Review of Education最新文献_第3页

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 纠正体育活动干预措施，提高儿童的社交和情感学习能力：基于学校体育活动综合计划框架的系统回顾和荟萃分析

IF 2.4 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Education

Pub Date : 2024-02-26 DOI: 10.1002/rev3.3467

Moon, J., Webster, C. A., Mulvey, K. L., Brian, A., Stodden, D. F., Egan, C. A., Ha, T., Merica, C. B., & 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. Review of Education, 12, e3455. https://doi.org/10.1002/rev3.3455

The following sentence in the Data Synthesis section had errors: Calculated effect sizes were interpreted using the following scale: small (g < 0.40), moderate (g = 0.40–0.07), and large (g > 0.07), according to the Cochrane Handbook (Higgins et al., 2021).

It should have been: Calculated effect sizes were interpreted using the following scale: small (g < 0.40), moderate (g = 0.40–0.70), and large (g > 0.70), according to the Cochrane Handbook (Higgins et al., 2021).

We apologize for the error.

Moon, J., Webster, C. A., Mulvey, K. L., Brian, A., Stodden, D. F., Egan, C. A., Ha, T., Merica, C. B., & Beets, M. W. (2024)。通过体育活动干预提高儿童的社会和情感学习能力：基于学校体育活动综合计划框架的系统回顾和荟萃分析》。教育评论》，12, e3455。https://doi.org/10.1002/rev3.3455The "数据综述 "部分的以下句子有误：根据《Cochrane手册》（Higgins等人，2021年），计算出的效应大小按以下尺度解释：小（g < 0.40）、中（g = 0.40-0.07）和大（g > 0.07）：根据 Cochrane 手册（Higgins et al.

引用次数: 0

Mapping doctoral dissertations in an educational leadership programme: A longitudinal examination of knowledge construction in the last two decades 绘制教育领导力课程博士论文图：对过去二十年知识建构的纵向考察

IF 2.4 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Education

Pub Date : 2024-02-15 DOI: 10.1002/rev3.3446

Khalid Arar, Munube Yilmaz, James W. Koschoreck

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.

本文对得克萨斯州一所高等教育机构的教育领导学（EL）博士课程在过去 20 年中完成的博士论文进行了一项荟萃分析范围研究，旨在确定专题焦点、认识论、方法论和主要主题。因此，我们按照 PRISMA 指南确定的步骤，对已完成的学位论文进行了系统的收集、记录、保密和分析。综述旨在回答以下四个问题：(1) 所研究课程中博士论文的总体趋势是什么？(2) 这些学位论文的主题重点是什么？(3) 这些工作所依据的主流认识论建构和流派是什么？(4) 在教育领导力和政策范围内，这一研究重点存在哪些差距？根据我们的分析，确定了四个主要关键主题：教育领导力与政策、公共教育、公平与社会正义以及种族与民族。我们充分讨论了本课程和其他类似课程在教育领导力方面的进一步影响、研究效用和未来学位论文。

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引用次数: 0

A union's and university's responses to violence against a woman professor: Neoliberal restructuring, hypermasculinity, male privilege and hegemonic inequality 工会和大学对暴力侵害女教授行为的反应：新自由主义结构调整、超男性气质、男性特权和霸权不平等

IF 2.4 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Education

Pub Date : 2024-01-29 DOI: 10.1002/rev3.3447

Maria M. Majerski

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: gaslighting. 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.

尽管加拿大东部的文科大学被描绘成培养包容性和多样性的进步工作环境，但这些公共空间的公司化已将它们从曾经鼓励多元化和接纳所有社会群体的机构转变为根据归属特征、社会阶层以及对顺式和异式规范期望的遵守情况在教师和学生之间不均衡地分配特权的空间。在新自由主义改革下，大学和工会采取了各自的政策和程序，使机构对边缘化的女性合同有限期（CLT）助理教授的权力滥用合法化。本批判性自述式案例研究利用向某省人权委员会和劳工委员会提交的投诉材料作为证据，探讨了被剥夺权利的合同制女助理教授受到学生、系主任、教职员工和大学工作人员歧视和骚扰时的制度化反应。研究提出了种族灭绝暴民理论，以概念化组织过程和实践，这些过程和实践维持了白人异族父权制的现状，剥夺了女性文化电报员在工会中的安全、平等和公平代表权。灭绝种族式的暴徒行为是高效的，因为厌恶女性的管理者只需要将一名心怀不满的学生作为武器，而且是有效的，因为管理者利用了最致命、最阴险的性别自恋虐待：煤气灯。当前学术界的新自由主义氛围使被边缘化的女教职员工面临着更大的风险，她们可能会遭到那些拥有机构权力的人以及拥有民族/种族和/或经济特权的学生的种族灭绝式暴徒攻击。本文揭示了工会在对因多重边缘化交叉身份而被剥夺权利的女性文化教师进行种族灭绝式暴徒袭击中的罪责。文章还提出了对未来研究和政策的启示。

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引用次数: 0

The harms of inequity are rarely overestimated: Comment on Marks and O'Connell (2021) 不公平的危害很少被高估：对马克斯和奥康奈尔（2021 年）的评论

IF 2.4 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Education

Pub Date : 2024-01-26 DOI: 10.1002/rev3.3445

Stijn Debouwere

Marks and O'Connell's (Review of Education, 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.

马克斯和奥康奈尔（《教育评论》，2021 年，e3293 期）声称，对文献的公正审查表明，社会和经济背景对发达经济体的教育成果并不重要，这种说法依赖于可疑的学术研究和统计错误。许多反驳社会和经济背景相关性的证据依赖于估算增益分数的研究，在这些研究中，学生背景对教育成果的影响要小得多，因为它们是残差效应。他们还声称，父母的教育和职业是衡量学生背景的不良指标，但没有认识到这会导致影响减弱，从而与他们的论点背道而驰。最后，该书缺乏对文献的认真研究：偷换概念的数字、与原作者结论相左的研究总结，甚至有两处将思想实验作为经验证据。对不公平现象的研究有时在测量和分析方面缺乏严谨性，不考虑遗传能力可能会混淆和夸大学生背景或学校组成与教育结果之间的关联，但简单的计算表明，由此产生的偏差会被测量误差造成的衰减所抵消。

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引用次数: 0

Access, equity and redress: Towards a sustainable funding framework for public universities in South Africa 获取、公平和补救：建立南非公立大学可持续供资框架

IF 2.4 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Education

Pub Date : 2024-01-25 DOI: 10.1002/rev3.3449

Oliver Jan Mbhalati

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.

本文旨在了解南非公立大学如何根据其当前的筹资框架来应对入学、公平和补救方面的挑战。通过案头研究文献综述和二手数据分析相结合的务实研究方法，发现政府资助和学费是大多数大学的主要资金来源，而来自大学自身商业活动的第三流收入则远远落后。来自公立大学 2015 至 2020 年期间经审计的年度财务报表的二手数据进一步显示，大多数大学的投资来源收入超过了第三流收入。文献一致认为，国家学生资助计划（NSFAS）等基于公平的资助机制在为贫困家庭学生提供学费和生活费方面发挥着举足轻重的作用。根据代理理论，政府资助被用来影响公立大学追求转型目标。各国的普遍趋势是在资助模式中纳入基于公平的指标，以确保学生不会仅仅因为家境贫寒而被剥夺接受大学教育的机会。本文认为，国家社会科学基金资助计划仍然是南非公立大学实现转型目标的适当工具。

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引用次数: 0

Correction to Risk of bias and open science practices in systematic reviews of educational effectiveness: A meta-review 更正：教育效果系统回顾中的偏见风险和开放科学实践：元综述

IF 2.4 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Education

Pub Date : 2024-01-16 DOI: 10.1002/rev3.3460

Nordström T, Kalmendal A, Batinovic L. Risk of bias and open science practices in systematic reviews of educational effectiveness: A meta-review. Rev Educ. 2023; 11: e3443. https://doi.org/10.1002/rev3.3443.

The running title for this article should have been: Risk of bias and open science in reviews.

We apologize for this error.

Nordström T、Kalmendal A、Batinovic L.教育效果系统性回顾中的偏差风险和开放科学实践：荟萃综述.Rev Educ. 2023; 11: e3443. https://doi.org/10.1002/rev3.3443.The 这篇文章的运行标题应为：Risk of bias and open science in reviews.我们对此错误表示歉意。

引用次数: 0

Effectiveness of peer mentoring in the study entry phase: A systematic review 同伴辅导在学生入学阶段的效果：系统回顾

IF 2.4 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Education

Pub Date : 2024-01-16 DOI: 10.1002/rev3.3462

Laura Gehreke, Hannes Schilling, Simone Kauffeld

Peer mentoring is a widely employed strategy in higher education to foster student development and integration. However, the effectiveness of peer mentoring in higher education lacks well-established statements. A systematic review was conducted to assess the efficacy of peer mentoring during the initial phase of academic studies. This review evaluated effectiveness based on four outcomes: intention to drop out, the sense of belonging, academic and social integration. It also scrutinised gender disparities and distinctions between digital and non-digital, and group-based and individual peer mentoring. The review revealed that peer mentoring is an effective support mechanism, yielding favourable impacts across various outcomes: social and academic integration, career benefits, emotional benefits, soft skills, university-life balance, study dropout intention and sense of belonging to university. Gender disparities were generally inconspicuous in most studies. Digital peer mentoring proved effective, though students reported reduced levels of social support compared to non-digital peer-mentoring. Both individual and group-based peer mentoring programmes were utilised, but specific outcomes distinguishing the two formats were not discerned. In summary, peer mentoring proves to be a valuable resource for first-year students, particularly concerning academic and social integration. To holistically address the diverse needs of first-year students additional approaches may be considered.

朋辈辅导是高等教育中广泛采用的一种促进学生发展和融合的策略。然而，朋辈辅导在高等教育中的有效性却缺乏明确的说法。为了评估朋辈辅导在学术研究初始阶段的有效性，我们进行了一次系统性回顾。该综述根据四项结果对其有效性进行了评估：辍学意向、归属感、学术和社会融合。它还仔细研究了性别差异和数字与非数字之间的区别，以及以小组为基础的朋辈辅导和以个人为基础的朋辈辅导之间的区别。综述显示，朋辈辅导是一种有效的支持机制，对各种结果都产生了有利影响：社会和学术融合、职业益处、情感益处、软技能、大学生活平衡、辍学意向和大学归属感。在大多数研究中，性别差异一般并不明显。数字朋辈辅导被证明是有效的，尽管与非数字朋辈辅导相比，学生报告的社会支持水平有所下降。研究中使用了基于个人和小组的朋辈指导计划，但没有发现这两种形式的具体成果。总之，朋辈辅导被证明是一年级学生的宝贵资源，特别是在学业和社会融合方面。为了全面满足一年级学生的不同需求，可以考虑采用其他方法。

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引用次数: 0

Inclusive education, gender inequality and public expenditure in sub-Saharan Africa 撒哈拉以南非洲的全纳教育、性别不平等和公共开支

IF 2.4 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Education

Pub Date : 2024-01-16 DOI: 10.1002/rev3.3452

Yérim Codé Mbodji

In the contemporary literature, several studies have attempted to see the effect of gender inequality and public expenditure on inclusive education. However, few have attempted to determine the gender inequality threshold. In this study, we first examined the threshold of gender inequality which, when exceeded, the effect on inclusive education becomes negative. Second, we examined the effect of public expenditure on inclusive education in 17 countries in sub-Saharan Africa, in the period from 2000 to 2019. The fixed-effect panel data model was used. The following results have been established: (i) the gender inequality threshold from which the effect of gender inequality becomes negative on the gross enrolment rate is respectively established at 0.38 in primary and 0.37 in secondary. At the higher level, the effect of gender inequality is linear and negative on the gross enrolment rate; (ii) public expenditure on education has a positive and significant effect at the primary and secondary level on inclusive education. However, its effect at the higher level is negative. As implications, the results constitute and intermediate objective for the countries for the sub-Saharan Africa which failing to achieve gender equality, would benefit from reducing inequality to 0.38 at primary level and 0.37 at secondary level. Secondary, education in order to cancel out the negative effect of gender inequality on gross enrolment rates at the primary and secondary level. Secondly, states must further consider public education expenditure as a relevant instrument for achieving SDG 4.

在当代文献中，有几项研究试图探讨性别不平等和公共开支对全纳教育的影响。然而，很少有人试图确定性别不平等的临界值。在本研究中，我们首先考察了性别不平等的临界值，一旦超过这个临界值，对全纳教育的影响就会变成负值。其次，我们考察了 2000 年至 2019 年期间撒哈拉以南非洲 17 个国家的公共支出对全纳教育的影响。我们采用了固定效应面板数据模型。研究结果如下：(i) 性别不平等对毛入学率的影响从 0.38（小学）和 0.37（中学）开始，分别确定为性别不平等阈值。在更高层次上，性别不平等对毛入学率的影响是线性和负向的；(ii) 在小学和中学阶段，教育公共支出对全纳教育有积极和显著的影响。但是，在更高层次上，其影响为负。作为影响，这些结果构成了撒哈拉以南非洲国家的中期目标，这些国家未能实现性别平等，如果能将初等教育中的不平等程度降低到 0.38，中等教育中的不平等程度降低到 0.37，它们将从中受益。为了抵消性别不平等对小学和中学毛入学率的负面影响，各国必须进一步考虑公共教育和中学教育中的性别不平等问题。其次，各州必须进一步考虑将公共教育支出作为实现可持续发展目标 4 的相关工具。

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引用次数: 0

Does science teacher certification matter? A closer look at first-year science teacher impacts on student outcomes in Texas 科学教师资格认证重要吗？德克萨斯州第一年科学教师对学生成绩影响的近距离观察

IF 2.4 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Education

Pub Date : 2024-01-16 DOI: 10.1002/rev3.3461

Kristin E. Mansell

This study examines the certification pathway of science teachers in Texas, how science teacher certification patterns have changed over time, and the association of certification pathway to student outcomes in science. This quantitative study uses administrative data from the Texas Statewide Longitudinal Data System (UH-ERC). The UH-ERC database includes data from the Texas Education Agency (TEA), The Higher Education Coordinating Boards (THECB), and the Texas Workforce Commission (TWC) which can be linked together to provide a cradle-to-workforce portrait of Texas residents. Cohorts were created of novice teachers to isolate teacher preparation rather than professional development associated with years of experience. Results indicated that teachers new to the labour market are increasingly being certified through alternative pathways, particularly in districts closer to metropolitan areas. Findings suggest that students who are taught by teachers who were prepared through an alternative pathway have lower test scores on the biology end-of-course State of Texas Assessment of Academic Readiness (STAAR) test than students who were taught by teachers prepared through a traditional certification pathway.

本研究探讨了得克萨斯州科学教师的认证途径、科学教师认证模式随时间推移发生的变化以及认证途径与学生科学成绩之间的关联。这项定量研究使用了得克萨斯州全州纵向数据系统（UH-ERC）中的管理数据。UH-ERC 数据库包括得克萨斯州教育署 (TEA)、高等教育协调委员会 (THECB) 和得克萨斯州劳动力委员会 (TWC) 的数据，这些数据可以连接在一起，提供得克萨斯州居民从出生到就业的全貌。我们对新教师进行了分组，以区分教师的准备情况，而不是与工作年限相关的专业发展情况。结果表明，新进入劳动力市场的教师越来越多地通过其他途径获得认证，尤其是在靠近大都市的地区。研究结果表明，与通过传统认证途径获得教师资格证书的学生相比，通过替代途径获得教师资格证书的学生在德克萨斯州学业准备评估（STAAR）生物期末考试中的成绩较低。

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引用次数: 0

The narrative teacher: Narrative nonfiction as a teaching tool in the primary history classroom 叙事教师将叙事性非小说作为小学历史课堂教学工具

IF 2.4 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Education

Pub Date : 2024-01-16 DOI: 10.1002/rev3.3459

Emma Browning, Jill Hohenstein

Narrative is fundamental to human thought, yet in many classrooms, expository texts are commonly used to support learning in content-based subjects, such as history. Given the importance of narrative, it might be harnessed as a powerful tool to support learning. This research compares the impact of narrative nonfiction (NNF) and expository text (ET) on the development and retention of conceptual understanding relating to World War I (WWI). In an experiment involving 78 participants (mean age = 10.2 years, standard deviation = 0.29), pupils were placed into one of two conditions: in one, information about WWI was conveyed primarily through NNF texts, and in the other, through ETs. Participants completed written pre-, post- and delayed post-assessments to assess development and retention of conceptual understanding. It was found that participants in the NNF condition showed greater chronological and causal thinking skills. In addition, participants in the NNF condition retained significantly more conceptual understanding at delayed post-assessments than those in the ET condition. Overall, these findings suggest that narrative texts have the potential to be powerful learning tools. Implications for how texts are selected and utilised to support learning in the primary, history classroom are discussed.

叙事是人类思维的基本要素，但在许多课堂上，说明性课文通常被用来支持以内容为基础的学科（如历史）的学习。鉴于叙事的重要性，可以将其作为支持学习的有力工具加以利用。本研究比较了叙事性非虚构文本（NNF）和说明性文本（ET）对第一次世界大战（WWI）相关概念理解的发展和保持的影响。在一项有 78 名参与者（平均年龄 = 10.2 岁，标准偏差 = 0.29）参加的实验中，学生们被分为两种情况：一种情况是主要通过非虚构叙事文本传达有关一战的信息，另一种情况是通过说明文本。参加者完成了书面的前评估、后评估和延迟后评估，以评估概念理解的发展和保持情况。结果发现，NNF 条件下的参与者表现出更强的时间和因果思维能力。此外，NNF 条件下的参与者在延迟后评估中保留的概念理解能力明显高于 ET 条件下的参与者。总之，这些研究结果表明，叙事文本有可能成为强大的学习工具。本文讨论了在小学历史课堂上如何选择和利用文本来支持学习的意义。

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引用次数: 0