Digital game-based learning (DGBL) interventions can be superior to traditional instruction methods for learning, but previous meta-analyses covered a huge period and included a variety of differen...

Need for cognition is conceptualized as an individual’s intrinsic motivation to engage in and enjoy effortful cognitive activities. Over the past three decades, there has been increasing interest i...

The purposes of this study included conducting a meta-analysis and reviewing the study reporting quality of math interventions implemented in informal learning environments (e.g., the home) by chil...

Clearinghouses set standards of scientific quality to vet existing research to determine how “evidence-based” an intervention is. This paper examines 12 educational clearinghouses to describe their...

School-choice programs may increase schools' incentives for marketing rather than improving their educational offering. This article systematically reviews the literature on the marketing activitie...

Although the critical research cannon is often associated with qualitative scholars, there is a growing number of critical scholars who are refusing positivist-informed quantitative analyses. Howev...

Although research shows that critical outcomes occur for Native students when culture-based education (CBE) centers self-determination, sovereignty, and Indigeneity, Kanaka ʻŌiwi (Native Hawaiian) ...

Unequal access to advanced learning opportunities is among the most complex and controversial issues in American K–12 schools. Interventions that address policy, programming, and instruction can pr...

This article reports on a systematic review of literature on the experiences of substitute teachers, also known as casual or relief teachers. This occupational group are an essential part of school...

This systematic literature review examined the research on prior knowledge and its activation to ascertain how these terms are defined, what specific techniques have been empirically investigated, ...

In recent decades, a growing body of work casts light on Black girls’ schooling experiences to inform the emerging field of Black girlhood studies. Our theoretical review applies intersectionality ...

The goals of this bibliometric review of the Review of Educational Research were to gain insights into the evolution of the journal and identify its key contributions to the education literature. B...

In this study, we examined the relation of observed classroom practices to language and literacy achievement and the moderation of this relation for students from pre-K to sixth grade. A total of 1...

Types of mathematical learning disability (MLD) are very heterogeneous. Lower scores on mathematics and several cognitive skills have been revealed in samples with MLD compared with those with typi...

This systematic literature review examines research on U.S. professional development (PD) in which practicing teachers are asked to engage explicitly with race and racism. Using Kennedy’s PD theori...

Deficit framings of marginalized students, though maintaining widespread social influence, are thoroughly condemned in recent educational scholarship. The goal of this “counter-deficit” scholarship...

We examined the relation of morphological awareness with language and literacy skills, namely phonological awareness, orthographic awareness, vocabulary, word reading, spelling, text reading fluenc...

This literature review examines the research in the last 30 years in relation to university-required diversity courses, as well as highlights areas that have been understudied. Utilizing the social...

The transition to fully or partially online instruction for K–12 students necessitated by the 2020 COVID-19 pandemic highlighted the current lack of understanding of practices that support K–12 stu...

We present results from a meta-analysis of 37 contemporary experimental and quasi-experimental studies of summer programs in mathematics for children in grades pre-K–12, examining what resources an...

Since its introduction as an analytic and theoretical tool for the examination of racism in education, CRT scholarship has proliferated as the most visible critical theory of race in educational re...

Histories of 19th-century U.S. education center White experiences, while formal education policy and practice pertaining to Black and Native Americans are treated as marginal phenomena that had lit...

This article offers a critical review of the literature on how race played into the historical development of pedagogical progressivism in the late-19th and early-20th-century United States. While ...

This meta-analysis examines the effects of sorting secondary students into different tracks (“between-school” tracking) or classrooms (“within-school” tracking) on the efficiency and inequality lev...

It is expected that all students in the United States learn to read English well. This task is more complex for emergent bilinguals (EBs), the majority of whom speak Spanish, who are simultaneously...

The authors present a systematic review of elementary school universal school-based (USB) social and emotional learning (SEL) interventions from 2008 through 2020 for two groups of minoritized stud...

Research has consistently demonstrated that learners are strikingly poor at metacognitively monitoring their learning and comprehension of texts. The aim of the present meta-analysis is to explore ...

Preservice teachers will one day be responsible for addressing bullying among their students but their readiness to fulfill this critical role is unknown. This article addressed this line of inquir...

An important way to address the literacy needs of English learners (ELs) is to ensure that ELs receive evidence-based literacy instruction and intervention. To support teachers’ implementation of this instruction and intervention, it is necessary to provide effective professional development (PD). In this systematic review, we synthesized 19 studies that investigated PD on literacy instruction and

Conducting experiments fosters conceptual understanding in science education. In various studies, combinations of real (hands-on) and virtual (computer-simulated) experiments have been shown to be especially helpful for gaining conceptual understanding. The present systematic review, based on 42 experimental studies, focuses on the following: (1) What is the relative effectiveness of combining real

Disabled students have historically been dehumanized in education, generally, and in research and practice related to school mathematics (K–12), particularly. Typically, they are only offered access to low-rigor school mathematics emphasizing rote procedures and narrow skills, often segregated physically and socially from their nondisabled peers. Educators are crucial to the humanization of disabled

This systematic review examined evidence of the utility of learning progression (LP)–based assessments to inform teaching and student learning in classroom contexts. Fifty-nine studies met inclusion criteria and were analyzed against four research questions. Evidence highlighted their potential for supporting judgments about learning, informing instructional and learning decisions, and improving teacher

Over the past several decades, housing costs have risen sharply, and as a result, an increasing number of families have become “housing cost burdened,” paying more than one third of their income toward rent and utilities. This integrative literature synthesis considers the known and potential impacts of families’ housing affordability problems on child development and schooling outcomes through a review

Improv theater has expanded beyond a popular American form of entertainment into an educational experience for students and teachers. It may be difficult to imagine that an interactive, joyful, and collaborative improv workshop might be harmful, but our own experiences as professional improvisers led us to observe that even well-intentioned, antiracist improv theater interventions tend to reflect Whiteness

A compelling demonstration of implicit learning is the human ability to unconsciously detect and internalize statistical patterns of complex environmental input. This ability, called statistical learning, has been investigated in people with dyslexia using various tasks in different orthographies. However, conclusions regarding impaired or intact statistical learning in dyslexia remain mixed. This

Since 1975, researchers have conducted interventions to improve the word-problem performance of elementary school students facing mathematics difficulties. The current study reports a meta-analysis of 52 studies that examined the effect of these interventions. We estimated multivariate, random-effects models (REM) with robust variance estimation (RVE) with and without outliers. Results showed a large

Knowledge about the smallest meaningful units of language, morphemes, is crucial for vocabulary and reading comprehension. This meta-analysis of 43 studies examined differences in morphological knowledge in the societal language between language-minority and language-majority children. There was a moderate to large mean group difference in morphological knowledge in favor of the language-majority children

Research–practice partnerships (RPPs) have grown rapidly in the last decade in the United States to challenge traditional notions of education research by emphasizing the importance of researchers and practitioners working together in a spirit of mutuality to develop research questions, collect data, implement interventions, and analyze and use findings. RPP scholarship in the United States has historically

Young children (birth to age 5) are more likely to be expelled or suspended than school-aged children, but we know comparatively little about the precursors to and prevention of exclusion in early childhood settings. Furthermore, what research has been conducted has not been systematically synthesized to inform policy and funding decisions. The present review seeks to determine how early childhood

Education researchers have long wrestled with the interplay of oppressive structures and individual agency in reproducing, sustaining, and contesting marginalization. In this article, we suggest that Weis and Fine’s construct of critical bifocality may assist researchers in understanding and addressing marginalization in mathematics education. We conduct a conceptual review of existing mathematics

In this study, a meta-analysis of reading and listening comprehension comparisons across age groups was conducted. Based on robust variance estimation (46 studies; N = 4,687), the overall difference between reading and listening comprehension was not reliably different (g = 0.07, p = .23). Reading was beneficial over listening when the reading condition was self-paced (g = 0.13, p = .049) rather than

There is a paucity of research on the educational experiences of Filipinx Americans, the second-largest Asian American group in the United States. Studies that do exist often lump Filipinxs with other Asian Americans or present them devoid of critical contexts that shape their experience, namely, colonialism and racialization. Using a desire-based framework and empire as an analytic, we conducted a

The vast majority of U.S. teachers supplement their officially adopted curriculum materials with unofficial materials. Despite this, the body of supplementation-relevant literature tends not to focus on supplementation specifically, so lacks cohesion, and sometimes fails to capture all aspects the phenomenon. I systematically review supplementation-relevant literature from 2015 to 2020 and report seven

A robust body of U.S.-based research demonstrates the importance of teachers of color to promote positive outcomes among students of color, and recent policies aim to increase the proportion of teachers of color. These policies are unlikely to succeed if they ignore how educational systems currently marginalize teachers of color, particularly early in teachers’ careers, when they are more likely to

The underrepresentation and underperformance of men of color relative to women of color within institutions of higher education have been extensively studied the past 20 years. The purpose of this study is to understand trends in how this research has been conducted rather than understand “best practices” to support this student population. To achieve this, we reviewed 153 pieces of scholarship from

This review examines the concept of organizational routines and its potential for investigating educational initiatives in practice. The studies in our review revealed three different approaches to routines: (1) examining organizational routines as entities, (2) (also) examining conversational routines, and (3) examining the internal structure of organizational routines. Current definitions, operationalizations

In the present meta-analysis, we systematically investigated the relative contributions of students’ initial mathematics, reading, and cognitive skills on subsequent mathematics performance measured at least 3 months later. With one-stage meta-analytic structural equation modeling, we conducted analyses based on 580,437 students from 265 independent samples and 250 studies. Findings suggested fluency

The relationships that students have with teachers and peers are important for their academic, social, and behavioral development. How teachers relate to students may affect students’ peer relationships and thereby foster or hamper students’ development. To shed more light on the teacher’s role with respect to peer relationships, this meta-analysis assessed the association between the quality of teacher–student

Multimedia is ubiquitous in 21st-century education. Cognitive load theory and the cognitive theory of multimedia learning both postulate that the quality of multimedia design heavily influences learning. We sought to identify how to best design multimedia and review how well those learning theories held up to meta-analyses. We conducted an overview of systematic reviews that tested the effects of multimedia

Researchers have noted a nonlinear association between reading instruction dosage (i.e., hours of instruction) and reading outcomes for Grade K–3 students with reading difficulties (K–3 SWRD). In this article, we propose a nonlinear meta-analysis as a method to identify both the maximum effect size and optimal dosage of reading interventions for K–3 SWRD using 26 peer-reviewed studies including 186

In response to the growing need for more relevant school history, the notion of historical consciousness has come to represent a way to help students understand the links between past, present, and future. However, translating the construct into practice in an ongoing puzzle in the field. Recently, efforts have been made to operationalize historical consciousness via a competency-based approach, but

Video and coaching as vehicles for teachers’ professional development have both received much attention in educational research. The combination of the two, video coaching, where teachers watch and discuss videos of their own practice with a coach, seems especially promising, but there is limited insight into how the design leads to desired teacher and student outcomes through mediating enactment processes

Classroom observation research plays an important role in policy, practice, and scholarship for students with disabilities. When interpreting results of observation studies, it is important to consider the validity evidence provided by researchers and how that speaks to the intended use of those results. In this literature synthesis, we used Kane’s argument-based approach to validity to describe evidence

Students’ self-determined motivation (acting out of interest, curiosity, and abiding values) is associated with higher academic well-being, persistence, and achievement. Self-determination theory posits that self-determined motivation is dependent on the satisfaction of three psychological needs (relatedness, competence, and autonomy), which are in turn facilitated through need-supportive behaviors

The literature on science discourse in K–12 classrooms in the United States has proliferated over the past couple of decades, crossing geographical, disciplinary, theoretical, and methodological boundaries. There is general consensus that science talk is at the core of students’ learning; however, a synthesis of key findings from the expansive literature base is needed. This systematic literature review

Drawing on the global interdisciplinary literature on decolonizing curriculum and pedagogy (DCP) in higher education, we critically examined the idea of decolonizing in the context of disciplines and universities around the world. Based on a critical analysis of 207 articles and book chapters published in English and centering a geopolitics of knowledge frame, we present three themes: (a) decolonizing

This review focuses on students’ perceptions of their rights in elementary and secondary schools. The conceptual framework of rights consciousness was applied to understand how students’ knowledge, experiences, and emotions shape their rights perceptions. The analysis is based on 38 empirical studies conducted in different countries. The findings characterize students’ rights perceptions as intuitive—that

Interventions for attention-deficit/hyperactivity disorder (ADHD) include positive behavior supports (e.g., parent training, school-based contingency management, behavioral peer interventions), training interventions (e.g., organizational skills training, social skills training, etc.), and other interventions (e.g., academic accommodations/modifications, self-monitoring). There is a need to conduct

Although flipped classroom pedagogies have been widely touted for their ability to foster diverse 21st-century learning objectives, previous syntheses of flipped learning have focused almost exclusively on outcomes related to academic achievement. Using data from 317 studies, our research addresses this deficit by providing a comprehensive meta-analysis of the effects of flipped versus lecture-based

The purpose of this study was to illuminate how and to what extent Black women’s developmental processes have influenced their success within their respective U.S. college environments. Crenshaw’s three dimensions of intersectionality guided our analysis. We synthesized 38 peer-reviewed articles and interpreted five themes: (a) navigating the educational matrix, (b) sense of belonging, (c) perceptions