Andrea Joseph-McCatty, Michael Massey, Emma Swiatek, Ben Csiernik, Elo Igor","doi":"10.3102/00346543231203674","DOIUrl":"https://doi.org/10.3102/00346543231203674","url":null,"abstract":"While the disproportional application of school discipline has garnered notable attention, the relationship between trauma or adversity and school discipline is under examined. The purpose of the current scoping review was to map the state of the literature, empirical and theoretical, at the intersection of school discipline, and trauma or adversity. The findings identified a gap in our knowledge as only 14 of the 49 included articles detailed empirical studies focused on the relationship between adversity and school discipline, with very few from outside of the United States. However, this burgeoning body of knowledge points to a significant relationship between trauma/adversity and experiencing school discipline that warrants further study and contextualizes expanded adversities, including poverty and racism as adversity. We believe this is necessary to acknowledging the hidden and unaddressed trauma among students being disproportionally disciplined, leading to a greater understanding of student lives, and evidence-based, trauma-informed, and culturally attuned discipline.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136033717","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}
Pub Date : 2023-10-06DOI: 10.3102/00346543231202509
Brianna L. Kennedy, Robin Junker
To minimize negative interactions and their impacts, teachers and students must successfully negotiate loaded moments, points in time when two or more parties realize that their needs differ and that they must confront that difference. In this literature review, we synthesize 30 studies, published from 2000 to 2020, that describe the evolution of loaded moments between teachers and students with the goal of identifying and explicating the co-construction of escalation and de-escalation during classroom interactions. We found that macro level social contexts and existing classroom patterns set the scene for the occurrence of a loaded moment. In addition, loaded moments emerge when specific instigating circumstances are co-constructed, which refer to incompatibilities between teacher and student(s). Furthermore, loaded moments (de)escalate, depending on the co-construction of the moment as it progresses, such as through mutual trade-offs, turnings, or refusals. Finally, these co-constructions can result in a specific long-term relationship- and bond-development. Implications of these findings for research concerning student–teacher conflict are discussed.
{"title":"The Evolution of “Loaded Moments” Toward Escalation or De-Escalation in Student–Teacher Interactions","authors":"Brianna L. Kennedy, Robin Junker","doi":"10.3102/00346543231202509","DOIUrl":"https://doi.org/10.3102/00346543231202509","url":null,"abstract":"To minimize negative interactions and their impacts, teachers and students must successfully negotiate loaded moments, points in time when two or more parties realize that their needs differ and that they must confront that difference. In this literature review, we synthesize 30 studies, published from 2000 to 2020, that describe the evolution of loaded moments between teachers and students with the goal of identifying and explicating the co-construction of escalation and de-escalation during classroom interactions. We found that macro level social contexts and existing classroom patterns set the scene for the occurrence of a loaded moment. In addition, loaded moments emerge when specific instigating circumstances are co-constructed, which refer to incompatibilities between teacher and student(s). Furthermore, loaded moments (de)escalate, depending on the co-construction of the moment as it progresses, such as through mutual trade-offs, turnings, or refusals. Finally, these co-constructions can result in a specific long-term relationship- and bond-development. Implications of these findings for research concerning student–teacher conflict are discussed.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135350652","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}
Pub Date : 2023-09-22DOI: 10.3102/00346543231195836
Rachel E. Schachter, Lisa L. Knoche, Molly J. Goldberg, Junrong Lu
This study examined the empirical base for early childhood (birth to 8) coaching via a systematic mapping review of the relevant literature, including diverse research designs to represent the full breadth of published studies related to early childhood coaching. The systematic review yielded 374 unique studies published between 1987 and 2019 that were coded for type of study design (e.g., causal; quantitative noncausal; qualitative; single-case design); research populations; and reported content, structure, and processes of early childhood coaching. Descriptive analyses revealed that almost half of the study designs were causal (45.99%); over 75% of the studies were interested in the outcomes or experiences of teachers. The most targeted coaching content domains were social-emotional (44.92% of studies) and language/literacy development (43.58% of studies). Reporting on coaching structure was inconsistent across studies. Observation was the most reported coaching strategy during instruction (73.53% of studies), and provision of evaluative feedback was the most frequently reported coaching strategy outside of instruction (62.83% of studies). The review identified the literature base includes a diversity of study designs, and a great majority of studies occur in preschool settings (70.32%). Findings also suggest that a growing number of coaching studies are focused on child outcomes (60.16%). Results indicate a need for more studies that focus on coaches directly as well as research about coaching in infant/toddler programs and in content domains beyond social-emotional and language/literacy.
{"title":"What Is the Empirical Research Base of Early Childhood Coaching? A Mapping Review","authors":"Rachel E. Schachter, Lisa L. Knoche, Molly J. Goldberg, Junrong Lu","doi":"10.3102/00346543231195836","DOIUrl":"https://doi.org/10.3102/00346543231195836","url":null,"abstract":"This study examined the empirical base for early childhood (birth to 8) coaching via a systematic mapping review of the relevant literature, including diverse research designs to represent the full breadth of published studies related to early childhood coaching. The systematic review yielded 374 unique studies published between 1987 and 2019 that were coded for type of study design (e.g., causal; quantitative noncausal; qualitative; single-case design); research populations; and reported content, structure, and processes of early childhood coaching. Descriptive analyses revealed that almost half of the study designs were causal (45.99%); over 75% of the studies were interested in the outcomes or experiences of teachers. The most targeted coaching content domains were social-emotional (44.92% of studies) and language/literacy development (43.58% of studies). Reporting on coaching structure was inconsistent across studies. Observation was the most reported coaching strategy during instruction (73.53% of studies), and provision of evaluative feedback was the most frequently reported coaching strategy outside of instruction (62.83% of studies). The review identified the literature base includes a diversity of study designs, and a great majority of studies occur in preschool settings (70.32%). Findings also suggest that a growing number of coaching studies are focused on child outcomes (60.16%). Results indicate a need for more studies that focus on coaches directly as well as research about coaching in infant/toddler programs and in content domains beyond social-emotional and language/literacy.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136011289","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：