Educational Research Review最新文献

Effectiveness of educational technology applications for struggling readers in secondary grades: A meta-analysis 教育技术应用对中学阅读困难学生的有效性：一项元分析

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2026-01-10 DOI: 10.1016/j.edurev.2026.100764

Alan C.K. Cheung , Jieping Shi

This article systematically reviews research on the achievement outcomes of educational technology applications designed for improving the reading achievement of students in middle and high schools based on a set of rigorous inclusion criteria. A total of 53 eligible studies involving more than 53,000 students were included in the final analysis. The results indicate that educational technology applications helped to moderately increase reading achievement in secondary-school students who struggle with reading (ES = 0.15). A small majority of the studies (N = 23) were evaluations of two comprehensive models: READ 180 (N = 17) and Voyager Passport (N = 6), with an overall effect size of 0.16. Supplemental computer-assisted instruction programs such as the Jamestown Reading Navigator and IRAISE produced a smaller effect size of 0.08. Interactive and personalized software such as Lexia PowerUp Literacy generated the largest effect size of 0.34. Research design also significantly moderated the effectiveness of these educational technology applications, whereas release year, sample size, grade level, and duration did not. Given that the majority of the included studies were conducted in the United States, the findings should be interpreted and generalized with caution. Limitations, policy implications, and future directions are finally discussed.

本文基于一套严格的纳入标准，系统地回顾了旨在提高初高中学生阅读成绩的教育技术应用的成果研究。共有53项符合条件的研究，涉及53,000多名学生，被纳入最终分析。结果表明，教育技术应用有助于中等程度地提高阅读困难中学生的阅读成绩（ES = 0.15）。一小部分研究（N = 23）是对两个综合模型的评价：READ 180 （N = 17）和Voyager Passport (N = 6)，总体效应值为0.16。补充计算机辅助教学程序，如詹姆斯敦阅读导航和IRAISE产生了较小的效应值0.08。交互式和个性化软件（如Lexia PowerUp Literacy）产生的最大效应值为0.34。研究设计也显著调节了这些教育技术应用的有效性，而发布年份、样本量、年级水平和持续时间则没有。考虑到大多数纳入的研究是在美国进行的，这些发现应该谨慎地解释和概括。最后讨论了限制、政策影响和未来方向。

{"title":"Effectiveness of educational technology applications for struggling readers in secondary grades: A meta-analysis","authors":"Alan C.K. Cheung , Jieping Shi","doi":"10.1016/j.edurev.2026.100764","DOIUrl":"10.1016/j.edurev.2026.100764","url":null,"abstract":"<div><div>This article systematically reviews research on the achievement outcomes of educational technology applications designed for improving the reading achievement of students in middle and high schools based on a set of rigorous inclusion criteria. A total of 53 eligible studies involving more than 53,000 students were included in the final analysis. The results indicate that educational technology applications helped to moderately increase reading achievement in secondary-school students who struggle with reading (ES = 0.15). A small majority of the studies (N = 23) were evaluations of two comprehensive models: <em>READ 180</em> (N = 17) and <em>Voyager Passport</em> (N = 6), with an overall effect size of 0.16. Supplemental computer-assisted instruction programs such as the <em>Jamestown Reading Navigator</em> and <em>IRAISE</em> produced a smaller effect size of 0.08. Interactive and personalized software such as Lexia PowerUp Literacy generated the largest effect size of 0.34. Research design also significantly moderated the effectiveness of these educational technology applications, whereas release year, sample size, grade level, and duration did not. Given that the majority of the included studies were conducted in the United States, the findings should be interpreted and generalized with caution. Limitations, policy implications, and future directions are finally discussed.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"50 ","pages":"Article 100764"},"PeriodicalIF":10.6,"publicationDate":"2026-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145956635","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}

引用次数: 0

Video-based teacher professional development for dialogic teaching: A systematic review 基于视频的对话教学教师专业发展：系统回顾

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2026-01-07 DOI: 10.1016/j.edurev.2026.100763

Yang Tao , Deliang Wang , Diyue Liu , Gaowei Chen

Calls to foster productive classroom dialogue have prompted the widespread development of video-based teacher professional development (VB-TPD) programs designed to enhance teachers' dialogic teaching skills. Despite their proliferation, few studies have systematically examined the effects of these programs on teachers and students and synthesized critical features of their design and implementation. This systematic review scrutinized 35 empirical studies on VB-TPD programs for dialogic teaching, providing an integrated synthesis of their impacts on teacher and student learning outcomes and depicting the landscape of key phases, critical activities, and available approaches that support teacher professional growth. The review found that VB-TPD programs positively influenced teachers' teaching practices, beliefs and self-efficacy, and reflective foci, as well as students' cognitive and non-cognitive outcomes. Moreover, four main phases were identified across VB-TPD programs: planning, implementation, reflection, and post-reflection. These phases encompassed seven critical activities for teachers: 1) developing theoretical and practical knowledge, 2) conducting practice-based activities, 3) designing or revising lesson plans, 4) implementing and recording lessons on video, 5) establishing rules for video discussions, 6) discussing and reflecting on the video, and 7) post-reflection and planning. Each activity was underpinned by various approaches that facilitated effective teacher learning. The findings of this study can inform the design of future VB-TPD programs aimed at fostering teachers’ dialogic teaching.

促进富有成效的课堂对话的呼声促使基于视频的教师专业发展（VB-TPD）项目得到广泛发展，旨在提高教师的对话教学技能。尽管这些项目数量众多，但很少有研究系统地考察了这些项目对教师和学生的影响，并综合了它们设计和实施的关键特征。本文系统回顾了35项关于VB-TPD对话教学项目的实证研究，综合分析了这些项目对教师和学生学习成果的影响，并描绘了关键阶段、关键活动和支持教师专业成长的可用方法。研究发现，VB-TPD项目对教师的教学实践、信念和自我效能感、反思焦点以及学生的认知和非认知结果均有积极影响。此外，在VB-TPD项目中确定了四个主要阶段：规划、实施、反思和反思后。这些阶段包括教师的七个关键活动：1)发展理论和实践知识；2)开展基于实践的活动；3)设计或修改教案；4)实施和录制视频课程；5)建立视频讨论规则；6)讨论和反思视频；7)事后反思和规划。每项活动都以各种促进教师有效学习的方法为基础。本研究结果可为未来以教师对话教学为目标的VB-TPD计划的设计提供参考。

{"title":"Video-based teacher professional development for dialogic teaching: A systematic review","authors":"Yang Tao , Deliang Wang , Diyue Liu , Gaowei Chen","doi":"10.1016/j.edurev.2026.100763","DOIUrl":"10.1016/j.edurev.2026.100763","url":null,"abstract":"<div><div>Calls to foster productive classroom dialogue have prompted the widespread development of video-based teacher professional development (VB-TPD) programs designed to enhance teachers' dialogic teaching skills. Despite their proliferation, few studies have systematically examined the effects of these programs on teachers and students and synthesized critical features of their design and implementation. This systematic review scrutinized 35 empirical studies on VB-TPD programs for dialogic teaching, providing an integrated synthesis of their impacts on teacher and student learning outcomes and depicting the landscape of key phases, critical activities, and available approaches that support teacher professional growth. The review found that VB-TPD programs positively influenced teachers' teaching practices, beliefs and self-efficacy, and reflective foci, as well as students' cognitive and non-cognitive outcomes. Moreover, four main phases were identified across VB-TPD programs: <em>planning</em>, <em>implementation</em>, <em>reflection</em>, and <em>post-reflection</em>. These phases encompassed seven critical activities for teachers: 1) developing theoretical and practical knowledge, 2) conducting practice-based activities, 3) designing or revising lesson plans, 4) implementing and recording lessons on video, 5) establishing rules for video discussions, 6) discussing and reflecting on the video, and 7) post-reflection and planning. Each activity was underpinned by various approaches that facilitated effective teacher learning. The findings of this study can inform the design of future VB-TPD programs aimed at fostering teachers’ dialogic teaching.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"50 ","pages":"Article 100763"},"PeriodicalIF":10.6,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145956727","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}

引用次数: 0

Entrepreneurial leadership in educational settings: A systematic literature review from 1996 to 2025 创业领导在教育环境：从1996年到2025年的系统文献回顾

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2026-01-06 DOI: 10.1016/j.edurev.2026.100762

Chun Sing Maxwell Ho, Junjun Chen

This systematic literature review on Educational Entrepreneurial Leadership (EL) aims to consolidate existing knowledge, address inconsistencies, and clarify EL's conceptual framework, thus providing a more comprehensive understanding of its applications and implications in educational settings while establishing a robust foundation for future theoretical and empirical explorations of EL. Our review covers the origins and conceptual definitions of EL, operational constructs, and conditions necessary for practicing EL. We analyzed the following article types: quantitative (n = 29), qualitative (n = 43), commentary (n = 13), literature review (n = 3) and mixed-method (n = 3) published between 1996 and Oct 2025 using an integrative approach while appraising their quality. The results revealed: (a) schools are increasingly adopting EL as a dynamic and innovative response to the stringent demands of neoliberal educational reforms and market-driven policies; (b) four common approaches were used to conceptually define EL in schools; (c) there were seven operational EL constructs; and (d) dynamic conditions influenced the use of EL for promoting school improvement and facilitating transformative change. The review highlights the conceptual ambiguities and empirical overlaps between EL and other leadership theories underscoring the need for clearer distinctions and more rigorous empirical support. It also highlights the need to refine EL's theoretical framework and assess its distinct impact to fill an important niche in educational leadership studies.

本文对教育创业领导进行了系统的文献综述，旨在巩固现有的知识，解决不一致之处，澄清创业领导的概念框架，从而更全面地了解其在教育环境中的应用和影响，同时为未来的理论和实证探索奠定坚实的基础。我们的回顾涵盖了EL的起源和概念定义、操作构造，以及实践EL所必需的条件。我们分析了1996年至2025年10月期间发表的以下文章类型：定量（n = 29）、定性（n = 43）、评论（n = 13）、文献综述（n = 3）和混合方法（n = 3），同时采用综合方法评价其质量。结果显示：(a)学校越来越多地采用语言学习作为对新自由主义教育改革和市场驱动政策的严格要求的动态和创新的回应；（二）四种常用方法在概念上界定学校的英语教学；(c)有七个可操作的EL结构；(d)动态的环境影响了学习教学法在促进学校改善和促进变革方面的应用。该综述强调了EL与其他领导理论之间概念上的模糊性和经验上的重叠，强调了需要更清晰的区分和更严格的经验支持。它还强调需要完善EL的理论框架，评估其独特的影响，以填补教育领导研究中的一个重要的利基。

{"title":"Entrepreneurial leadership in educational settings: A systematic literature review from 1996 to 2025","authors":"Chun Sing Maxwell Ho, Junjun Chen","doi":"10.1016/j.edurev.2026.100762","DOIUrl":"10.1016/j.edurev.2026.100762","url":null,"abstract":"<div><div>This systematic literature review on Educational Entrepreneurial Leadership (EL) aims to consolidate existing knowledge, address inconsistencies, and clarify EL's conceptual framework, thus providing a more comprehensive understanding of its applications and implications in educational settings while establishing a robust foundation for future theoretical and empirical explorations of EL. Our review covers the origins and conceptual definitions of EL, operational constructs, and conditions necessary for practicing EL. We analyzed the following article types: quantitative (n = 29), qualitative (n = 43), commentary (n = 13), literature review (n = 3) and mixed-method (n = 3) published between 1996 and Oct 2025 using an integrative approach while appraising their quality. The results revealed: (a) schools are increasingly adopting EL as a dynamic and innovative response to the stringent demands of neoliberal educational reforms and market-driven policies; (b) four common approaches were used to conceptually define EL in schools; (c) there were seven operational EL constructs; and (d) dynamic conditions influenced the use of EL for promoting school improvement and facilitating transformative change. The review highlights the conceptual ambiguities and empirical overlaps between EL and other leadership theories underscoring the need for clearer distinctions and more rigorous empirical support. It also highlights the need to refine EL's theoretical framework and assess its distinct impact to fill an important niche in educational leadership studies.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"50 ","pages":"Article 100762"},"PeriodicalIF":10.6,"publicationDate":"2026-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145902478","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}

引用次数: 0

A meta-analysis of school-based mental health interventions 校本心理健康干预的元分析

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-12-26 DOI: 10.1016/j.edurev.2025.100761

Kathryn Watson , Joseph Taylor , Caroline Sutton Chubb

This meta-analysis was designed to examine the effectiveness of school-based mental health interventions. Articles that used a school-based mental health intervention in K-12 schools and written in English and offered an effect size with a comparison group were considered for the study. We pulled articles from the American Psychological Association, PsychInfo, Education Resources Information Center, Psychology and Behavioral Science Collection, Google Scholar, Rand, and PubMed resulting in the identification of 1262 studies. After screening, 60 studies offering 210 effect sizes remained in the meta-analysis and were included in a meta-regression. The study is limited by publication bias as published studies are more likely to yield a positive result. A higher effect in this study reflects positive effects on student outcomes related to school-based mental health interventions. Key findings show a positive average effect of school-based mental health interventions in K-12 schools, with a stronger average effect in secondary settings. Therefore, implications for practice are that decision makers should be intentional about incorporating school-based mental health interventions into their school community.

本荟萃分析旨在检验以学校为基础的心理健康干预的有效性。该研究考虑了在K-12学校使用以学校为基础的心理健康干预的文章，这些文章用英语写成，并提供了与对照组的效应量。我们从美国心理学会、PsychInfo、教育资源信息中心、心理学和行为科学收集、b谷歌Scholar、Rand和PubMed中提取了1262篇研究。筛选后，提供210个效应量的60项研究保留在meta分析中，并纳入meta回归。该研究受到发表偏倚的限制，因为发表的研究更有可能产生积极的结果。本研究中较高的效应反映了以学校为基础的心理健康干预对学生结果的积极影响。主要发现表明，在K-12学校中，以学校为基础的心理健康干预措施具有积极的平均效果，在中学环境中具有更强的平均效果。因此，对实践的启示是决策者应该有意地将基于学校的心理健康干预纳入他们的学校社区。

{"title":"A meta-analysis of school-based mental health interventions","authors":"Kathryn Watson , Joseph Taylor , Caroline Sutton Chubb","doi":"10.1016/j.edurev.2025.100761","DOIUrl":"10.1016/j.edurev.2025.100761","url":null,"abstract":"<div><div>This meta-analysis was designed to examine the effectiveness of school-based mental health interventions. Articles that used a school-based mental health intervention in K-12 schools and written in English and offered an effect size with a comparison group were considered for the study. We pulled articles from the American Psychological Association, PsychInfo, Education Resources Information Center, Psychology and Behavioral Science Collection, Google Scholar, Rand, and PubMed resulting in the identification of 1262 studies. After screening, 60 studies offering 210 effect sizes remained in the meta-analysis and were included in a meta-regression. The study is limited by publication bias as published studies are more likely to yield a positive result. A higher effect in this study reflects positive effects on student outcomes related to school-based mental health interventions. Key findings show a positive average effect of school-based mental health interventions in K-12 schools, with a stronger average effect in secondary settings. Therefore, implications for practice are that decision makers should be intentional about incorporating school-based mental health interventions into their school community.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"50 ","pages":"Article 100761"},"PeriodicalIF":10.6,"publicationDate":"2025-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145844774","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}

引用次数: 0

Sources of mathematics and science self-efficacy in primary and secondary education: A systematic literature review 中小学教育中数学和科学自我效能感的来源：系统文献综述

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-12-15 DOI: 10.1016/j.edurev.2025.100760

Annette Hessen Bjerke , Tonje Hungnes , Kari Elisabeth Bachmann , Ove Edvard Hatlevik , Ingjerd Legreid Ødemark

The positive outcomes associated with elevated levels of efficacy beliefs have sparked interest in examining the sources of such beliefs. Mastery experience, vicarious experience, verbal persuasion and psychological state are all crucial for self-efficacy. In this systematic literature review, we examined the characteristics of the accumulated body of research on the sources of mathematics and science self-efficacy in primary and secondary education. The aim was to understand how the reviewed studies contribute to the discussion of students' mathematics and science self-efficacy development. We implemented a comprehensive search strategy for academic databases based on our research questions and inclusion/exclusion criteria, aligning with recommendations for systematic reviews. The analysis included 139 studies, and revealed that the research on mathematics and science self-efficacy development can be divided into three categories. The first category comprises 40 studies that assess Bandura's sources of self-efficacy, while the second includes 30 studies that refer to his sources. By contrast, the 69 studies that comprise the third category do not explicitly measure or discuss Bandura's sources of self-efficacy. The distribution of this research worldwide is clustered—that is, some countries have engaged in more active research and publication on this topic than others. A reliance on quantitative methodologies is evident, whereby ‘construct confusion’ hinders opportunities for direct comparison among studies. While attempts have been made to rate the sources, they are perceived as interconnected and varying between genders. Hence, we adopted a critical stance and highlighted several shortcomings that must be considered when designing future research.

与提高效能信念水平相关的积极结果引发了研究这种信念来源的兴趣。掌握经验、替代经验、言语说服和心理状态都是影响自我效能感的重要因素。在这篇系统的文献综述中，我们检查了中小学教育中数学和科学自我效能感来源的研究积累体的特征。目的是了解所审查的研究如何有助于讨论学生的数学和科学自我效能感的发展。我们根据我们的研究问题和纳入/排除标准对学术数据库实施了全面的搜索策略，并与系统评价的建议保持一致。分析了139项研究，发现对数学和科学自我效能发展的研究可以分为三类。第一类包括40项研究，评估班杜拉自我效能感的来源，而第二类包括30项研究，参考他的来源。相比之下，包含第三类的69项研究并没有明确测量或讨论班杜拉自我效能感的来源。这一研究在世界范围内的分布是集群的，也就是说，一些国家在这一主题上的研究和发表比其他国家更活跃。对定量方法的依赖是显而易见的，因此“结构混淆”阻碍了研究之间直接比较的机会。虽然人们试图对这些来源进行评级，但人们认为这些来源是相互关联的，而且因性别而异。因此，我们采取了批判的立场，并强调了在设计未来研究时必须考虑的几个缺点。

{"title":"Sources of mathematics and science self-efficacy in primary and secondary education: A systematic literature review","authors":"Annette Hessen Bjerke , Tonje Hungnes , Kari Elisabeth Bachmann , Ove Edvard Hatlevik , Ingjerd Legreid Ødemark","doi":"10.1016/j.edurev.2025.100760","DOIUrl":"10.1016/j.edurev.2025.100760","url":null,"abstract":"<div><div>The positive outcomes associated with elevated levels of efficacy beliefs have sparked interest in examining the sources of such beliefs. Mastery experience, vicarious experience, verbal persuasion and psychological state are all crucial for self-efficacy. In this systematic literature review, we examined the characteristics of the accumulated body of research on the sources of mathematics and science self-efficacy in primary and secondary education. The aim was to understand how the reviewed studies contribute to the discussion of students' mathematics and science self-efficacy development. We implemented a comprehensive search strategy for academic databases based on our research questions and inclusion/exclusion criteria, aligning with recommendations for systematic reviews. The analysis included 139 studies, and revealed that the research on mathematics and science self-efficacy development can be divided into three categories. The first category comprises 40 studies that assess Bandura's sources of self-efficacy, while the second includes 30 studies that refer to his sources. By contrast, the 69 studies that comprise the third category do not explicitly measure or discuss Bandura's sources of self-efficacy. The distribution of this research worldwide is clustered—that is, some countries have engaged in more active research and publication on this topic than others. A reliance on quantitative methodologies is evident, whereby ‘construct confusion’ hinders opportunities for direct comparison among studies. While attempts have been made to rate the sources, they are perceived as interconnected and varying between genders. Hence, we adopted a critical stance and highlighted several shortcomings that must be considered when designing future research.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"50 ","pages":"Article 100760"},"PeriodicalIF":10.6,"publicationDate":"2025-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145784431","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}

引用次数: 0

Implementing positive peace education in schools: A systematic literature review of global practices 在学校实施积极的和平教育：全球实践的系统文献综述

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-12-09 DOI: 10.1016/j.edurev.2025.100759

Aizat Arystanbek , Assemgul Bukutova , Gulbagira Toleu , Lynne Parmenter , Hilary Cremin , Assylzhan Ospanbek

Positive peace education (PPE) builds on Johan Galtung's (1969) theory of positive peace, which emphasizes the importance of addressing not only direct violence, but also structural and cultural violence, to achieve sustainable peace. This means moving beyond peacekeeping and ‘negative peace’ to transform education systems, processes, and practices that facilitate positive peace. Operationalizing PPE in schools, however, remains conceptually and practically underdeveloped, with limited shared understanding of how it can be enacted and divergent ideas of what positive peace looks like in the classroom. This paper addresses this gap through a critical interpretive synthesis of international literature to examine how teachers, students, and school communities enact PPE in curriculum, pedagogy, relationships, and everyday school life. Findings are structured into four key themes: (1) situated practice; (2) pedagogical balancing; (3) teacher and student agency, and (4) lived peace praxis. The paper makes two key contributions, providing the first critical interpretive synthesis of PPE enactment in schools, and positioning ethics of care as a generative lens to interpret, integrate, and theorize PPE as culturally grounded, relational praxis.

积极和平教育（PPE）建立在约翰·加尔东（1969）积极和平理论的基础上，该理论强调不仅要解决直接暴力，还要解决结构和文化暴力，以实现可持续和平。这意味着超越维持和平和“消极和平”，转变促进积极和平的教育制度、进程和做法。然而，在学校实施个人防护装备在概念和实践上仍然不发达，对如何实施个人防护装备的共同理解有限，对课堂上的积极和平是什么样子的看法也存在分歧。本文通过对国际文献的批判性解释性综合来解决这一差距，以研究教师、学生和学校社区如何在课程、教学法、人际关系和日常学校生活中制定PPE。研究结果分为四个关键主题：(1)情境实践；(2)教学平衡；(3)师生代理，(4)生活和平实践。本文做出了两个关键贡献，第一，提供了对学校PPE制定的第一个批判性解释性综合，第二，将护理伦理定位为一个生成透镜，将PPE作为基于文化的关系实践来解释、整合和理论化。

{"title":"Implementing positive peace education in schools: A systematic literature review of global practices","authors":"Aizat Arystanbek , Assemgul Bukutova , Gulbagira Toleu , Lynne Parmenter , Hilary Cremin , Assylzhan Ospanbek","doi":"10.1016/j.edurev.2025.100759","DOIUrl":"10.1016/j.edurev.2025.100759","url":null,"abstract":"<div><div>Positive peace education (PPE) builds on Johan Galtung's (1969) theory of positive peace, which emphasizes the importance of addressing not only direct violence, but also structural and cultural violence, to achieve sustainable peace. This means moving beyond peacekeeping and ‘negative peace’ to transform education systems, processes, and practices that facilitate positive peace. Operationalizing PPE in schools, however, remains conceptually and practically underdeveloped, with limited shared understanding of how it can be enacted and divergent ideas of what positive peace looks like in the classroom. This paper addresses this gap through a critical interpretive synthesis of international literature to examine how teachers, students, and school communities enact PPE in curriculum, pedagogy, relationships, and everyday school life. Findings are structured into four key themes: (1) situated practice; (2) pedagogical balancing; (3) teacher and student agency, and (4) lived peace praxis. The paper makes two key contributions, providing the first critical interpretive synthesis of PPE enactment in schools, and positioning ethics of care as a generative lens to interpret, integrate, and theorize PPE as culturally grounded, relational praxis.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"50 ","pages":"Article 100759"},"PeriodicalIF":10.6,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145732703","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}

引用次数: 0

Professional learning of late-career teachers: A systematic literature review 职业生涯后期教师专业学习：系统文献综述

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-12-08 DOI: 10.1016/j.edurev.2025.100757

Quentin Brouhier , Isabel Raemdonck , Virginie März

Although professional development has been widely studied, the professional learning of late-career teachers remains an underexplored area. This mixed-methods systematic review synthesises findings from 12 peer-reviewed studies published between 2000 and 2024, focusing on teachers aged 50 and above. The analysis, structured around the Job Demands-Resources model, examined how professional learning is defined, experienced and supported in the later stages of teaching careers. The findings revealed significant inconsistencies in how late-career teachers are defined, whether by age, experience or perceived expertise, highlighting the lack of a coherent conceptualisation for this group. Similarly, professional learning was operationalised in various ways across studies, ranging from formal, structured programmes to informal, workplace-embedded practices. The review identifies late-career teachers' preference for socially embedded and collaborative learning opportunities, such as mentoring, dialogue and reflective practice. However, mentoring late-career teachers is typically seen as a one-way relationship where only the mentee learns, rather than as a shared learning experience in which both mentor and mentee grow together. Using the job demands-resources model, the review categorises key job demands (e.g., workload, role ambiguity) and resources (e.g., collegial support, autonomy, self-efficacy) that influence late-career teachers’ engagement in learning. It highlights a notable gap in tailored interventions addressing their specific needs. The review concludes with both theoretical and practical implications, advocating for more nuanced, context-sensitive approaches to professional learning that value the continued growth, contributions and well-being of teachers in the later stages of their careers.

虽然专业发展已经被广泛研究，但职业生涯后期教师的专业学习仍然是一个未被充分探索的领域。这项混合方法的系统评价综合了2000年至2024年间发表的12项同行评议研究的结果，重点是50岁及以上的教师。该分析以工作需求-资源模型为基础，研究了在教学生涯的后期阶段，专业学习是如何定义、经历和支持的。调查结果显示，无论是根据年龄、经验还是感知到的专业知识，对职业生涯后期教师的定义存在显著的不一致，突出表明对这一群体缺乏连贯的概念化。同样，专业学习在研究中以各种方式进行，从正式的、结构化的课程到非正式的、嵌入工作场所的实践。评估发现，职业生涯后期的教师更倾向于社会嵌入和协作学习机会，如指导、对话和反思实践。然而，指导职业生涯后期的教师通常被视为一种单向关系，只有被指导者学习，而不是导师和被指导者共同成长的共享学习经验。使用工作需求-资源模型，本综述对影响职业后期教师学习投入的关键工作需求（如工作量、角色模糊性）和资源（如学院支持、自主性、自我效能感）进行了分类。它突出表明，在针对其具体需求的量身定制的干预措施方面存在显著差距。该报告的结论具有理论和实践意义，提倡采用更细致、对环境敏感的专业学习方法，重视教师在职业生涯后期的持续成长、贡献和福祉。

{"title":"Professional learning of late-career teachers: A systematic literature review","authors":"Quentin Brouhier , Isabel Raemdonck , Virginie März","doi":"10.1016/j.edurev.2025.100757","DOIUrl":"10.1016/j.edurev.2025.100757","url":null,"abstract":"<div><div>Although professional development has been widely studied, the professional learning of late-career teachers remains an underexplored area. This mixed-methods systematic review synthesises findings from 12 peer-reviewed studies published between 2000 and 2024, focusing on teachers aged 50 and above. The analysis, structured around the Job Demands-Resources model, examined how professional learning is defined, experienced and supported in the later stages of teaching careers. The findings revealed significant inconsistencies in how late-career teachers are defined, whether by age, experience or perceived expertise, highlighting the lack of a coherent conceptualisation for this group. Similarly, professional learning was operationalised in various ways across studies, ranging from formal, structured programmes to informal, workplace-embedded practices. The review identifies late-career teachers' preference for socially embedded and collaborative learning opportunities, such as mentoring, dialogue and reflective practice. However, mentoring late-career teachers is typically seen as a one-way relationship where only the mentee learns, rather than as a shared learning experience in which both mentor and mentee grow together. Using the job demands-resources model, the review categorises key job demands (e.g., workload, role ambiguity) and resources (e.g., collegial support, autonomy, self-efficacy) that influence late-career teachers’ engagement in learning. It highlights a notable gap in tailored interventions addressing their specific needs. The review concludes with both theoretical and practical implications, advocating for more nuanced, context-sensitive approaches to professional learning that value the continued growth, contributions and well-being of teachers in the later stages of their careers.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"50 ","pages":"Article 100757"},"PeriodicalIF":10.6,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145732704","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}

引用次数: 0

Interventions for students with reading difficulties in Grades 4-12: A systematic review and meta-analysis 4-12年级阅读困难学生的干预措施：系统回顾与元分析

IF 11.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-12-06 DOI: 10.1016/j.edurev.2025.100758

Callula Killingly, Sandra Matheson, Laura Bentley, Elizabeth Swanson

引用次数: 0

Keep the hands in mind: A meta-analysis of correlations between fine motor skills and reading, writing, mathematics, and cognitive development in children and adolescents 记住手：儿童和青少年精细运动技能与阅读、写作、数学和认知发展之间相关性的元分析

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-11-01 DOI: 10.1016/j.edurev.2025.100748

Sebastian P. Suggate, Viktoria L. Karle, Tanja Kipfelsberger, Heidrun Stoeger

Evidence suggests that fine motor skills (FMS) relate to academic and cognitive development; however, findings are unclear, strewn across multiple disciplines, and lack adequate synthesis. We conducted the first comprehensive meta-analysis examining the links between different FMS facets (i.e., dexterity, speed, graphomotor, bimanual, general) and a broad range of academic-cognitive skills (i.e., sub-categories of reading, writing, mathematics, and cognition). A literature search identified 21,225 articles resulting in 118 eligible correlational studies (j = 143, k = 1110, N = 79,856). FMS exhibited significant and moderate relations with academic-cognitive skills (r = .329, d = .697). Graphomotor skills and writing showed the largest effect sizes. Mediation analysis suggested that cognitive skills mediated the link between FMS and academic skills. Overall, findings suggest that FMS share cognitive processes with academic skills, but that FMS are still related functionally to academic skills, especially writing. The discussion focuses on educational implications, moving beyond establishing if links exist to investigating why.

有证据表明，精细运动技能（FMS）与学业和认知发展有关；然而，研究结果不明确，散布在多个学科中，缺乏充分的综合。我们进行了第一次全面的荟萃分析，研究了FMS不同方面（即灵巧性、速度、书写运动、双手操作、一般）和广泛的学术认知技能（即阅读、写作、数学和认知的子类别）之间的联系。文献检索确定了21225篇文章，得到118项符合条件的相关研究（j = 143, k = 1110, N = 79856）。FMS与学业认知技能表现出显著和中等的关系（r = .329, d = .697）。笔迹运动技能和写作表现出最大的效应值。中介分析表明，认知技能在FMS与学业技能之间起中介作用。总体而言，研究结果表明，FMS与学术技能共享认知过程，但FMS在功能上仍与学术技能相关，尤其是写作。讨论的重点是教育意义，而不是确定是否存在联系，而是调查原因。

{"title":"Keep the hands in mind: A meta-analysis of correlations between fine motor skills and reading, writing, mathematics, and cognitive development in children and adolescents","authors":"Sebastian P. Suggate, Viktoria L. Karle, Tanja Kipfelsberger, Heidrun Stoeger","doi":"10.1016/j.edurev.2025.100748","DOIUrl":"10.1016/j.edurev.2025.100748","url":null,"abstract":"<div><div>Evidence suggests that fine motor skills (FMS) relate to academic and cognitive development; however, findings are unclear, strewn across multiple disciplines, and lack adequate synthesis. We conducted the first comprehensive meta-analysis examining the links between different FMS facets (i.e., dexterity, speed, graphomotor, bimanual, general) and a broad range of academic-cognitive skills (i.e., sub-categories of reading, writing, mathematics, and cognition). A literature search identified 21,225 articles resulting in 118 eligible correlational studies (<em>j</em> = 143, <em>k</em> = 1110, <em>N</em> = 79,856). FMS exhibited significant and moderate relations with academic-cognitive skills (<em>r</em> = .329, <em>d</em> = .697). Graphomotor skills and writing showed the largest effect sizes. Mediation analysis suggested that cognitive skills mediated the link between FMS and academic skills. Overall, findings suggest that FMS share cognitive processes with academic skills, but that FMS are still related functionally to academic skills, especially writing. The discussion focuses on educational implications, moving beyond establishing <em>if</em> links exist to investigating <em>why</em>.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100748"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575630","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}

引用次数: 0

The extent and change of attitudes towards students with disabilities: A meta-analysis of results measured with the Chedoke-McMaster attitudes towards children with handicaps scale 对残疾学生态度的程度和变化：对契多克-麦克马斯特残疾儿童态度量表测量结果的荟萃分析

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-11-01 DOI: 10.1016/j.edurev.2025.100738

Nikoletta Mária Gulya , Anikó Fehérvári

The potential for relationships between students with disabilities and their typically developing peers is largely shaped by the attitudes of the typically developed students. This research aims to enhance understanding of these attitudes through a meta-analysis of results measured with the Chedoke-McMaster Attitudes towards Children with Handicaps Scale (CATCH). We examined changes in these attitudes from 1986 to the present, considering both temporal and geographic distribution, as well as the correlation of student gender, relationships with peers with disabilities, and the presence of a family member with a disability with these attitudes. A total of 40 studies were included in the research, analysing their quantitative data through weighted regression, t-tests, and meta-analysis. Our findings reveal a negative trend in students' average attitudes over the past 38 years. Gender shows a small positive effect on attitudes, while having a peer with a disability and having a family member with a disability exert a medium positive effect. Our results indicate that educational interventions should focus on knowledge sharing about learners with disabilities to provide mainstream students with relevant information, and additionally, create more opportunities for interaction between typical and disabled peers to foster understanding and friendships.

残疾学生和正常发展的同龄人之间关系的潜力很大程度上取决于正常发展的学生的态度。本研究旨在通过对契多克-麦克马斯特残疾儿童态度量表（CATCH）测量结果的元分析，提高对这些态度的理解。从1986年到现在，我们考察了这些态度的变化，考虑了时间和地理分布，以及学生性别、与残疾同龄人的关系、家庭中有残疾成员与这些态度的相关性。本研究共纳入40项研究，通过加权回归、t检验和元分析对其定量数据进行分析。我们的研究结果显示，在过去38年里，学生的平均态度呈消极趋势。性别对态度有小的正向影响，同伴和家庭成员有残疾对态度有中等的正向影响。我们的研究结果表明，教育干预应侧重于残疾学习者的知识共享，为主流学生提供相关信息，并创造更多的机会在典型和残疾同龄人之间互动，以促进理解和友谊。

{"title":"The extent and change of attitudes towards students with disabilities: A meta-analysis of results measured with the Chedoke-McMaster attitudes towards children with handicaps scale","authors":"Nikoletta Mária Gulya , Anikó Fehérvári","doi":"10.1016/j.edurev.2025.100738","DOIUrl":"10.1016/j.edurev.2025.100738","url":null,"abstract":"<div><div>The potential for relationships between students with disabilities and their typically developing peers is largely shaped by the attitudes of the typically developed students. This research aims to enhance understanding of these attitudes through a meta-analysis of results measured with the Chedoke-McMaster Attitudes towards Children with Handicaps Scale (CATCH). We examined changes in these attitudes from 1986 to the present, considering both temporal and geographic distribution, as well as the correlation of student gender, relationships with peers with disabilities, and the presence of a family member with a disability with these attitudes. A total of 40 studies were included in the research, analysing their quantitative data through weighted regression, t-tests, and meta-analysis. Our findings reveal a negative trend in students' average attitudes over the past 38 years. Gender shows a small positive effect on attitudes, while having a peer with a disability and having a family member with a disability exert a medium positive effect. Our results indicate that educational interventions should focus on knowledge sharing about learners with disabilities to provide mainstream students with relevant information, and additionally, create more opportunities for interaction between typical and disabled peers to foster understanding and friendships.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100738"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145416087","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}

引用次数: 0