Pub Date : 2020-03-01DOI: 10.3102/0091732X20909161
H. Goren, Miri Yemini, C. Maxwell, E. Blumenfeld-Lieberthal
This chapter presents an innovative, cross-disciplinary methodological approach to systematically reviewing and comparing large bodies of literature using big data, Natural Language Processing, network analysis, and supplementary qualitative analysis. The approach is demonstrated through an analysis of the literature surrounding four common concepts within the scholarship related to the global turn in education: 21st-century skills, global citizenship, intercultural competencies, and cosmopolitan education. An analysis is made of each network representing the focal concepts. We also undertake a comparative analysis of topics appearing across the scholarship found on the different concepts. Through this analysis we highlight some benefits of the outlined methodology in identifying overarching themes across bodies of literature, locating differences in how topics are approached within the context of each concept, revealing blind spots and caveats in specific areas of scholarship, and being able to outline distinctive characteristics of the literature related to each concept. Limitations and potential uses of the method are subsequently discussed. This review will be of use to researchers from any field who are interested in novel methodological ways of unpacking and analyzing large bodies of knowledge, as well as scholars embarking on research related to the global turn in education, and finally, policymakers looking to identify which concepts to utilize in their work in this area.
{"title":"Terminological “Communities”: A Conceptual Mapping of Scholarship Identified With Education’s “Global Turn”","authors":"H. Goren, Miri Yemini, C. Maxwell, E. Blumenfeld-Lieberthal","doi":"10.3102/0091732X20909161","DOIUrl":"https://doi.org/10.3102/0091732X20909161","url":null,"abstract":"This chapter presents an innovative, cross-disciplinary methodological approach to systematically reviewing and comparing large bodies of literature using big data, Natural Language Processing, network analysis, and supplementary qualitative analysis. The approach is demonstrated through an analysis of the literature surrounding four common concepts within the scholarship related to the global turn in education: 21st-century skills, global citizenship, intercultural competencies, and cosmopolitan education. An analysis is made of each network representing the focal concepts. We also undertake a comparative analysis of topics appearing across the scholarship found on the different concepts. Through this analysis we highlight some benefits of the outlined methodology in identifying overarching themes across bodies of literature, locating differences in how topics are approached within the context of each concept, revealing blind spots and caveats in specific areas of scholarship, and being able to outline distinctive characteristics of the literature related to each concept. Limitations and potential uses of the method are subsequently discussed. This review will be of use to researchers from any field who are interested in novel methodological ways of unpacking and analyzing large bodies of knowledge, as well as scholars embarking on research related to the global turn in education, and finally, policymakers looking to identify which concepts to utilize in their work in this area.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"44 1","pages":"36 - 63"},"PeriodicalIF":6.4,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X20909161","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42483345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-01DOI: 10.3102/0091732X20903321
Samantha Viano, Dominique J. Baker
Measuring race and ethnicity for administrative data sets and then analyzing these data to understand racial/ethnic disparities present many logistical and theoretical challenges. In this chapter, we conduct a synthetic review of studies on how to effectively measure race/ethnicity for administrative data purposes and then utilize these measures in analyses. Recommendations based on this synthesis include combining the measure of Hispanic ethnicity with the broader racial/ethnic measure and allowing individuals to select more than one race/ethnicity. Data collection should rely on self-reports but could be supplemented using birth certificates or equivalent sources. Collecting data over time, especially for young people, will help identify multiracial and American Indian populations. For those with more complex racial/ethnic identities, including measures of country of origin, language, and recency of immigration can be helpful in addition to asking individuals which racial/ethnic identity they most identify with. Administrative data collection could also begin to incorporate phenotype measures to facilitate the calculation of disparities within race/ethnicity by skin tone. Those analyzing racial/ethnic disparities should understand how these measures are created and attempt to develop fieldwide terminology to describe racial/ethnic identities.
{"title":"How Administrative Data Collection and Analysis Can Better Reflect Racial and Ethnic Identities","authors":"Samantha Viano, Dominique J. Baker","doi":"10.3102/0091732X20903321","DOIUrl":"https://doi.org/10.3102/0091732X20903321","url":null,"abstract":"Measuring race and ethnicity for administrative data sets and then analyzing these data to understand racial/ethnic disparities present many logistical and theoretical challenges. In this chapter, we conduct a synthetic review of studies on how to effectively measure race/ethnicity for administrative data purposes and then utilize these measures in analyses. Recommendations based on this synthesis include combining the measure of Hispanic ethnicity with the broader racial/ethnic measure and allowing individuals to select more than one race/ethnicity. Data collection should rely on self-reports but could be supplemented using birth certificates or equivalent sources. Collecting data over time, especially for young people, will help identify multiracial and American Indian populations. For those with more complex racial/ethnic identities, including measures of country of origin, language, and recency of immigration can be helpful in addition to asking individuals which racial/ethnic identity they most identify with. Administrative data collection could also begin to incorporate phenotype measures to facilitate the calculation of disparities within race/ethnicity by skin tone. Those analyzing racial/ethnic disparities should understand how these measures are created and attempt to develop fieldwide terminology to describe racial/ethnic identities.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"44 1","pages":"301 - 331"},"PeriodicalIF":6.4,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X20903321","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45739220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-01DOI: 10.3102/0091732X20909400
M. Pivovarova, Jeanne M. Powers, Gustavo E. Fischman
I 2002, the National Research Council (NRC) released a report that articulated its vision about education research (Eisenhart & Towne, 2003; Feuer et al., 2002), which focused on scientifically based research methods. The release of the report was followed by an extensive debate and is broadly understood as part of the long-standing “paradigm war”1 in the field (Fischman & Tefera, 2014; Munoz-Najar Galvez et al., 2019). Some of the scholars defending the criteria advanced by the report had somewhat traditionally dismissive views of education research “as something of a stepchild, reluctantly tolerated at the margins of academe and rarely trusted by policy makers, practitioners, or members of the public at large” (Lagemann, 2000, p. x). A similar perspective was advanced by Grover Whitehurst, the influential director of the Institute of Education Sciences from 2002 to 2008, who claimed that the
2002年，美国国家研究委员会(NRC)发布了一份报告，阐述了其对教育研究的愿景(Eisenhart & Towne, 2003;Feuer et al.， 2002)，侧重于基于科学的研究方法。该报告的发布引发了广泛的争论，并被广泛理解为该领域长期存在的“范式战争”的一部分(Fischman & Tefera, 2014;Munoz-Najar Galvez等人，2019)。一些为该报告提出的标准辩护的学者，有些传统地对教育研究持否定态度，认为它“就像一个继子，在学术界的边缘勉强容忍，很少得到政策制定者、从业者或公众的信任”(Lagemann, 2000, p. x)。2002年至2008年期间担任教育科学研究所(Institute of education Sciences)有影响力的主任的格罗弗·怀特赫斯特(Grover Whitehurst)也提出了类似的观点，他声称，教育研究是一种教育研究
{"title":"Moving Beyond the Paradigm Wars: Emergent Approaches for Education Research","authors":"M. Pivovarova, Jeanne M. Powers, Gustavo E. Fischman","doi":"10.3102/0091732X20909400","DOIUrl":"https://doi.org/10.3102/0091732X20909400","url":null,"abstract":"I 2002, the National Research Council (NRC) released a report that articulated its vision about education research (Eisenhart & Towne, 2003; Feuer et al., 2002), which focused on scientifically based research methods. The release of the report was followed by an extensive debate and is broadly understood as part of the long-standing “paradigm war”1 in the field (Fischman & Tefera, 2014; Munoz-Najar Galvez et al., 2019). Some of the scholars defending the criteria advanced by the report had somewhat traditionally dismissive views of education research “as something of a stepchild, reluctantly tolerated at the margins of academe and rarely trusted by policy makers, practitioners, or members of the public at large” (Lagemann, 2000, p. x). A similar perspective was advanced by Grover Whitehurst, the influential director of the Institute of Education Sciences from 2002 to 2008, who claimed that the","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"44 1","pages":"vii - xvi"},"PeriodicalIF":6.4,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X20909400","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45560566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-01DOI: 10.3102/0091732X20903303
Alisha Butler, Kristine Sinclair
Place is an inescapable aspect of daily life and is intimately linked to our life experiences. An expanding body of research has investigated how place shapes the “geography of opportunity” as well as students’, families’, and stakeholders’ experiences in and around schools. While researchers have begun to investigate the spatial context of education, the notion of place remains somewhat underconceptualized in education research. This chapter draws on an interdisciplinary review of 60 empirical, education-related studies to understand how researchers have accounted for place, the theoretical and conceptual frames in which they ground their work, and their data collection methods. We find that researchers have used place inquiry and spatial methods to investigate diverse education-related phenomena, such as school choice and teaching and learning. Beyond using place to identify and describe inequalities, we argue that place inquiry and spatial methodologies can strengthen the potential of education research to disrupt systems of power and oppression by also advancing our knowledge of the nature of and potential solutions to educational injustice.
{"title":"Place Matters: A Critical Review of Place Inquiry and Spatial Methods in Education Research","authors":"Alisha Butler, Kristine Sinclair","doi":"10.3102/0091732X20903303","DOIUrl":"https://doi.org/10.3102/0091732X20903303","url":null,"abstract":"Place is an inescapable aspect of daily life and is intimately linked to our life experiences. An expanding body of research has investigated how place shapes the “geography of opportunity” as well as students’, families’, and stakeholders’ experiences in and around schools. While researchers have begun to investigate the spatial context of education, the notion of place remains somewhat underconceptualized in education research. This chapter draws on an interdisciplinary review of 60 empirical, education-related studies to understand how researchers have accounted for place, the theoretical and conceptual frames in which they ground their work, and their data collection methods. We find that researchers have used place inquiry and spatial methods to investigate diverse education-related phenomena, such as school choice and teaching and learning. Beyond using place to identify and describe inequalities, we argue that place inquiry and spatial methodologies can strengthen the potential of education research to disrupt systems of power and oppression by also advancing our knowledge of the nature of and potential solutions to educational injustice.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"44 1","pages":"64 - 96"},"PeriodicalIF":6.4,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X20903303","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69381547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-01DOI: 10.3102/0091732X20907362
C. Cobb
A robust body of geographic education policy research has been amassing over the past 25 years, as researchers from a variety of disciplinary backgrounds have recognized the value of examining education phenomena from a spatial perspective. In this chapter, I synthesize 42 studies that examine education issues using a geographic information system, or GIS. The review is framed by the major thread that runs through this body of research: educational equity, access, and opportunity. I summarize the research within seven theme-based research topics and offer examples of geospatial analysis as applied to education. The chapter includes a discussion of the major barriers and limitation facing GIS researchers and offers thoughts about the future.
{"title":"Geospatial Analysis: A New Window Into Educational Equity, Access, and Opportunity","authors":"C. Cobb","doi":"10.3102/0091732X20907362","DOIUrl":"https://doi.org/10.3102/0091732X20907362","url":null,"abstract":"A robust body of geographic education policy research has been amassing over the past 25 years, as researchers from a variety of disciplinary backgrounds have recognized the value of examining education phenomena from a spatial perspective. In this chapter, I synthesize 42 studies that examine education issues using a geographic information system, or GIS. The review is framed by the major thread that runs through this body of research: educational equity, access, and opportunity. I summarize the research within seven theme-based research topics and offer examples of geospatial analysis as applied to education. The chapter includes a discussion of the major barriers and limitation facing GIS researchers and offers thoughts about the future.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"44 1","pages":"129 - 97"},"PeriodicalIF":6.4,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X20907362","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42450779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-01DOI: 10.3102/0091732X20903305
R. Schachter, D. Freeman, Naivedya Parakkal
Connecting teachers’ perspectives with their practice is an enduring challenge shaping what and how we understand teaching. Researchers tend to bifurcate teachers’ work between their private and their public lives. These “worlds” bring particular meanings that are rendered through the analyses of visual documentations of teaching and teachers’ language-based accounts of their teaching. Combining these two forms of data is a basic research challenge both operationally and conceptually. Operationally, the researcher determines how the forms are connected and which decisions reflect (and are anchored in) conceptual warrants. This review identified 52 studies that combine visual and language data to study teachers and teaching to examine how data were collected and analyzed in the studies and what types of the theoretical frameworks were used to warrant the interpretations resulting from the connections. The review found only seven studies that balanced both worlds by explicitly warranting how the two forms of data were interconnected. Otherwise, most studies foregrounded one form of data and drew on the other to support or explain the first. Whereas most of the authors rationalized the connection between the forms of data in their studies, few took the more complex step of theorizing how the two worlds were connected. We argue that such incomplete connections risk inaccurately representing the work of teaching. We propose some design questions and research procedures that researchers may use to avoid bifurcating teachers’ worlds.
{"title":"Bifurcating Worlds? A Systematic Review of How Visual and Language Data Are Combined to Study Teachers and Their Teaching","authors":"R. Schachter, D. Freeman, Naivedya Parakkal","doi":"10.3102/0091732X20903305","DOIUrl":"https://doi.org/10.3102/0091732X20903305","url":null,"abstract":"Connecting teachers’ perspectives with their practice is an enduring challenge shaping what and how we understand teaching. Researchers tend to bifurcate teachers’ work between their private and their public lives. These “worlds” bring particular meanings that are rendered through the analyses of visual documentations of teaching and teachers’ language-based accounts of their teaching. Combining these two forms of data is a basic research challenge both operationally and conceptually. Operationally, the researcher determines how the forms are connected and which decisions reflect (and are anchored in) conceptual warrants. This review identified 52 studies that combine visual and language data to study teachers and teaching to examine how data were collected and analyzed in the studies and what types of the theoretical frameworks were used to warrant the interpretations resulting from the connections. The review found only seven studies that balanced both worlds by explicitly warranting how the two forms of data were interconnected. Otherwise, most studies foregrounded one form of data and drew on the other to support or explain the first. Whereas most of the authors rationalized the connection between the forms of data in their studies, few took the more complex step of theorizing how the two worlds were connected. We argue that such incomplete connections risk inaccurately representing the work of teaching. We propose some design questions and research procedures that researchers may use to avoid bifurcating teachers’ worlds.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"44 1","pages":"370 - 402"},"PeriodicalIF":6.4,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X20903305","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44570176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-01DOI: 10.3102/0091732X20907363
Maxwell M. Yurkofsky, A. Peterson, Jal Mehta, Rebecca Horwitz-Willis, Kim Frumin
As a result of the frustration with the dominant “What Works” paradigm of large-scale research-based improvement, practitioners, researchers, foundations, and policymakers are increasingly embracing a set of ideas and practices that can be collectively labeled continuous improvement (CI) methods. This chapter provides a comparative review of these methods, paying particular attention to CI methods’ intellectual influences, theories of action, and affordances and challenges in practice. We first map out and explore the shared intellectual forebears that CI methods draw on. We then discuss three kinds of complexity to which CI methods explicitly attend—ambiguity, variability, and interdependence—and how CI methods seek a balance of local and formal knowledge in response to this complexity. We go on to argue that CI methods are generally less attentive to the relational and political dimensions of educational change and that this leads to challenges in practice. We conclude by considering CI methods’ aspirations for impact at scale, and offer a number of recommendations to inform future research and practice.
{"title":"Research on Continuous Improvement: Exploring the Complexities of Managing Educational Change","authors":"Maxwell M. Yurkofsky, A. Peterson, Jal Mehta, Rebecca Horwitz-Willis, Kim Frumin","doi":"10.3102/0091732X20907363","DOIUrl":"https://doi.org/10.3102/0091732X20907363","url":null,"abstract":"As a result of the frustration with the dominant “What Works” paradigm of large-scale research-based improvement, practitioners, researchers, foundations, and policymakers are increasingly embracing a set of ideas and practices that can be collectively labeled continuous improvement (CI) methods. This chapter provides a comparative review of these methods, paying particular attention to CI methods’ intellectual influences, theories of action, and affordances and challenges in practice. We first map out and explore the shared intellectual forebears that CI methods draw on. We then discuss three kinds of complexity to which CI methods explicitly attend—ambiguity, variability, and interdependence—and how CI methods seek a balance of local and formal knowledge in response to this complexity. We go on to argue that CI methods are generally less attentive to the relational and political dimensions of educational change and that this leads to challenges in practice. We conclude by considering CI methods’ aspirations for impact at scale, and offer a number of recommendations to inform future research and practice.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"44 1","pages":"403 - 433"},"PeriodicalIF":6.4,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X20907363","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45631155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-01DOI: 10.3102/0091732X20903304
Christian Fischer, Z. Pardos, R. Baker, J. Williams, P. Smyth, Renzhe Yu, Stefan Slater, Rachel B. Baker, M. Warschauer
The emergence of big data in educational contexts has led to new data-driven approaches to support informed decision making and efforts to improve educational effectiveness. Digital traces of student behavior promise more scalable and finer-grained understanding and support of learning processes, which were previously too costly to obtain with traditional data sources and methodologies. This synthetic review describes the affordances and applications of microlevel (e.g., clickstream data), mesolevel (e.g., text data), and macrolevel (e.g., institutional data) big data. For instance, clickstream data are often used to operationalize and understand knowledge, cognitive strategies, and behavioral processes in order to personalize and enhance instruction and learning. Corpora of student writing are often analyzed with natural language processing techniques to relate linguistic features to cognitive, social, behavioral, and affective processes. Institutional data are often used to improve student and administrational decision making through course guidance systems and early-warning systems. Furthermore, this chapter outlines current challenges of accessing, analyzing, and using big data. Such challenges include balancing data privacy and protection with data sharing and research, training researchers in educational data science methodologies, and navigating the tensions between explanation and prediction. We argue that addressing these challenges is worthwhile given the potential benefits of mining big data in education.
{"title":"Mining Big Data in Education: Affordances and Challenges","authors":"Christian Fischer, Z. Pardos, R. Baker, J. Williams, P. Smyth, Renzhe Yu, Stefan Slater, Rachel B. Baker, M. Warschauer","doi":"10.3102/0091732X20903304","DOIUrl":"https://doi.org/10.3102/0091732X20903304","url":null,"abstract":"The emergence of big data in educational contexts has led to new data-driven approaches to support informed decision making and efforts to improve educational effectiveness. Digital traces of student behavior promise more scalable and finer-grained understanding and support of learning processes, which were previously too costly to obtain with traditional data sources and methodologies. This synthetic review describes the affordances and applications of microlevel (e.g., clickstream data), mesolevel (e.g., text data), and macrolevel (e.g., institutional data) big data. For instance, clickstream data are often used to operationalize and understand knowledge, cognitive strategies, and behavioral processes in order to personalize and enhance instruction and learning. Corpora of student writing are often analyzed with natural language processing techniques to relate linguistic features to cognitive, social, behavioral, and affective processes. Institutional data are often used to improve student and administrational decision making through course guidance systems and early-warning systems. Furthermore, this chapter outlines current challenges of accessing, analyzing, and using big data. Such challenges include balancing data privacy and protection with data sharing and research, training researchers in educational data science methodologies, and navigating the tensions between explanation and prediction. We argue that addressing these challenges is worthwhile given the potential benefits of mining big data in education.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"44 1","pages":"130 - 160"},"PeriodicalIF":6.4,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X20903304","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44087382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-01DOI: 10.3102/0091732X20903309
T. Philip, Ayush Gupta
In this chapter, we examine a significant shift in research in the learning sciences, mathematics education, and science education that increasingly attends to the co-construction of power and learning. We review articles in these fields that embody a new sense of theoretical and methodological possibilities and dilemmas, brewing at the intersections of critical social theory and the methodological approaches of interaction analysis and microgenetic analysis. We organize our review into three thematic categories: (1) the dynamic construction of identity and ideology, (2) attending to the organization of a learning environment, and (3) leveraging and repurposing tools. Reading across these thematic areas, we identify and outline a burgeoning subfield that we term critical interaction and microgenetic analysis. By bringing this collection of articles together, this chapter provides collective epistemic and empirical weight to claims of power and learning as co-constituted and co-constructed through interactional, microgenetic, and structural dynamics. In our conclusions, we suggest six analytical commitments that are important to hold when engaging in critical interaction and microgenetic analysis.
{"title":"Emerging Perspectives on the Co-Construction of Power and Learning in the Learning Sciences, Mathematics Education, and Science Education","authors":"T. Philip, Ayush Gupta","doi":"10.3102/0091732X20903309","DOIUrl":"https://doi.org/10.3102/0091732X20903309","url":null,"abstract":"In this chapter, we examine a significant shift in research in the learning sciences, mathematics education, and science education that increasingly attends to the co-construction of power and learning. We review articles in these fields that embody a new sense of theoretical and methodological possibilities and dilemmas, brewing at the intersections of critical social theory and the methodological approaches of interaction analysis and microgenetic analysis. We organize our review into three thematic categories: (1) the dynamic construction of identity and ideology, (2) attending to the organization of a learning environment, and (3) leveraging and repurposing tools. Reading across these thematic areas, we identify and outline a burgeoning subfield that we term critical interaction and microgenetic analysis. By bringing this collection of articles together, this chapter provides collective epistemic and empirical weight to claims of power and learning as co-constituted and co-constructed through interactional, microgenetic, and structural dynamics. In our conclusions, we suggest six analytical commitments that are important to hold when engaging in critical interaction and microgenetic analysis.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"44 1","pages":"195 - 217"},"PeriodicalIF":6.4,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X20903309","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46803965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-01DOI: 10.3102/0091732X20907350
J. Hammond, P. Moss, Minh Q. Huynh, C. Lagoze
Research syntheses provide one means of managing the proliferation of research knowledge by integrating learnings across primary research studies. What it means to appropriately synthesize research, however, remains a matter of debate: Syntheses can assume a variety of forms, each with important implications for the shape knowledge takes and the interests it serves. To help shed light on these differences and their stakes, this chapter provides a critical comparative review of six research synthesis infrastructures, entities that support research syntheses through investments they make in synthesis production and/or publication—enabling (and constraining) the ways knowledge takes shape. Identifying our critical cases through purposive selection, we examined research synthesis infrastructure variations with respect to four different kinds of investments they make: in the genres of synthesis they support, in their promotion of synthesis quality, in sponsoring stakeholder engagement, and in creating the conditions for collective work. We draw on this comparison to suggest some of the potential changes and challenges in store for education researchers in future years.
{"title":"Research Synthesis Infrastructures: Shaping Knowledge in Education","authors":"J. Hammond, P. Moss, Minh Q. Huynh, C. Lagoze","doi":"10.3102/0091732X20907350","DOIUrl":"https://doi.org/10.3102/0091732X20907350","url":null,"abstract":"Research syntheses provide one means of managing the proliferation of research knowledge by integrating learnings across primary research studies. What it means to appropriately synthesize research, however, remains a matter of debate: Syntheses can assume a variety of forms, each with important implications for the shape knowledge takes and the interests it serves. To help shed light on these differences and their stakes, this chapter provides a critical comparative review of six research synthesis infrastructures, entities that support research syntheses through investments they make in synthesis production and/or publication—enabling (and constraining) the ways knowledge takes shape. Identifying our critical cases through purposive selection, we examined research synthesis infrastructure variations with respect to four different kinds of investments they make: in the genres of synthesis they support, in their promotion of synthesis quality, in sponsoring stakeholder engagement, and in creating the conditions for collective work. We draw on this comparison to suggest some of the potential changes and challenges in store for education researchers in future years.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"44 1","pages":"1 - 35"},"PeriodicalIF":6.4,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X20907350","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49325312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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