In this systematic literature review spanning 2000 to 2024, we examine the landscape of culturally relevant education (CRE) in Europe. Our goal is to present a clear picture of how in‐service and pre‐service teachers perceive, practice and experience CRE in the evolving European context. Following the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) protocol, we analysed 48 empirical studies from European countries. In a multiphase process, we utilised qualitative methods to iteratively identify key features to categorise study purposes and outcomes for meaningful reporting. Included studies primarily consisted of self‐reported data on perspectives, practices and experiences of in‐service or pre‐service educators working with learners that are culturally and linguistically diverse compared to the dominant culture of the studies' locations. The aim was to reveal the state of CRE research in the context of Europe by identifying the reviewed studies' goals, key findings and suggestions to move forward. Our findings highlight well‐intentioned educators, yet there is a discernible need for improved teacher education programmes and in‐service professional learning that focus on supporting educators' culturally relevant practices. The review emphasises the necessity of better preparing European educators to effectively meet the needs of their culturally and linguistically diverse student populations. We offer a series of recommendations synthesised from the examined studies, pointing towards a need for reform at multiple levels, including pre‐service teacher education, professional development, school and community practices and policy changes. As we navigate the educational landscape of Europe, our synthesis aims for a clear understanding and practical insights, fostering an environment where educators can effectively nurture the potential of every learner.<jats:boxed-text content-type="box" position="anchor"><jats:caption>Context and implications</jats:caption>Rationale for this study: The study aims to assess the state of culturally relevant teacher education in Europe, highlighting the gap in research through a systematic review of the literature to help inform future educational efforts.Why the new findings matter: These findings matter because they offer a structured insight into current practices and challenges, suggesting significant opportunities for enhancing teacher preparation in culturally diverse settings across the continent of Europe.Implications for practitioners, policy makers and researchers: Policy makers may use these insights to better support and develop policies that enhance teacher training, aiming for inclusivity and diversity in classrooms. Researchers are provided with a detailed analysis of existing works and trends, highlighting challenges and unexplored areas, thus offering the potential to push the boundaries of educational research in culturally relevant pedagogy. Overall, these implications ai
{"title":"The status of culturally relevant teacher education in the European context: A systematic review of research","authors":"Niki M. Koukoulidis, Nihat Kotluk, Julie C. Brown","doi":"10.1002/rev3.70002","DOIUrl":"https://doi.org/10.1002/rev3.70002","url":null,"abstract":"In this systematic literature review spanning 2000 to 2024, we examine the landscape of culturally relevant education (CRE) in Europe. Our goal is to present a clear picture of how in‐service and pre‐service teachers perceive, practice and experience CRE in the evolving European context. Following the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) protocol, we analysed 48 empirical studies from European countries. In a multiphase process, we utilised qualitative methods to iteratively identify key features to categorise study purposes and outcomes for meaningful reporting. Included studies primarily consisted of self‐reported data on perspectives, practices and experiences of in‐service or pre‐service educators working with learners that are culturally and linguistically diverse compared to the dominant culture of the studies' locations. The aim was to reveal the state of CRE research in the context of Europe by identifying the reviewed studies' goals, key findings and suggestions to move forward. Our findings highlight well‐intentioned educators, yet there is a discernible need for improved teacher education programmes and in‐service professional learning that focus on supporting educators' culturally relevant practices. The review emphasises the necessity of better preparing European educators to effectively meet the needs of their culturally and linguistically diverse student populations. We offer a series of recommendations synthesised from the examined studies, pointing towards a need for reform at multiple levels, including pre‐service teacher education, professional development, school and community practices and policy changes. As we navigate the educational landscape of Europe, our synthesis aims for a clear understanding and practical insights, fostering an environment where educators can effectively nurture the potential of every learner.<jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:caption>Context and implications</jats:caption>Rationale for this study: The study aims to assess the state of culturally relevant teacher education in Europe, highlighting the gap in research through a systematic review of the literature to help inform future educational efforts.Why the new findings matter: These findings matter because they offer a structured insight into current practices and challenges, suggesting significant opportunities for enhancing teacher preparation in culturally diverse settings across the continent of Europe.Implications for practitioners, policy makers and researchers: Policy makers may use these insights to better support and develop policies that enhance teacher training, aiming for inclusivity and diversity in classrooms. Researchers are provided with a detailed analysis of existing works and trends, highlighting challenges and unexplored areas, thus offering the potential to push the boundaries of educational research in culturally relevant pedagogy. Overall, these implications ai","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"7 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142269079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tetyana Vasylyeva, Till Woerfel, Leonie Twente, Martha Höfler
We report and appraise the heterogeneity and quality of 53 primary studies included in a systematic review project on the effectiveness of language‐sensitive subject teaching in primary and secondary education to provide a comprehensive overview of the research field and to give detailed recommendations for future research. We followed a systematic review process adhering to existing guidelines and procedures to define inclusion and quality criteria for experimental, quasi‐experimental and observational studies published since 1990 in English and German. We performed an extensive search, screened on titles, abstracts and full texts, and found 55 studies to meet the inclusion criteria. Out of these studies, 53 studies fulfilled the quality criteria (assessment of internal validity) and were included in the review. Most of the studies show that students taught with language‐sensitive approaches achieve the same or better results than students taught using non‐language‐sensitive approaches for at least one content or language learning outcome (for the results of the narrative synthesis, see Höfler et al., Zeitschrift für Erziehungswissenschaft, 2023, 27, 449). Here, we examine in detail the characteristics of the included studies in terms of the heterogeneity of populations, interventions, outcomes, and study designs and provide arguments for a careful interpretation of the review results. We argue that limited methodological and reporting quality introduce risk of bias to varying degrees. We address methodological issues and gaps in research and present our detailed recommendations for future work informed by our findings.Context and implicationsRationale for this study: This paper systematises the heterogeneity, quality and scope of the studies on the effectiveness of language‐sensitive teaching and gives detailed recommendations for future research.Why the new findings matter: Our findings help shape the trajectory of research on language‐sensitive subject teaching.Implications for researchers and policy makers: This article describes the state of knowledge concerning the effectiveness of language‐sensitive subject teaching. Our results provide educators and educational researchers with a systematised overview of the tested approaches and their effect on different learning outcomes. Based on our assessment of the study quality and the transferability of the results, we point out research gaps and offer detailed recommendations to help researchers design new research projects. Our results will also aid policy makers in deciding what evidence to consider in the context of evidence‐based practice as well as in the formulation of future funding directives.
{"title":"Effectiveness of language‐sensitive subject teaching: Heterogeneity and quality of the evidence and implications for future research","authors":"Tetyana Vasylyeva, Till Woerfel, Leonie Twente, Martha Höfler","doi":"10.1002/rev3.70000","DOIUrl":"https://doi.org/10.1002/rev3.70000","url":null,"abstract":"We report and appraise the heterogeneity and quality of 53 primary studies included in a systematic review project on the effectiveness of language‐sensitive subject teaching in primary and secondary education to provide a comprehensive overview of the research field and to give detailed recommendations for future research. We followed a systematic review process adhering to existing guidelines and procedures to define inclusion and quality criteria for experimental, quasi‐experimental and observational studies published since 1990 in English and German. We performed an extensive search, screened on titles, abstracts and full texts, and found 55 studies to meet the inclusion criteria. Out of these studies, 53 studies fulfilled the quality criteria (assessment of internal validity) and were included in the review. Most of the studies show that students taught with language‐sensitive approaches achieve the same or better results than students taught using non‐language‐sensitive approaches for at least one content or language learning outcome (for the results of the narrative synthesis, see Höfler et al., <jats:italic>Zeitschrift für Erziehungswissenschaft</jats:italic>, 2023, 27, 449). Here, we examine in detail the characteristics of the included studies in terms of the heterogeneity of populations, interventions, outcomes, and study designs and provide arguments for a careful interpretation of the review results. We argue that limited methodological and reporting quality introduce risk of bias to varying degrees. We address methodological issues and gaps in research and present our detailed recommendations for future work informed by our findings.<jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:caption>Context and implications</jats:caption>Rationale for this study: This paper systematises the heterogeneity, quality and scope of the studies on the effectiveness of language‐sensitive teaching and gives detailed recommendations for future research.Why the new findings matter: Our findings help shape the trajectory of research on language‐sensitive subject teaching.Implications for researchers and policy makers: This article describes the state of knowledge concerning the effectiveness of language‐sensitive subject teaching. Our results provide educators and educational researchers with a systematised overview of the tested approaches and their effect on different learning outcomes. Based on our assessment of the study quality and the transferability of the results, we point out research gaps and offer detailed recommendations to help researchers design new research projects. Our results will also aid policy makers in deciding what evidence to consider in the context of evidence‐based practice as well as in the formulation of future funding directives.</jats:boxed-text>","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"120 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142191209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Critical thinking is among the basic skills for learning needed in the twenty‐first century. In order to develop students' critical thinking skills, it is very important to include different teaching practices in education that will enable them to think critically. The impact of these practices on learners is also curious. In this study, it was aimed to evaluate the effectiveness of critical thinking training (CTT) on critical thinking skills and academic achievement with the mixed‐meta method. As a result of the literature review, quantitative (meta‐analysis) and qualitative (meta‐thematic analysis) findings were obtained. Quantitative studies scanned from some databases in line with certain criteria were analysed with CMA 2.0 and MetaWin programs, and learning level, implementation process and course area moderator analyses were conducted. As a result of the analysis, it was seen that the effect sizes of critical thinking‐based practices on learners' academic achievement and critical thinking skills were positive with a large‐scale effect at a large level. Qualitative studies on the other hand were analysed with the Maxqda program. As a result of the analysis, the emerging themes were found to be ‘the effect of CTT on the cognitive domain’, ‘the effect of CTT on the affective domain’, ‘the effect of CTT on the social domain’, ‘the effect of CTT on the delivery of the course’, ‘suggestions for CTT’ and ‘the problems encountered in CTT’. The findings revealed that CTT had a positive effect on academic achievement and development of critical thinking skills.Context and implicationsRationale for this studyThis literature review provides evidence of the effect of critical thinking training on academic achievement and critical thinking skills.Why the new findings matterThe review demonstrates that the effect sizes of critical thinking‐based practices on learners' academic achievement and critical thinking skills were positive, with a large‐scale effect at a large level.Implications for education programmes and researchersConsidering the results obtained that critical thinking practices have a positive effect on academic achievement and critical thinking skills, it can be suggested that more activities and content be prepared in primary and secondary education programmes that will enable students to develop their critical thinking skills. Since more general and comprehensive results can be obtained in terms of qualitative and quantitative aspects with mixed‐meta analysis, it may be recommended to use the relevant method in different subject areas for future research.
{"title":"Evaluation of the effectiveness of critical thinking training on critical thinking skills and academic achievement by using mixed‐meta method","authors":"Veli Batdı, Şenel Elaldı, Ceyda Özçelik, Nuriye Semerci, Özlem Miraç Özkaya","doi":"10.1002/rev3.70001","DOIUrl":"https://doi.org/10.1002/rev3.70001","url":null,"abstract":"Critical thinking is among the basic skills for learning needed in the twenty‐first century. In order to develop students' critical thinking skills, it is very important to include different teaching practices in education that will enable them to think critically. The impact of these practices on learners is also curious. In this study, it was aimed to evaluate the effectiveness of critical thinking training (CTT) on critical thinking skills and academic achievement with the mixed‐meta method. As a result of the literature review, quantitative (meta‐analysis) and qualitative (meta‐thematic analysis) findings were obtained. Quantitative studies scanned from some databases in line with certain criteria were analysed with CMA 2.0 and MetaWin programs, and learning level, implementation process and course area moderator analyses were conducted. As a result of the analysis, it was seen that the effect sizes of critical thinking‐based practices on learners' academic achievement and critical thinking skills were positive with a large‐scale effect at a large level. Qualitative studies on the other hand were analysed with the Maxqda program. As a result of the analysis, the emerging themes were found to be ‘the effect of CTT on the cognitive domain’, ‘the effect of CTT on the affective domain’, ‘the effect of CTT on the social domain’, ‘the effect of CTT on the delivery of the course’, ‘suggestions for CTT’ and ‘the problems encountered in CTT’. The findings revealed that CTT had a positive effect on academic achievement and development of critical thinking skills.<jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:caption>Context and implications</jats:caption>Rationale for this studyThis literature review provides evidence of the effect of critical thinking training on academic achievement and critical thinking skills.Why the new findings matterThe review demonstrates that the effect sizes of critical thinking‐based practices on learners' academic achievement and critical thinking skills were positive, with a large‐scale effect at a large level.Implications for education programmes and researchersConsidering the results obtained that critical thinking practices have a positive effect on academic achievement and critical thinking skills, it can be suggested that more activities and content be prepared in primary and secondary education programmes that will enable students to develop their critical thinking skills. Since more general and comprehensive results can be obtained in terms of qualitative and quantitative aspects with mixed‐meta analysis, it may be recommended to use the relevant method in different subject areas for future research.</jats:boxed-text>","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"4 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142191192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The world map is changing due to waves of immigration, population and demographic changes in mainland Europe and North America. There is a growing need for a more diverse teacher workforce to close the racial and ethnic gap between students and teachers in populations with high diversity. The scholarship discussing integration challenges facing teachers of colour and minority teachers in majoritarian education systems has yet to be exhaustively analysed and synthesised. Moreover, the literature remains fragmented despite numerous studies emphasising the significance of supporting teachers of colour and minority teachers to ensure equity and inclusiveness in majoritarian education systems to better represent the student body. This study reviews the literature through a bibliometric analysis of 387 peer‐reviewed papers on this topic published between 2000 and 2024, followed by a synthesis of the top‐cited papers. First, we emphasised the importance of researching the integration of minority teachers and teachers of colour to understand their contribution to students' thriving and the transformation of education systems towards diversity and inclusion. The quantitative analysis is followed by a systematic qualitative synthesis of the top 18 cited papers. The results highlighted that most research on minority teachers and teachers of colour is from the United States and the United Kingdom. They also highlighted the necessity of revisiting curriculums and enhancing relationships with children to raise awareness about issues of systemic racism, cultural responsiveness and deeper inclusion. Recommendations emphasise addressing systemic racism and enhancing cultural responsiveness. These findings can guide future research, policies and practices to support minority teachers' integration and better represent student diversity.<jats:boxed-text content-type="box" position="anchor"><jats:caption>Context and implications</jats:caption>Rationale for this studyThe world map is changing due to waves of immigration, population shift, and demographic changes, highlighting the growing need for a more diverse teaching workforce to close the racial and ethnic gaps between students and teachers in highly diverse populations. However, the scholarship discussing the integration challenges faced by teachers of colour and minority teachers in majoritarian education systems remains fragmented and has yet to be exhaustively analysed and synthesised. Therefore, this paper presents a mixed‐methods systematic review of recent international evidence on the integration of minority teachers and teachers of colour in majoritarian education systems worldwide.Why the new findings matterThis research contributes to further insights in the scholarship foci, including identifying several research gaps related to the integration of teachers of colour and minority teachers. Our findings can inform future policies by enhancing understanding of the unique needs and challenges faced by mino
{"title":"Research on teachers of colour and minoritised teachers in majoritarian education systems: A scoping review of the literature in the last two decades","authors":"Eman Abo‐Zaed Arar, Ahmed Tlili","doi":"10.1002/rev3.3488","DOIUrl":"https://doi.org/10.1002/rev3.3488","url":null,"abstract":"The world map is changing due to waves of immigration, population and demographic changes in mainland Europe and North America. There is a growing need for a more diverse teacher workforce to close the racial and ethnic gap between students and teachers in populations with high diversity. The scholarship discussing integration challenges facing teachers of colour and minority teachers in majoritarian education systems has yet to be exhaustively analysed and synthesised. Moreover, the literature remains fragmented despite numerous studies emphasising the significance of supporting teachers of colour and minority teachers to ensure equity and inclusiveness in majoritarian education systems to better represent the student body. This study reviews the literature through a bibliometric analysis of 387 peer‐reviewed papers on this topic published between 2000 and 2024, followed by a synthesis of the top‐cited papers. First, we emphasised the importance of researching the integration of minority teachers and teachers of colour to understand their contribution to students' thriving and the transformation of education systems towards diversity and inclusion. The quantitative analysis is followed by a systematic qualitative synthesis of the top 18 cited papers. The results highlighted that most research on minority teachers and teachers of colour is from the United States and the United Kingdom. They also highlighted the necessity of revisiting curriculums and enhancing relationships with children to raise awareness about issues of systemic racism, cultural responsiveness and deeper inclusion. Recommendations emphasise addressing systemic racism and enhancing cultural responsiveness. These findings can guide future research, policies and practices to support minority teachers' integration and better represent student diversity.<jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:caption>Context and implications</jats:caption>Rationale for this studyThe world map is changing due to waves of immigration, population shift, and demographic changes, highlighting the growing need for a more diverse teaching workforce to close the racial and ethnic gaps between students and teachers in highly diverse populations. However, the scholarship discussing the integration challenges faced by teachers of colour and minority teachers in majoritarian education systems remains fragmented and has yet to be exhaustively analysed and synthesised. Therefore, this paper presents a mixed‐methods systematic review of recent international evidence on the integration of minority teachers and teachers of colour in majoritarian education systems worldwide.Why the new findings matterThis research contributes to further insights in the scholarship foci, including identifying several research gaps related to the integration of teachers of colour and minority teachers. Our findings can inform future policies by enhancing understanding of the unique needs and challenges faced by mino","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"15 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142191212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abdullahi Yusuf, Nasrin Pervin, Marcos Román‐González, Norah Md Noor
Given the potential applications of generative AI (GenAI) in education and its rising interest in research, this systematic review mapped the thematic landscape of 407 publications indexed in the Web of Science, ScienceDirect and Scopus. Using EPPI Reviewer, publication type, educational level, disciplines, research areas and applications of GenAI were extracted. Eight discursive themes were identified, predominantly focused on ‘application, impact and potential’, ‘ethical implication and risks’, ‘perspectives and experiences’, ‘institutional and individual adoption’, and ‘performance and intelligence’. GenAI was conceptualised as a tool for ‘pedagogical enhancement’, ‘specialised training and practices’, ‘writing assistance and productivity’, ‘professional skills and development’, and as an ‘interdisciplinary learning tool’. Key gaps highlighted include a paucity of research and discussions on GenAI in K‐12 education; a limited exploration of GenAI's impact using experimental procedures; and a limited exploration of the potential and ethical concerns of GenAI from the lens of cultural dimensions. Promising opportunities for future research are highlighted.
{"title":"Generative AI in education and research: A systematic mapping review","authors":"Abdullahi Yusuf, Nasrin Pervin, Marcos Román‐González, Norah Md Noor","doi":"10.1002/rev3.3489","DOIUrl":"https://doi.org/10.1002/rev3.3489","url":null,"abstract":"Given the potential applications of generative AI (GenAI) in education and its rising interest in research, this systematic review mapped the thematic landscape of 407 publications indexed in the Web of Science, ScienceDirect and Scopus. Using EPPI Reviewer, publication type, educational level, disciplines, research areas and applications of GenAI were extracted. Eight discursive themes were identified, predominantly focused on ‘application, impact and potential’, ‘ethical implication and risks’, ‘perspectives and experiences’, ‘institutional and individual adoption’, and ‘performance and intelligence’. GenAI was conceptualised as a tool for ‘pedagogical enhancement’, ‘specialised training and practices’, ‘writing assistance and productivity’, ‘professional skills and development’, and as an ‘interdisciplinary learning tool’. Key gaps highlighted include a paucity of research and discussions on GenAI in K‐12 education; a limited exploration of GenAI's impact using experimental procedures; and a limited exploration of the potential and ethical concerns of GenAI from the lens of cultural dimensions. Promising opportunities for future research are highlighted.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"24 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142191211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ali Yildirim, Maria Proitsaki Stjernkvist, Raili Hilden, Birgitta Fröjdendahl, Anne Dragemark Oscarson
The purpose of this study is to investigate summative assessment (SA) perceptions and the sources of summative assessment literacy for novice second/foreign language teachers in Sweden and Finland. Data were collected through a questionnaire (N = 27) and a semi‐structured interview (N = 22) from a group of novice teachers who graduated from two Swedish universities and one Finnish university. Descriptive and content analysis of the data reveal that novice teachers perceive themselves to have a good understanding of most of the basic SA areas. They consider teacher education as the main source of their conceptual understanding while they attribute their skills mostly to experience in schools. Swedish and Finnish teachers present both similar and varied perceptions of the role of teacher education in developing their summative assessment literacy.Context and implicationsRationale for this studyWhat summative assessment literacy pre‐service teachers acquire during teacher education, and how this literacy reflects on their teaching are critical questions in understanding novice teachers' learning and use of summative assessment in schools. This study investigates the perceptions and experiences of novice teachers of second/foreign languages in Sweden and Finland.Why the new findings matterThe findings provide an understanding of novice language teachers’ perceptions on key components of summative assessment and the sources and processes enabling development of this literacy. Insights into theoretical and practical aspects of summative assessment that novice teachers need are expected to guide teacher education programmes in realigning their programmes respectively.Implications for teacher educators and policy makersNovice language teachers are confident about their theoretical knowledge of summative assessment but need to develop skills to put their knowledge into practice. Hands on exercises through content‐specific materials and tasks are critical in developing skills such as test construction, grading, analysis of exams and exposure to national tests. Special needs and diverse sociocultural contexts should be taken into consideration in teacher education. Steering documents should make the summative assessment requirements and expected competencies clearer to guide TE programmes in organising learning experiences for pre‐service teachers.
{"title":"Developing summative assessment literacy: Novice language teachers' perceptions in Sweden and Finland","authors":"Ali Yildirim, Maria Proitsaki Stjernkvist, Raili Hilden, Birgitta Fröjdendahl, Anne Dragemark Oscarson","doi":"10.1002/rev3.3487","DOIUrl":"https://doi.org/10.1002/rev3.3487","url":null,"abstract":"The purpose of this study is to investigate summative assessment (SA) perceptions and the sources of summative assessment literacy for novice second/foreign language teachers in Sweden and Finland. Data were collected through a questionnaire (<jats:italic>N</jats:italic> = 27) and a semi‐structured interview (<jats:italic>N</jats:italic> = 22) from a group of novice teachers who graduated from two Swedish universities and one Finnish university. Descriptive and content analysis of the data reveal that novice teachers perceive themselves to have a good understanding of most of the basic SA areas. They consider teacher education as the main source of their conceptual understanding while they attribute their skills mostly to experience in schools. Swedish and Finnish teachers present both similar and varied perceptions of the role of teacher education in developing their summative assessment literacy.<jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:caption>Context and implications</jats:caption>Rationale for this studyWhat summative assessment literacy pre‐service teachers acquire during teacher education, and how this literacy reflects on their teaching are critical questions in understanding novice teachers' learning and use of summative assessment in schools. This study investigates the perceptions and experiences of novice teachers of second/foreign languages in Sweden and Finland.Why the new findings matterThe findings provide an understanding of novice language teachers’ perceptions on key components of summative assessment and the sources and processes enabling development of this literacy. Insights into theoretical and practical aspects of summative assessment that novice teachers need are expected to guide teacher education programmes in realigning their programmes respectively.Implications for teacher educators and policy makersNovice language teachers are confident about their theoretical knowledge of summative assessment but need to develop skills to put their knowledge into practice. Hands on exercises through content‐specific materials and tasks are critical in developing skills such as test construction, grading, analysis of exams and exposure to national tests. Special needs and diverse sociocultural contexts should be taken into consideration in teacher education. Steering documents should make the summative assessment requirements and expected competencies clearer to guide TE programmes in organising learning experiences for pre‐service teachers.</jats:boxed-text>","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"51 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141938977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In Iceland, and around the world, the working environment in upper secondary schools changed dramatically with the onset of the COVID‐19 pandemic. In our research, we aimed to illuminate the ever‐changing working conditions of teachers in Icelandic upper secondary schools during the first year of the pandemic, especially in the context of gender and family composition. Data came from interviews with 12 teachers and surveys administered to upper secondary school teachers in 33 out of 37 upper‐secondary schools in Iceland with participation from approximately one‐third of the teacher population. The results show that teachers felt increasingly stressed throughout the pandemic and that gender played a significant role. Women, who often also served as primary caregivers at home, found it more strenuous to fulfil their teaching duties than men. The results raise important questions about teachers' working conditions and gender's role therein, especially in a country considered an emblem of success when it comes to gender equality.
{"title":"The working conditions of Icelandic upper secondary school teachers during the first year of the COVID‐19 pandemic: A gender inequality against all odds","authors":"Súsanna Margrét Gestsdóttir, Guðrún Ragnarsdóttir, Amalía Björnsdóttir, Elsa Eiríksdóttir","doi":"10.1002/rev3.3482","DOIUrl":"https://doi.org/10.1002/rev3.3482","url":null,"abstract":"<jats:label/>In Iceland, and around the world, the working environment in upper secondary schools changed dramatically with the onset of the COVID‐19 pandemic. In our research, we aimed to illuminate the ever‐changing working conditions of teachers in Icelandic upper secondary schools during the first year of the pandemic, especially in the context of gender and family composition. Data came from interviews with 12 teachers and surveys administered to upper secondary school teachers in 33 out of 37 upper‐secondary schools in Iceland with participation from approximately one‐third of the teacher population. The results show that teachers felt increasingly stressed throughout the pandemic and that gender played a significant role. Women, who often also served as primary caregivers at home, found it more strenuous to fulfil their teaching duties than men. The results raise important questions about teachers' working conditions and gender's role therein, especially in a country considered an emblem of success when it comes to gender equality.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"74 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141864309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bilal Fayiz Obeidat, Saber Haimed, Mohammad Salman AlKhaza'leh
Schools are significant settings for the development of young people, yet few studies have investigated the multiple facets of school climate and students' well‐being. This research aims to map the literature production in the two intertwined concepts: students' well‐being, and school climate. The study applied bibliometric analysis to map the research status of school climate and students' well‐being using metadata extracted from over a period of 33 years. The analysis presents a detailed overview of school climate and students’ well‐being in terms of scientific production, citations, authorship, countries' production, and institutions' outputs. Results highlighted the recent developmental trends of publications on students' well‐being and school climate and outlined the precursors for triggering this combination. With reference to students' overall well‐being, analysing the results shows that research on school climate increased markedly in different parts of the world. However, when compared to Arab countries, rare studies were conducted.Context and implicationsRationale: Mapping the exponentially growing research on school climate and student well‐being can guide stakeholders in understanding research, gaps and priorities. Using bibliometric analysis here is necessary to evaluate the growing literature.Why the new findings matter: By elucidating exponential output, conceptual evolution and geographical imbalances, the analysis reveals a maturing yet decentralised field awaiting integration and high‐impact studies to inspire real‐world progress.Implications for practitioners, policy makers, and researchers: Findings guide strategic investments in rigorous intervention trials, student‐centred methodologies, cross‐national collaborative networks, and pathways translating evidence to school policies/practices. This analysis equips stakeholders to cultivate coordinated, culturally responsive research ecosystems providing actionable insights to create nurturing climates enabling all students to thrive.
{"title":"Students' well‐being and school climate: A bibliometric analysis","authors":"Bilal Fayiz Obeidat, Saber Haimed, Mohammad Salman AlKhaza'leh","doi":"10.1002/rev3.3486","DOIUrl":"https://doi.org/10.1002/rev3.3486","url":null,"abstract":"Schools are significant settings for the development of young people, yet few studies have investigated the multiple facets of school climate and students' well‐being. This research aims to map the literature production in the two intertwined concepts: students' well‐being, and school climate. The study applied bibliometric analysis to map the research status of school climate and students' well‐being using metadata extracted from over a period of 33 years. The analysis presents a detailed overview of school climate and students’ well‐being in terms of scientific production, citations, authorship, countries' production, and institutions' outputs. Results highlighted the recent developmental trends of publications on students' well‐being and school climate and outlined the precursors for triggering this combination. With reference to students' overall well‐being, analysing the results shows that research on school climate increased markedly in different parts of the world. However, when compared to Arab countries, rare studies were conducted.<jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:caption>Context and implications</jats:caption>Rationale: Mapping the exponentially growing research on school climate and student well‐being can guide stakeholders in understanding research, gaps and priorities. Using bibliometric analysis here is necessary to evaluate the growing literature.Why the new findings matter: By elucidating exponential output, conceptual evolution and geographical imbalances, the analysis reveals a maturing yet decentralised field awaiting integration and high‐impact studies to inspire real‐world progress.Implications for practitioners, policy makers, and researchers: Findings guide strategic investments in rigorous intervention trials, student‐centred methodologies, cross‐national collaborative networks, and pathways translating evidence to school policies/practices. This analysis equips stakeholders to cultivate coordinated, culturally responsive research ecosystems providing actionable insights to create nurturing climates enabling all students to thrive.</jats:boxed-text>","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"117 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141864349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Matthew Cavanagh, Claire McDowell, Una O. Connor Bones, Laurence Taggart, Peter Mulhall
The whole school approach (WSA) is often used in schools as a means of transformative change across many areas and involves many stakeholders. Many of the approaches used in WSAs are underpinned by psychological, social and educational theories. Although many of these approaches focus on vulnerable groups such as bullied and excluded children, relatively few of these approaches aim to support children with special educational needs (SEN). This specific vulnerable group includes children with attention deficit hyperactivity disorder (ADHD), dyslexia, autism spectrum disorders, among many others. A rigorous, theory‐driven approach to supporting such children in schools is essential in ensuring positive academic and developmental outcomes for such students. Therefore, a scoping review was undertaken to explore the current literature on the use of WSAs, their theoretical and evidence‐based components as well as key areas in which they are utilised and how they are evaluated. After searching in seven (EBSCOhost, ERIC, British Education Index, Open Dissertation Search, PsycINFO, Medline Ovid, Child Development and Adolescent Studies) databases and completing a rigorous screening process, 21 papers were included in the review. Recommendations for further research involving the development and implementation of a WSA to support children with special educational needs are made, with emphasis placed on the importance of a clear theoretical underpinning, interdependent components, clear outcome measures and co‐production.
{"title":"The theoretical and evidence‐based components of whole school approaches: An international scoping review","authors":"Matthew Cavanagh, Claire McDowell, Una O. Connor Bones, Laurence Taggart, Peter Mulhall","doi":"10.1002/rev3.3485","DOIUrl":"https://doi.org/10.1002/rev3.3485","url":null,"abstract":"The whole school approach (WSA) is often used in schools as a means of transformative change across many areas and involves many stakeholders. Many of the approaches used in WSAs are underpinned by psychological, social and educational theories. Although many of these approaches focus on vulnerable groups such as bullied and excluded children, relatively few of these approaches aim to support children with special educational needs (SEN). This specific vulnerable group includes children with attention deficit hyperactivity disorder (ADHD), dyslexia, autism spectrum disorders, among many others. A rigorous, theory‐driven approach to supporting such children in schools is essential in ensuring positive academic and developmental outcomes for such students. Therefore, a scoping review was undertaken to explore the current literature on the use of WSAs, their theoretical and evidence‐based components as well as key areas in which they are utilised and how they are evaluated. After searching in seven (EBSCOhost, ERIC, British Education Index, Open Dissertation Search, PsycINFO, Medline Ovid, Child Development and Adolescent Studies) databases and completing a rigorous screening process, 21 papers were included in the review. Recommendations for further research involving the development and implementation of a WSA to support children with special educational needs are made, with emphasis placed on the importance of a clear theoretical underpinning, interdependent components, clear outcome measures and co‐production.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"52 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141782984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Samantha Burns, Esther Yu, Leah Brathwaite, Maisha Masum, Linda White, Elizabeth Dhuey, Michal Perlman
Peer collaboration is a foundational skill that emerges in early childhood. Children spend significant time in early educational settings, making it an important setting where young children can learn how to collaborate with peers. However, research on how to support children's collaboration effectively is limited and findings in this area have been inconsistent. This systematic review synthesises the effectiveness of interventions designed to enhance peer collaboration among children aged zero to six in early educational settings. The searches were conducted in Education Resource Information Centre (ERIC), PsycINFO, Education Resource, and Child Development and Adolescent Studies. A total of 18 studies met our inclusion criteria and were included in the systematic review. Included interventions targeted five components of peer collobaration: (1) communication skills; (2) ability to share goals; (3) collaborative products; (4) knowledge exchange; and (5) collaborative prosocial skills. The structure and implementation of the interventions were examined. Diverse strategies such as grouping children based on criteria, evaluations of collaborative products, role assignments, and adult observation and guidance were used to enhance young children's peer collaboration. The interventions primarily focused on children's direct engagement in tasks, with limited attention given to educators. The systematic review found mixed results regarding the impact of interventions on children's peer collaboration. Our findings provide researchers, policy makers and educators with empirical guidance on how to support this skill in young children.Context and implicationsRationale for this studyEarly educational settings are in a unique position to support children's peer collaboration. This study synthesised research on how to support the development of peer collaboration in these settings.Why the new findings matterThis study identified heterogeneity in how peer collaboration is supported and measured. Findings about the effectiveness of interventions were mixed.Implications for policy makersThe heterogeneity in measures found in this study highlights the need to develop and utilise consistent measures of peer collaboration. It is important for interventions to identify the specific type of peer collaboration skills that they target and tailor interventions accordingly. Future studies should continuously aim to ensure the quality of research and the replicability and clarity of intervention procedures across contexts for integration of evidence. Finally, more research is needed to understand how to support process‐oriented collaboration outcomes in children.
{"title":"Improving young children's peer collaboration in early educational settings: A systematic review","authors":"Samantha Burns, Esther Yu, Leah Brathwaite, Maisha Masum, Linda White, Elizabeth Dhuey, Michal Perlman","doi":"10.1002/rev3.3484","DOIUrl":"https://doi.org/10.1002/rev3.3484","url":null,"abstract":"Peer collaboration is a foundational skill that emerges in early childhood. Children spend significant time in early educational settings, making it an important setting where young children can learn how to collaborate with peers. However, research on how to support children's collaboration effectively is limited and findings in this area have been inconsistent. This systematic review synthesises the effectiveness of interventions designed to enhance peer collaboration among children aged zero to six in early educational settings. The searches were conducted in Education Resource Information Centre (ERIC), PsycINFO, Education Resource, and Child Development and Adolescent Studies. A total of 18 studies met our inclusion criteria and were included in the systematic review. Included interventions targeted five components of peer collobaration: (1) communication skills; (2) ability to share goals; (3) collaborative products; (4) knowledge exchange; and (5) collaborative prosocial skills. The structure and implementation of the interventions were examined. Diverse strategies such as grouping children based on criteria, evaluations of collaborative products, role assignments, and adult observation and guidance were used to enhance young children's peer collaboration. The interventions primarily focused on children's direct engagement in tasks, with limited attention given to educators. The systematic review found mixed results regarding the impact of interventions on children's peer collaboration. Our findings provide researchers, policy makers and educators with empirical guidance on how to support this skill in young children.<jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:caption>Context and implications</jats:caption>Rationale for this studyEarly educational settings are in a unique position to support children's peer collaboration. This study synthesised research on how to support the development of peer collaboration in these settings.Why the new findings matterThis study identified heterogeneity in how peer collaboration is supported and measured. Findings about the effectiveness of interventions were mixed.Implications for policy makersThe heterogeneity in measures found in this study highlights the need to develop and utilise consistent measures of peer collaboration. It is important for interventions to identify the specific type of peer collaboration skills that they target and tailor interventions accordingly. Future studies should continuously aim to ensure the quality of research and the replicability and clarity of intervention procedures across contexts for integration of evidence. Finally, more research is needed to understand how to support process‐oriented collaboration outcomes in children.</jats:boxed-text>","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"181 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141737114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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