Review of Education最新文献

{"title":"A systematic literature review of TALIS secondary research: Trends and future directions","authors":"Jelena Veletić, Ana María Mejía-Rodríguez, Rolf Vegar Olsen","doi":"10.1002/rev3.3469","DOIUrl":"https://doi.org/10.1002/rev3.3469","url":null,"abstract":"The Teaching and Learning International Survey (TALIS) collects data from representative samples of teachers and principals across the world about their practices and work conditions, school and classroom contexts, and attitudes, motivation, and satisfaction with their profession and jobs. Given the growth of participating countries, the number of constructs assessed, and the volume of publications based on secondary analyses of the freely available data, it is reasonable to claim that TALIS represents one of the major data sources in the field of international educational research. This study provides a systematic literature review of secondary analyses of TALIS data, summarising the past 15 years of TALIS research. The review includes a synthesis of 238 peer‐reviewed journal articles, providing bibliographical information about articles as well as the scope and impact of analysis of TALIS data across time, countries, and populations. Moreover, the article summarises information about the most prevalent research themes that have been investigated. The findings highlight the importance of TALIS data in the broader educational research scope, emphasising themes such as teacher characteristics, and teacher professional practices. Lastly, the review provides insights into methodological approaches to study and analyse TALIS data and calls for more caution in analysing complex survey data with respect to how clustering and multigroup design are handled.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140374086","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 research trends and contributions of science education during the COVID-19 pandemic: A narrative systematic literature review of publications in selected journals","authors":"Muslimah Susilayati, Wahyu Hardyanto, Supriyadi, Arif Widiyatmoko","doi":"10.1002/rev3.3464","DOIUrl":"https://doi.org/10.1002/rev3.3464","url":null,"abstract":"The COVID-19 global pandemic was a socio-scientific issue (SSI) that had an impact on various aspects of life including education. Educational institutions adapted to new learning, teaching and assessment approaches to be effective in responding to the pandemic. This study aims to determine the research trends and contributions of science education during the COVID-19 pandemic in order to follow up on possible impacts and other crises in the future. The study involved a narrative systematic literature review of 898 articles published in three selected journals from 2018 to 2021. The analysis was divided into two stages. First, to compare research trends between 2018 and 2019 as the baseline with research trends for 2020–2021 during COVID-19. Second, to systematically analyse the content of articles published between 2020 and 2021 to explore the contribution of science education amidst COVID-19 descriptively. The results show that the empirical type of research during the COVID-19 pandemic has increased compared to the baseline. Research topics on learning contexts dominate the baseline and amidst the pandemic, but ‘teaching’ topics are current and future trends in science education research. The three selected journals contributed many publications related to understanding and resolving the crisis during the COVID-19 pandemic directly and indirectly. In addition, science education amidst COVID-19 contributes to preparing the younger generation to become resilient citizens capable of dealing with crises. Direct evidence of preparing resilient citizens amidst the COVID-19 pandemic is contributed by technological and pedagogical knowledge, content and context knowledge, futurising education, and student mobility programmes in science education. Furthermore, indirect evidence is contributed by science education publications published in the three selected journals between 2020 and 2021. Most publications are carried out at the high school level. More articles in the integrated sciences are published than in separate disciplines such as physics, chemistry, biology and earth/space science. Furthermore, the details of research trends and contributions of science education amidst the COVID-19 pandemic are discussed.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140075532","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":"Differential effects of subject‐based and integrated curriculum approaches on students' learning outcomes: A review of reviews","authors":"Pia Kreijkes, Jackie Greatorex","doi":"10.1002/rev3.3465","DOIUrl":"https://doi.org/10.1002/rev3.3465","url":null,"abstract":"There is no general agreement about the best way of organising the curriculum. Debates often pitch a subject‐based curriculum against an integrated curriculum although there is great variation among integrated approaches. Numerous claims have been made regarding the comparative merits of different approaches, but many scholars have noted the lack of a strong evidence base to support these. This article reports a review of reviews to examine how the learning outcomes of students following more subject‐based or more integrated curriculum approaches compare based on empirical research that uses control groups. The literature from 1990 to mid‐2022 was systematically searched. A final sample of nine reviews was included and critically appraised using the AMSTAR 2. The evaluation found that all reviews were of critically low quality. Within the reviews, relatively few primary studies concerned the primary school or secondary school level and had control groups. There was variation in outcomes reported between studies, but these tended to either find positive effects of integrated approaches or no differences between groups. Very few primary studies found detrimental effects of interventions involving integrated approaches. Various methodological issues as well as complexities of integration need to be considered when interpreting the findings. Overall, we conclude that based on the limitations of the current evidence, neither strictly subject‐based nor more integrated approaches can be regarded as superior for students' learning outcomes. Implications for theory, research and practice are discussed.<jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:caption>Context and implications</jats:caption>Rationale for this studyThere is a need for understanding the current evidence for comparative effects of subject‐based and integrated curriculum approaches on students' learning experiences and outcomes.Why the new findings matterThe findings can inform the long‐lasting, international debates regarding the best ways of structuring the curriculum.Implications for practitioners, curriculum designers and researchersThis review of reviews demonstrates that it is crucial for all stakeholders to move away from the false dichotomy of ‘subjects’ versus ‘integration’ and to recognise the various ways in which subjects can be integrated. Based on the reviewed evidence, neither strictly subject‐based nor integrated approaches are superior for students' learning. A well‐implemented approach drawing on the best of both worlds is likely required in practice, but more research is needed to explore this. The findings can inform researchers about what studies are needed to move the debate forward, including studies that use adequate control groups and consider affective outcomes.</jats:boxed-text>","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140036340","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":"Education as a necessity of life: An exploration on Ugandan Education System Quality with reference to John Dewey's Philosophical Correlates","authors":"Muweesi Charles, Namukose Sarah, Muwagga Mugagga Anthony","doi":"10.1002/rev3.3466","DOIUrl":"https://doi.org/10.1002/rev3.3466","url":null,"abstract":"Every country desires and aspires for an education system that caters for learners’ physiological needs, belonging, love, self‐esteem, security and self‐actualisation at the top, which are rarely provided by a few countries. With a review focus on the Ugandan education system, several challenges related to the <jats:italic>education borrowing suggestions</jats:italic> as proposed by John Dewey have been attributed to creating an environment that has seen most graduates ending up unemployed, and with leadership challenges, inadequate funding, poor teacher perception, low research and innovations in higher institutions of learning, less involvement of the informal sector in development, low literacy levels, political interference among others. Thus this exploratory analytical‐qualitative review focuses on John Dewey's teachings in his book <jats:italic>Education and Democracy</jats:italic>—specifically chapter 1, ‘Education as Necessity for Life’—with attention on how education as an engine that empowers life, ensures independence through self‐reliance, sustenance, freedom, and is syndrome‐free to enhance appreciation of the contemporary trends in education—critical aspects that are extremely lacking within the current Ugandan education system and can impact on the future of education to the future of education as recommended in National Development Plan III (NDP III). Thus the review recommends that while reflecting on the state of the Ugandan education system, there is a need to revitalise the research and innovations in higher institutions, especially catering for an integral‐education system with a focus on science, technology, engineering and mathematics (STEM) from primary school to university, involvement of the informal sector through skills education as proposed by the Ugandan Vision 2040 and NDP III, as well as addressing low literacy levels and providing adequate teaching and learning through quality and balanced funding from all relevant government agencies and development partners.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140019748","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":"Correction to physical activity interventions to increase children's social and emotional learning: A systematic review and meta-analysis based on the comprehensive school physical activity programme framework","authors":"","doi":"10.1002/rev3.3467","DOIUrl":"https://doi.org/10.1002/rev3.3467","url":null,"abstract":"<p>Moon, J., Webster, C. A., Mulvey, K. L., Brian, A., Stodden, D. F., Egan, C. A., Ha, T., Merica, C. B., &amp; Beets, M. W. (2024). Physical activity interventions to increase children's social and emotional learning: A systematic review and meta-analysis based on the comprehensive school physical activity programme framework. <i>Review of Education</i>, 12, e3455. https://doi.org/10.1002/rev3.3455</p>\u0000<p>The following sentence in the Data Synthesis section had errors: Calculated effect sizes were interpreted using the following scale: small (<i>g</i> &lt; 0.40), moderate (<i>g</i> = 0.40–<b>0.07</b>), and large (<i>g</i> &gt; <b>0.07</b>), according to the Cochrane Handbook (Higgins et al., 2021).</p>\u0000<p>It should have been: Calculated effect sizes were interpreted using the following scale: small (<i>g</i> &lt; 0.40), moderate (<i>g</i> = 0.40–<b>0.70</b>), and large (<i>g</i> &gt; <b>0.70</b>), according to the Cochrane Handbook (Higgins et al., 2021).</p>\u0000<p>We apologize for the error.</p>","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139968091","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":"Mapping doctoral dissertations in an educational leadership programme: A longitudinal examination of knowledge construction in the last two decades","authors":"Khalid Arar, Munube Yilmaz, James W. Koschoreck","doi":"10.1002/rev3.3446","DOIUrl":"https://doi.org/10.1002/rev3.3446","url":null,"abstract":"This paper offers a meta-analysis scoping study of doctoral dissertations completed in the last 20 years in one doctoral programme of Educational Leadership (EL) at a higher education institution in Texas, aiming at identifying topical foci, epistemology, methodology and main themes. Therefore, we systematically collected, documented, securitised and analysed completed dissertations following the steps identified by PRISMA guidelines. The review aimed to answer the following four questions: (1) What are the general trends of doctoral dissertations in the studied programme? (2) What is the topical foci of these dissertations? (3) What are the prevailing epistemological constructs and genres informing this work? (4) What are the gaps in this research focus within the scope of educational leadership and policy? Based on our analysis, four main key themes were identified: educational leadership and policy, public education, equity and social justice, and race and ethnicity. Further implications, utility of research and future dissertations in educational leadership in this programme and other similar programmes are fully discussed.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139756920","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 union's and university's responses to violence against a woman professor: Neoliberal restructuring, hypermasculinity, male privilege and hegemonic inequality","authors":"Maria M. Majerski","doi":"10.1002/rev3.3447","DOIUrl":"https://doi.org/10.1002/rev3.3447","url":null,"abstract":"Although Eastern Canadian liberal arts universities are portrayed as progressive work environments that cultivate inclusivity and diversity, the corporatisation of these public spaces has transformed them from institutions that once encouraged pluralism and acceptance among all social groups to spaces that unevenly distribute privileges among faculty and students based on ascribed characteristics, social class, and adherence to cisnormative and heteronormative expectations. Under neoliberal reforms, universities and unions adopt their own policies and procedures that legitimate institutional power abuse over marginalised women Contract Limited Term (CLT) assistant professors. Using material evidence from complaints filed with a province's Human Rights Commission and Labour Board, this critical autoethnographic case study explores the institutionalised responses to a disenfranchised woman CLT's discrimination and harassment by a student, departmental chair, faculty and university staff. A theory of genocidal mobbing is developed to conceptualise the organisational processes and practices that maintain the status quo of white heteropatriarchy and disentitle women CLTs to safety, equality and fair representation by their unions. Genocidal mobbing is efficient, because misogynistic administrators only require weaponising one disgruntled student, and effective, because administrators utilise the most fatal and insidious of gendered narcissistic abuse: <i>gaslighting.</i> The current neoliberal climate within academia puts marginalised women faculty at increased risk of genocidal mobbing from those with institutional power and from students with ethnic/racial and/or economic privilege. This article illuminates the union's culpability in the genocidal mobbing of women CLTs disenfranchised by multiple marginalised intersectional identities. Implications for future research and on policy are presented.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139645513","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 harms of inequity are rarely overestimated: Comment on Marks and O'Connell (2021)","authors":"Stijn Debouwere","doi":"10.1002/rev3.3445","DOIUrl":"https://doi.org/10.1002/rev3.3445","url":null,"abstract":"Marks and O'Connell's (<i>Review of Education</i>, 2021, e3293) claim that an even-handed review of the literature shows that social and economic background does not matter to educational outcomes in advanced economies, relies on questionable scholarship and statistical errors. Much of the evidence against the relevance of social and economic background relies on research that estimates gain scores, where the effects of student background on educational outcomes are much smaller because they are residual effects. They also claim that parental education and occupation are poor measures of student background but do not recognise that this leads to attenuated effects and thus argues against their thesis. Finally, there is a lack of serious engagement with the literature: cherry-picked numbers, summaries of studies that are at odds with the conclusions of the original authors and even two cases where thought experiments are presented as empirical evidence. Research into inequity does at times lack rigour in measurement and analysis, and not accounting for heritable abilities can confound and exaggerate the association between student background or school composition and educational outcomes, but simple calculations suggest that the resulting bias is offset by attenuation due to measurement error.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139579430","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":"Access, equity and redress: Towards a sustainable funding framework for public universities in South Africa","authors":"Oliver Jan Mbhalati","doi":"10.1002/rev3.3449","DOIUrl":"https://doi.org/10.1002/rev3.3449","url":null,"abstract":"This article aims to understand how access, equity and redress challenges are addressed at South Africa's public universities based on their current funding frameworks. Relying on a pragmatic research approach combining desk-research literature review and secondary data analysis, government funding and tuition fees were found to be the primary sources of funding in most universities, while third stream income from universities' own commercial activities lagged far behind. Secondary data from the public universities' audited annual financial statements for the period 2015 to 2020 further revealed that investment source income superseded third-stream income in most universities. There is consensus in literature on the pivotal role of equity-based funding mechanisms such as the National Student Financial Aid Scheme (NSFAS) in providing tuition cover and living expenses for students from poor households. Based on the agency theory, government funding is used to influence public universities to pursue transformation goals. The general trends observed in various countries is the inclusion of equity-based indicators in a funding model to ensure that students are not denied the opportunity for university education solely based on their poor backgrounds. It is argued in this paper that the NSFAS remains an appropriate vehicle to achieve South Africa's transformational goals in its public universities.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139579303","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":"Correction to Risk of bias and open science practices in systematic reviews of educational effectiveness: A meta-review","authors":"","doi":"10.1002/rev3.3460","DOIUrl":"https://doi.org/10.1002/rev3.3460","url":null,"abstract":"<p>Nordström T, Kalmendal A, Batinovic L. Risk of bias and open science practices in systematic reviews of educational effectiveness: A meta-review. <i>Rev Educ</i>. 2023; 11: e3443. https://doi.org/10.1002/rev3.3443.</p>\u0000<p>The running title for this article should have been: Risk of bias and open science in reviews.</p>\u0000<p>We apologize for this error.</p>","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139500745","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}