P. Banerjee, Charlotte True, R. Hart, Eleanor Hodgson, Kristi Dingwall, Zhimin Shen
{"title":"Evaluation of the ‘Articulate’ widening participation intervention aimed at improving soft skills and\u0000 HE\u0000 aspirations of students from traditionally under‐represented backgrounds","authors":"P. Banerjee, Charlotte True, R. Hart, Eleanor Hodgson, Kristi Dingwall, Zhimin Shen","doi":"10.1002/rev3.3391","DOIUrl":"https://doi.org/10.1002/rev3.3391","url":null,"abstract":"","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90405654","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}
{"title":"Augmenting the flipped classroom experience by integrating Revised Bloom's Taxonomy: A faculty perspective","authors":"","doi":"10.1002/rev3.3388","DOIUrl":"https://doi.org/10.1002/rev3.3388","url":null,"abstract":"","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86721112","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}
Salah A. M. Ahmed, Wenlan Zhang, Hongliang Ma, Zhichao Feng
Abstract STEM teacher professional development (STEM‐TPD) has become a hot topic of educational research. To evaluate the main characteristics, status and trends of this educational field and to provide new insights for future studies, this review applies a bibliometric analysis of relevant publications. The Web of Science (WoS) core collection database was used as the source of bibliographic data for the period 2011–2021; specifically, 776 articles published in 232 journals were selected for this review. The bibliometric analysis was then carried out using Bibliometrix and VOSviewer to explore trends and patterns in the STEM‐TDP literature. It is essential to note that the analysis does not account for the quality of the selected studies. However, it presents the results using various perspectives such as citation, co‐citation, spatial and lexical networks based on frequencies, network analysis and descriptive patterns. The findings show that the number of relevant publications has grown significantly in recent years, in particular from 2015 to 2021. The findings, based on citation metrics, highlight the most influential authors, institutions and journals in the area. Authors from different countries have contributed to this research area, but there is a low volume of international collaboration among them. The analysis also reveals the dynamic changes in trends, keywords and themes in this research area. The review concludes with some recommendations for future research, and the suggested implications may also benefit other stakeholders in STEM education. Context and Implications Rationale for the study STEM education has garnered researchers' interest over the past two decades, but there are few reviews of STEM teacher professional development (STEM‐TPD) publications. Therefore, this bibliometric review sought to investigate the expansion of STEM‐TPD research. It also serves as a roadmap for future TPD research in STEM education. Why do the new findings matter? This comprehensive bibliometric study analysed 776 research publications on STEM‐TPD that were published in journals that were indexed by WoS. The findings shed light on recent developments, patterns and trends in STEM‐TPD research, as well as international collaboration in STEM‐TPD research. Implications for researchers, practitioners and policy makers The overall findings may benefit the researchers, editorial board, and publishers to focus more on some emerging research themes, which can guide the focus of future research. STEM researchers should consider conducting more ambitious, high‐quality empirical research that is likely to yield robust results. They can investigate higher‐order thinking skills and other issues related to equity, gender inequality, and teacher attrition. The results also inspire researchers and research institutions to boost international collaboration. Similarly, policy makers and higher education institutions should implement more reforms to educational poli
{"title":"Professional development for <scp>STEM</scp> educators: A bibliometric analysis of the recent progress","authors":"Salah A. M. Ahmed, Wenlan Zhang, Hongliang Ma, Zhichao Feng","doi":"10.1002/rev3.3392","DOIUrl":"https://doi.org/10.1002/rev3.3392","url":null,"abstract":"Abstract STEM teacher professional development (STEM‐TPD) has become a hot topic of educational research. To evaluate the main characteristics, status and trends of this educational field and to provide new insights for future studies, this review applies a bibliometric analysis of relevant publications. The Web of Science (WoS) core collection database was used as the source of bibliographic data for the period 2011–2021; specifically, 776 articles published in 232 journals were selected for this review. The bibliometric analysis was then carried out using Bibliometrix and VOSviewer to explore trends and patterns in the STEM‐TDP literature. It is essential to note that the analysis does not account for the quality of the selected studies. However, it presents the results using various perspectives such as citation, co‐citation, spatial and lexical networks based on frequencies, network analysis and descriptive patterns. The findings show that the number of relevant publications has grown significantly in recent years, in particular from 2015 to 2021. The findings, based on citation metrics, highlight the most influential authors, institutions and journals in the area. Authors from different countries have contributed to this research area, but there is a low volume of international collaboration among them. The analysis also reveals the dynamic changes in trends, keywords and themes in this research area. The review concludes with some recommendations for future research, and the suggested implications may also benefit other stakeholders in STEM education. Context and Implications Rationale for the study STEM education has garnered researchers' interest over the past two decades, but there are few reviews of STEM teacher professional development (STEM‐TPD) publications. Therefore, this bibliometric review sought to investigate the expansion of STEM‐TPD research. It also serves as a roadmap for future TPD research in STEM education. Why do the new findings matter? This comprehensive bibliometric study analysed 776 research publications on STEM‐TPD that were published in journals that were indexed by WoS. The findings shed light on recent developments, patterns and trends in STEM‐TPD research, as well as international collaboration in STEM‐TPD research. Implications for researchers, practitioners and policy makers The overall findings may benefit the researchers, editorial board, and publishers to focus more on some emerging research themes, which can guide the focus of future research. STEM researchers should consider conducting more ambitious, high‐quality empirical research that is likely to yield robust results. They can investigate higher‐order thinking skills and other issues related to equity, gender inequality, and teacher attrition. The results also inspire researchers and research institutions to boost international collaboration. Similarly, policy makers and higher education institutions should implement more reforms to educational poli","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136186163","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}
{"title":"Do scores ‘define’ us? Adolescents' experiences of wellbeing as ‘welldoing’ at school in England","authors":"Tania Clarke","doi":"10.1002/rev3.3393","DOIUrl":"https://doi.org/10.1002/rev3.3393","url":null,"abstract":"","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85498155","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}
{"title":"Professional identity development of English teachers: A data‐driven model","authors":"Gamze Erdem Coşgun, Perihan Savaş","doi":"10.1002/rev3.3394","DOIUrl":"https://doi.org/10.1002/rev3.3394","url":null,"abstract":"","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89545367","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}
{"title":"A trilateral approach to design a model course on information literacy and research ethics for tertiary‐level curricula: A pathway to university ranking success","authors":"S. Yesmin, Md. Atikuzzaman","doi":"10.1002/rev3.3389","DOIUrl":"https://doi.org/10.1002/rev3.3389","url":null,"abstract":"","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89552266","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}
Ameer Asra Ahamed, H. Patrick, Jacqueline Kareem, U. Mukherjee, Munuswamy Prabakaran Nepoleon
{"title":"Organisational justice, job performance and work engagement: The mediating role of perceived supervisory support","authors":"Ameer Asra Ahamed, H. Patrick, Jacqueline Kareem, U. Mukherjee, Munuswamy Prabakaran Nepoleon","doi":"10.1002/rev3.3390","DOIUrl":"https://doi.org/10.1002/rev3.3390","url":null,"abstract":"","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82483512","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}
Carers in academia is a young but growing field, which has quickly expanded since the 2000s and has gained new momentum during the Covid‐19 pandemic and the accompanying disruptions of personal and professional lives. It is also one which, through its associations with reproductive and women's work, remains relatively marginalised. This article examines the English language research literature on carers in academia. Drawing upon feminist poststructuralist theories, we contend that, because the literature is not ‘out of the discourses' of care and academic work and, instead, contributes to construct the objects it speaks of, the state of the field is a matter of cognitive and social justice. Following the presentation of the methodological and theoretical frameworks and a discussion of the authorial voices framing the field, we consider the relative in/visibilities of various groups of care/rs. Drawing on a review which identified 158 relevant texts, we find research in the field broadly ignores male, disabled, BME and LGBTQ+ carers, as well as ancillary workers and professional groups other than academics, and forms of care work other than parenting healthy, abled children. We then move to discussing the liminalities of care, noting the absence of studies of care work in academia related to non‐humans and to end of life. We conclude by pointing out the need for further reflexivity in terms of how processes of knowledge production include and exclude in ways that are complex and fluid.
{"title":"Through a glass, darkly: Gazing into the field of carers in academia","authors":"Marie‐Pierre Moreau, Lucie Wheeler","doi":"10.1002/rev3.3387","DOIUrl":"https://doi.org/10.1002/rev3.3387","url":null,"abstract":"Carers in academia is a young but growing field, which has quickly expanded since the 2000s and has gained new momentum during the Covid‐19 pandemic and the accompanying disruptions of personal and professional lives. It is also one which, through its associations with reproductive and women's work, remains relatively marginalised. This article examines the English language research literature on carers in academia. Drawing upon feminist poststructuralist theories, we contend that, because the literature is not ‘out of the discourses' of care and academic work and, instead, contributes to construct the objects it speaks of, the state of the field is a matter of cognitive and social justice. Following the presentation of the methodological and theoretical frameworks and a discussion of the authorial voices framing the field, we consider the relative in/visibilities of various groups of care/rs. Drawing on a review which identified 158 relevant texts, we find research in the field broadly ignores male, disabled, BME and LGBTQ+ carers, as well as ancillary workers and professional groups other than academics, and forms of care work other than parenting healthy, abled children. We then move to discussing the liminalities of care, noting the absence of studies of care work in academia related to non‐humans and to end of life. We conclude by pointing out the need for further reflexivity in terms of how processes of knowledge production include and exclude in ways that are complex and fluid.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80372391","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}
{"title":"The relationship between teachers' day‐to‐day classroom management practices and anxiety in primary school children: A systematic review","authors":"H. Manley, En-Nien Tu, Tessa Reardon, C. Creswell","doi":"10.1002/rev3.3385","DOIUrl":"https://doi.org/10.1002/rev3.3385","url":null,"abstract":"","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73804190","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}
{"title":"A review of the methodological characteristics of vocabulary interventions for emergent bilinguals in preschool to sixth grade","authors":"Alain Bengochea, Sabrina F. Sembiante","doi":"10.1002/rev3.3386","DOIUrl":"https://doi.org/10.1002/rev3.3386","url":null,"abstract":"","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88848929","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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