{"title":"A synthesis of mathematical word\u0000 problem‐solving\u0000 instructions for English learners with learning disabilities in mathematics","authors":"Qingli Lei, Y. Xin","doi":"10.1002/rev3.3396","DOIUrl":"https://doi.org/10.1002/rev3.3396","url":null,"abstract":"","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"148 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73453856","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":"Effects of public expenditure on education on gender inequality in education in sub‐Saharan Africa (SSA)","authors":"Yérim Codé Mbodji","doi":"10.1002/rev3.3398","DOIUrl":"https://doi.org/10.1002/rev3.3398","url":null,"abstract":"","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"320 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76357092","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}
Elizabeth M. Byrne, Hanne Jensen, Bo Stjerne Thomsen, Paul G. Ramchandani
Abstract Physical manipulatives (PMs) are concrete objects used during hands‐on learning activities (e.g., building blocks, fraction tiles, counters), and are widely used in primary‐school teaching, especially during maths instruction. This scoping review collated studies that have examined the effectiveness of educational PM interventions with pre‐primary and primary‐age children. A total of 102 studies met the inclusion criteria and were synthesised in the review. Most studies included a sample of children aged 4–6 years and were conducted in a school setting. They spanned 26 different countries, but almost all took place in high‐ or middle‐income contexts, mainly in the USA. Interventions were grouped into three main learning domains: maths, literacy and science. Considerable heterogeneity was identified across the review studies in terms of the PMs and hands‐on activities used (e.g., block building, shape sorting, paper folding, enactment with figurines). Evidence relating to effectiveness of the intervention programmes was synthesised, with the most promising findings identified in the maths domain. Benefits to children's spatial, literacy and science skills were also reported. Overall, however, the evidence was mixed: other studies found that PMs were not associated with learning benefits, and many were hindered by methodological shortcomings. This calls for caution when drawing conclusions about the overall effectiveness of PM interventions. Nevertheless, the findings illustrate the many ways hands‐on PM activities can be incorporated into children's early learning experiences. Recommendations for further research and for using PMs in practice are made. Context and implications Rationale for this study Physical manipulatives (PMs) are used during hands‐on learning activities and promote children's active involvement in learning. The review sought to map a broad range of interventions using PMs. Why the new findings matter Findings reveal gaps in the research and highlight the many facets to consider when developing and testing educational interventions using PMs. Implications for practitioners Recommendations for using PMs in practice: (a) choose materials and activities that are age‐appropriate and focused on the learning goal; (b) consider the type and amount of instructional guidance needed (adjusted based on learning content and children's needs); and (c) consider the level of physical interaction afforded by PMs and activities and its importance for the learning goal.
{"title":"Educational interventions involving physical manipulatives for improving children's learning and development: A scoping review","authors":"Elizabeth M. Byrne, Hanne Jensen, Bo Stjerne Thomsen, Paul G. Ramchandani","doi":"10.1002/rev3.3400","DOIUrl":"https://doi.org/10.1002/rev3.3400","url":null,"abstract":"Abstract Physical manipulatives (PMs) are concrete objects used during hands‐on learning activities (e.g., building blocks, fraction tiles, counters), and are widely used in primary‐school teaching, especially during maths instruction. This scoping review collated studies that have examined the effectiveness of educational PM interventions with pre‐primary and primary‐age children. A total of 102 studies met the inclusion criteria and were synthesised in the review. Most studies included a sample of children aged 4–6 years and were conducted in a school setting. They spanned 26 different countries, but almost all took place in high‐ or middle‐income contexts, mainly in the USA. Interventions were grouped into three main learning domains: maths, literacy and science. Considerable heterogeneity was identified across the review studies in terms of the PMs and hands‐on activities used (e.g., block building, shape sorting, paper folding, enactment with figurines). Evidence relating to effectiveness of the intervention programmes was synthesised, with the most promising findings identified in the maths domain. Benefits to children's spatial, literacy and science skills were also reported. Overall, however, the evidence was mixed: other studies found that PMs were not associated with learning benefits, and many were hindered by methodological shortcomings. This calls for caution when drawing conclusions about the overall effectiveness of PM interventions. Nevertheless, the findings illustrate the many ways hands‐on PM activities can be incorporated into children's early learning experiences. Recommendations for further research and for using PMs in practice are made. Context and implications Rationale for this study Physical manipulatives (PMs) are used during hands‐on learning activities and promote children's active involvement in learning. The review sought to map a broad range of interventions using PMs. Why the new findings matter Findings reveal gaps in the research and highlight the many facets to consider when developing and testing educational interventions using PMs. Implications for practitioners Recommendations for using PMs in practice: (a) choose materials and activities that are age‐appropriate and focused on the learning goal; (b) consider the type and amount of instructional guidance needed (adjusted based on learning content and children's needs); and (c) consider the level of physical interaction afforded by PMs and activities and its importance for the learning goal.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135140998","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 impact of English reading attitude on students' achievement at a health science university","authors":"Abdulaziz Althewini, Muhammad A. Al Roomy","doi":"10.1002/rev3.3397","DOIUrl":"https://doi.org/10.1002/rev3.3397","url":null,"abstract":"","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"55 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86405658","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 impostor phenomenon in post‐secondary students: A review of the literature","authors":"A. Ménard, Laura Chittle","doi":"10.1002/rev3.3399","DOIUrl":"https://doi.org/10.1002/rev3.3399","url":null,"abstract":"","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"35 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78361248","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}
V. Baumfield, A. Bethel, Aimee Dowek, K. Walshe, K. Mattick
{"title":"Characteristics of research into professional learning across professions: A mapping review","authors":"V. Baumfield, A. Bethel, Aimee Dowek, K. Walshe, K. Mattick","doi":"10.1002/rev3.3395","DOIUrl":"https://doi.org/10.1002/rev3.3395","url":null,"abstract":"","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"138 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79665027","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}
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":"63 1","pages":""},"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}
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":"47 1","pages":"0"},"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":"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":"25 1","pages":""},"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}
{"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":"108 1","pages":""},"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}
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