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Re‐imagining ‘openness’ in Review of Education: Methodological standards, open science, and nurturing the next generation of researchers Review of Education Pub Date : 2024-04-11 Sin Wang Chong, Nina Bergdahl, Melissa Bond, Sarah Miller, Amy Wai Yee Wong
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The association between boredom and creativity in educational contexts: A scoping review on research approaches and empirical findings Review of Education Pub Date : 2024-04-06 Anke Zeißig, Julia Kansok‐Dusche, Saskia M. Fischer, Julia Moeller, Ludwig Bilz
Assumptions around the association between boredom and creativity are contentious. Although studies suggest positive effects of boredom, it is also considered a negative predictor of creativity. Researchers also assume that creativity reduces boredom, but boredom can also occur during creative tasks. In this review, we identify and systematise the empirical evidence available to date on the association
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A systematic literature review of TALIS secondary research: Trends and future directions Review of Education Pub Date : 2024-03-27 Jelena Veletić, Ana María Mejía-Rodríguez, Rolf Vegar Olsen
The Teaching and Learning International Survey (TALIS) collects data from representative samples of teachers and principals across the world about their practices and work conditions, school and classroom contexts, and attitudes, motivation, and satisfaction with their profession and jobs. Given the growth of participating countries, the number of constructs assessed, and the volume of publications
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The research trends and contributions of science education during the COVID-19 pandemic: A narrative systematic literature review of publications in selected journals Review of Education Pub Date : 2024-03-04 Muslimah Susilayati, Wahyu Hardyanto, Supriyadi, Arif Widiyatmoko
The COVID-19 global pandemic was a socio-scientific issue (SSI) that had an impact on various aspects of life including education. Educational institutions adapted to new learning, teaching and assessment approaches to be effective in responding to the pandemic. This study aims to determine the research trends and contributions of science education during the COVID-19 pandemic in order to follow up
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Differential effects of subject‐based and integrated curriculum approaches on students' learning outcomes: A review of reviews Review of Education Pub Date : 2024-03-04 Pia Kreijkes, Jackie Greatorex
There is no general agreement about the best way of organising the curriculum. Debates often pitch a subject‐based curriculum against an integrated curriculum although there is great variation among integrated approaches. Numerous claims have been made regarding the comparative merits of different approaches, but many scholars have noted the lack of a strong evidence base to support these. This article
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Education as a necessity of life: An exploration on Ugandan Education System Quality with reference to John Dewey's Philosophical Correlates Review of Education Pub Date : 2024-02-28 Muweesi Charles, Namukose Sarah, Muwagga Mugagga Anthony
Every country desires and aspires for an education system that caters for learners’ physiological needs, belonging, love, self‐esteem, security and self‐actualisation at the top, which are rarely provided by a few countries. With a review focus on the Ugandan education system, several challenges related to the education borrowing suggestions as proposed by John Dewey have been attributed to creating
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Correction to physical activity interventions to increase children's social and emotional learning: A systematic review and meta‐analysis based on the comprehensive school physical activity programme framework Review of Education Pub Date : 2024-02-26
Moon, J., Webster, C. A., Mulvey, K. L., Brian, A., Stodden, D. F., Egan, C. A., Ha, T., Merica, C. B., & Beets, M. W. (2024). Physical activity interventions to increase children's social and emotional learning: A systematic review and meta-analysis based on the comprehensive school physical activity programme framework. Review of Education, 12, e3455. https://doi.org/10.1002/rev3.3455 The following
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Mapping doctoral dissertations in an educational leadership programme: A longitudinal examination of knowledge construction in the last two decades Review of Education Pub Date : 2024-02-15 Khalid Arar, Munube Yilmaz, James W. Koschoreck
This paper offers a meta-analysis scoping study of doctoral dissertations completed in the last 20 years in one doctoral programme of Educational Leadership (EL) at a higher education institution in Texas, aiming at identifying topical foci, epistemology, methodology and main themes. Therefore, we systematically collected, documented, securitised and analysed completed dissertations following the steps
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A union's and university's responses to violence against a woman professor: Neoliberal restructuring, hypermasculinity, male privilege and hegemonic inequality Review of Education Pub Date : 2024-01-29 Maria M. Majerski
Although Eastern Canadian liberal arts universities are portrayed as progressive work environments that cultivate inclusivity and diversity, the corporatisation of these public spaces has transformed them from institutions that once encouraged pluralism and acceptance among all social groups to spaces that unevenly distribute privileges among faculty and students based on ascribed characteristics,
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The harms of inequity are rarely overestimated: Comment on Marks and O'Connell (2021) Review of Education Pub Date : 2024-01-26 Stijn Debouwere
Marks and O'Connell's (Review of Education, 2021, e3293) claim that an even-handed review of the literature shows that social and economic background does not matter to educational outcomes in advanced economies, relies on questionable scholarship and statistical errors. Much of the evidence against the relevance of social and economic background relies on research that estimates gain scores, where
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Access, equity and redress: Towards a sustainable funding framework for public universities in South Africa Review of Education Pub Date : 2024-01-25 Oliver Jan Mbhalati
This article aims to understand how access, equity and redress challenges are addressed at South Africa's public universities based on their current funding frameworks. Relying on a pragmatic research approach combining desk-research literature review and secondary data analysis, government funding and tuition fees were found to be the primary sources of funding in most universities, while third stream
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The narrative teacher: Narrative nonfiction as a teaching tool in the primary history classroom Review of Education Pub Date : 2024-01-16 Emma Browning, Jill Hohenstein
Narrative is fundamental to human thought, yet in many classrooms, expository texts are commonly used to support learning in content-based subjects, such as history. Given the importance of narrative, it might be harnessed as a powerful tool to support learning. This research compares the impact of narrative nonfiction (NNF) and expository text (ET) on the development and retention of conceptual understanding
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Inclusive education, gender inequality and public expenditure in sub-Saharan Africa Review of Education Pub Date : 2024-01-16 Yérim Codé Mbodji
In the contemporary literature, several studies have attempted to see the effect of gender inequality and public expenditure on inclusive education. However, few have attempted to determine the gender inequality threshold. In this study, we first examined the threshold of gender inequality which, when exceeded, the effect on inclusive education becomes negative. Second, we examined the effect of public
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Inclusive education and school dropout of special needs students in Morocco: A spatial analysis Review of Education Pub Date : 2024-01-16 Aomar Ibourk, Soukaina Raoui
As a specific driver for the transformation of education systems in Morocco, inclusive education is a process that aims to reduce the exclusion of children with disabilities. Indeed, few studies have analysed the exclusion factors that cause children with disabilities not to pursue their education. Based on this, the present paper explores the spatial effect of factors related to accessibility and
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Correction to Risk of bias and open science practices in systematic reviews of educational effectiveness: A meta-review Review of Education Pub Date : 2024-01-16
Nordström T, Kalmendal A, Batinovic L. Risk of bias and open science practices in systematic reviews of educational effectiveness: A meta-review. Rev Educ. 2023; 11: e3443. https://doi.org/10.1002/rev3.3443. The running title for this article should have been: Risk of bias and open science in reviews. We apologize for this error.
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Does science teacher certification matter? A closer look at first-year science teacher impacts on student outcomes in Texas Review of Education Pub Date : 2024-01-16 Kristin E. Mansell
This study examines the certification pathway of science teachers in Texas, how science teacher certification patterns have changed over time, and the association of certification pathway to student outcomes in science. This quantitative study uses administrative data from the Texas Statewide Longitudinal Data System (UH-ERC). The UH-ERC database includes data from the Texas Education Agency (TEA)
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Effectiveness of peer mentoring in the study entry phase: A systematic review Review of Education Pub Date : 2024-01-16 Laura Gehreke, Hannes Schilling, Simone Kauffeld
Peer mentoring is a widely employed strategy in higher education to foster student development and integration. However, the effectiveness of peer mentoring in higher education lacks well-established statements. A systematic review was conducted to assess the efficacy of peer mentoring during the initial phase of academic studies. This review evaluated effectiveness based on four outcomes: intention
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Physical activity interventions to increase children's social and emotional learning: A systematic review and meta-analysis based on the comprehensive school physical activity programme framework Review of Education Pub Date : 2024-01-12 Jongho Moon, Collin A. Webster, Kelly Lynn Mulvey, Ali Brian, David F. Stodden, Cate A. Egan, Taemin Ha, Christopher B. Merica, Michael W. Beets
Mounting evidence from intervention research suggests that physical activity (PA) may contribute to children's social and emotional learning (SEL), which is an essential factor in healthy development and well-being. However, there have been no systematic reviews or meta-analyses of PA interventions and their effects on children's SEL. Such research is necessary to assess the growing knowledge base
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Effective vocabulary interventions for young emergent bilinguals: A best-evidence synthesis Review of Education Pub Date : 2024-01-12 Alain Bengochea, Sabrina F. Sembiante
This best-evidence synthesis appraises the design and outcome characteristics of vocabulary intervention studies conducted with preschool through 6th grade emergent bilingual (EB) children and spotlights rigorously designed studies for which effects could be better attributed to instructional features. Twenty-nine selected studies were analysed for the design characteristics of attrition, random assignment
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A review of existing methods used to assess demand for integrated education in Northern Ireland Review of Education Pub Date : 2024-01-12 Erin Early, Paula Devine, Minchen Liu, Dirk Schubotz
The education system in Northern Ireland (NI) is complex with the diversity of management structures reflecting religious affiliation and academic selection. Within the system, integrated education provides a mechanism to promote reconciliation among divided communities. Integrated education has been aided by legislation—most recently, the Integrated Education Act (NI) 2022, which places responsibility
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A content analysis of qualitative research on college student food insecurity in the United States Review of Education Pub Date : 2024-01-09 Brittany M. Williams, David J. Thompson, Sonja Ardoin, Ali Brooks
Using a content analysis methodology, we examined 15 peer-reviewed articles published between 2009 and 2019 that used qualitative and mixed methods approaches to explore how college and university students experience food insecurity. Concerningly, there was limited variety in the methods employed across these articles and more discussion of methodology was needed. Despite this, our analysis of student
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Judging the relative trustworthiness of research results: How to do it and why it matters Review of Education Pub Date : 2024-01-09 Stephen Gorard
This paper describes, and lays out an argument for, the use of a procedure to help groups of reviewers to judge the quality of prior research reports. It argues why such a procedure is needed, and how other existing approaches are only relevant to some kinds of research, meaning that a review or synthesis cannot successfully combine quality judgements of different types of research. The proposed procedure
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An interaction of patriarchy and female leadership: A synthesis of literature on women leadership in Eswatini Review of Education Pub Date : 2024-01-09 Happy Nkambule, Juliet Perumal
This paper presents results of a systematic research synthesis of 23 studies on female leadership in Eswatini. The review aimed to present conclusions drawn from synthesising findings from studies on women's participation in leadership in Eswatini. Systematic methods were used in the review to identify the 23 research studies focusing on female leadership across sectors in Eswatini. Since the reviewed
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Understanding gender and sexuality: The hidden curriculum in English schools Review of Education Pub Date : 2023-12-13 Catherine Donovan, Geetanjali Gangoli, Hannah King, Ayurshi Dutt
Schools continue to produce regimes of gender and sexuality, including overt and covert curricula based on assumed essentialist differences between girls and boys, reinforced and regulated through uniform, sport and peer pressure. The recent focus on the experiences of trans and non-binary children in schools makes visible the ways in which all children are subject to heteronormatively gendered regulatory
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Special issue: Gender equality and education Review of Education Pub Date : 2023-12-08 Johny Daniel, Nadia Siddiqui
CONFLICT OF INTEREST STATEMENT The authors report there are no competing interests to declare.
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Primary–secondary school transition experiences and factors associated with differences in these experiences: Analysis of the longitudinal Growing Up in Scotland dataset Review of Education Pub Date : 2023-12-08 Divya Jindal-Snape, Paul Bradshaw, Adam Gilbert, Neil Smith, Line Knudsen
Previous research suggests that primary–secondary school transitions can be problematic, with some children experiencing a negative impact on academic outcomes and a decline in wellbeing. The negative impact of primary–secondary transition experiences can be long term and lead to young people not completing high school with implications for their subsequent education and employment. However, there
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A multi-country comparison of lower secondary students' critical thinking under the International Baccalaureate and national curricula Review of Education Pub Date : 2023-11-30 Samantha-Kaye Johnston, Joshua A. McGrane, Mireia Vendrell-Morancho, Therese N. Hopfenbeck
Critical thinking is an essential skill for life-long learning, and, given its increasing importance as a graduate attribute, it is vital to evaluate how educational systems can best improve students' critical thinking through their curricula and classroom practices. This study evaluates the differences in the critical thinking skills of students in the International Baccalaureate (IB) Middle Years
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Risk of bias and open science practices in systematic reviews of educational effectiveness: A meta-review Review of Education Pub Date : 2023-11-30 Thomas Nordström, André Kalmendal, Lucija Batinovic
In order to produce the most reliable syntheses of the effectiveness of educational interventions, systematic reviews need to adhere to rigorous methodological standards. This meta-review investigated risk of bias occurring while conducting a systematic review and the presence of open science practices like data sharing and reproducibility of the review procedure, in recently published reviews in education
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Refugees' gendered experiences of education in Europe since 2015: A scoping review Review of Education Pub Date : 2023-11-27 Lucy Hunt, Yousef Khalifa Aleghfeli, Joanna McIntyre, Chris Stone
This scoping review aims to explore the role of gender in refugees' educational access, experiences, and outcomes in Europe since 2015. Gender can act as a significant barrier to education, and gender stereotypes and bias can affect learning opportunities and outcomes. As a response, a scoping review was conducted to explore the role of gender in refugees' educational access, experiences, and outcomes
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Research promotion strategies to enhance research productivity in Tanzanian higher educational institutions Review of Education Pub Date : 2023-11-13 Abel Charles Kadikilo, Reeti Kulshrestha, Arunaditya Sahay, Parameswar Nayak
There are low levels of research productivity among higher education institutions (HEIs) in Africa, which will likely compromise the continent's development agenda if not addressed. This study intends to develop a research framework to create a strategic roadmap that leverages leadership perspectives to foster a thriving research culture and contribute meaningfully to Tanzania's growth and development
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Gender differences in special educational needs identification Review of Education Pub Date : 2023-11-12 Johny Daniel, Hsin Wang
This study aims to investigate gender differences in the identification for special educational needs services within the context of England. Gender disparities in disability identification have long been of concern, impacting tailored support and opportunities for female students. By utilising population-level data, we seek to ascertain the presence and extent of these gender differences, aligning
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A comparative analysis of motivational techniques in public and private schools: Implications for secondary education Review of Education Pub Date : 2023-11-05 Shahla Akram, Ume Ruman Hameed, Zahid Pervaiz
This study examines and compares the motivational techniques employed in public and private secondary schools. The study was conducted in Faisalabad, Pakistan. A mixed-method approach was used by utilising qualitative as well as quantitative data collected through questionnaires filled out by students and interviews conducted with teachers from 12 secondary schools in the public and private sectors
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Retraction: Evidence on the development of education in ex-Soviet states special issue retraction statement Review of Education Pub Date : 2023-11-05
The journal's Lead Editors, the British Educational Research Association and John Wiley and Sons Ltd have retracted the articles below.
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Gender gaps in the impact of the pandemic on the use of ICT in higher education Review of Education Pub Date : 2023-11-03 Diego Vergara, Álvaro Antón-Sancho, Pablo Fernández-Arias
The COVID-19 pandemic has led to a process of digitalisation of higher education that has forced a change in the habits of use of information and communication technologies (ICT) among professors. The literature analyses this impact from different perspectives, but the gender gaps that may have occurred in this regard have not been studied so far. The main purpose is to analyse the gender gap in the
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Exploring the impact of language models, such as ChatGPT, on student learning and assessment Review of Education Pub Date : 2023-10-30 Araz Zirar
Recent developments in language models, such as ChatGPT, have sparked debate. These tools can help, for example, dyslexic people, to write formal emails from a prompt and can be used by students to generate assessed work. Proponents argue that language models enhance the student experience and academic achievement. Those concerned argue that language models impede student learning and call for a cautious
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Correction to ‘Critical digital literacies at school level: A systematic review’ Review of Education Pub Date : 2023-10-20
Ilomäki L, Lakkala M, Kallunki V, Mundy D, Romero M, Romeu T, Gouseti A. Rev Educ. 2023; 11: e3425. https://doi.org/10.1002/rev3.3425 In the author byline, the last author's name was published as Gouseti Anastasia. It should have been Anastasia Gouseti. The name has been corrected in the article. We apologize for this error.
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There is still little or no evidence that systematic phonics is more effective than common alternative methods of reading instruction: Response to Brooks (2023) Review of Education Pub Date : 2023-10-20 Jeffrey S. Bowers
Brooks (2023) rejects Bowers' (2020) conclusion that there is little or no evidence that systematic phonics is more effective than alternative teaching methods common in schools. He makes his case based on challenging my analysis of 4 or the 12 meta-analyses reviewed in Bowers (2020). I show his criticisms are flawed and conclusions are unwarranted. I also briefly review the more recent PIRLS results
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Emotions and digital storytelling in the educational context: A systematic review Review of Education Pub Date : 2023-10-18 Hatice Çıralı Sarıca
Both emotions and digital storytelling (DST) have an important role in learning-teaching processes. Emotions are also important for DST. There is currently much interest in how emotion and DST are addressed together in education, how relations are established, how they are grounded and what the outcomes are. There is a need for a systematic review study in order to find answers to these questions and
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Teaching phonics and reading effectively: ‘A balancing act’ for teachers, policy makers and researchers Review of Education Pub Date : 2023-10-09 Dominic Wyse, Alice Bradbury
The debates about what are the most effective ways to teach young children to learn to read have been described as ‘the reading wars’. In 2022 the research published in a paper by Wyse and Bradbury (2022) stimulated widespread attention including in the media. Wyse and Bradbury concluded on the basis of four major research analyses that although systematic phonics teaching was important the approach
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Teacher surveys: The pros and cons of random probability surveys versus teacher panels Review of Education Pub Date : 2023-09-28 John Jerrim
Two commonly used approaches to capturing information about teachers are random probability surveys and teacher panels. This paper reviews the strengths and limitations of these two approaches in the context of capturing information about the teacher workforce. A case study is then presented drawing upon recent teacher survey data collections in England. Although both designs should continue to play
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Understanding identity salience and English as a Foreign Language teaching practices: A case study of multi-subject generalist teachers Review of Education Pub Date : 2023-09-28 Md. Saiful Alam, Adelina Asmawi
The scarcity of teachers worldwide has led to educators teaching multiple subjects outside their area of expertise. This challenge of teaching out-of-field or multi-subject instruction raises the need for (re)constructing the identity of multi-subject generalist teachers (M-SGTs). However, the matter has received little attention in current literature. This study aimed to explore the process by which
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Empathy in group musical performance: A review of the literature Review of Education Pub Date : 2023-09-25 Pablo Davila-Barrio, Cristina Arriaga, Alberto Cabedo-Mas
Empathy plays a fundamental role in the prosocial development of young people today as an essential skill for interacting with other human beings. Music, particularly in a small group set up, offers a fitting context for its development. This article presents a review of the different studies and investigations that examine the effects that the development of empathic capacity can produce in small
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What do the children and teachers say?: Voices on gender stereotyping in children's literature for Malaysian ESL classrooms Review of Education Pub Date : 2023-09-25 Hai Nin Yeoh, Huey Fen Cheong
This preliminary study analyses children's and teachers' views towards gender stereotyping in children's literature for Malaysian ESL (English as a Second Language) classrooms. We employed focus groups with 14 children (aged 10–12) and interviews with 6 experienced ESL teachers, in which children and teachers reflected on selected literature taught in schools. Our findings suggested that both children
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Breaking the cycle: The mediating effects of reading, mathematical and ICT literacy skills on financial success in youth Review of Education Pub Date : 2023-09-20 Tülin Otbiçer Acar
For young people, financial literacy is important because they face financial decisions that can have significant consequences throughout their lives, such as investing in a college education or a business, shopping, buying books or computer games. Therefore, this study examined the relationship between the financial literacy levels of young people and their perceived ICT competence, reading and mathematical
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Critical digital literacies at school level: A systematic review Review of Education Pub Date : 2023-09-20 Liisa Ilomäki, Minna Lakkala, Veera Kallunki, Darren Mundy, Marc Romero, Teresa Romeu, Gouseti Anastasia
The rapid and ongoing technological developments and the changes in societal practices require us to update our understanding and skills relating to digital technology use continuously. Various frameworks have been created in recent years to explore the different aspects of digital literacies or digital competencies and a range of newer concepts and dimensions have emerged in the literature aiming
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State of art in tax evasion research: A bibliometric review Review of Education Pub Date : 2023-09-18 Ala'a Zuhair Mansour, Aidi Ahmi, Abbas Saad Hamada Alkhuzaie, Mohammad Abedalrahman Alhmood, Oluwatoyin Muse Johnson Popoola, Marwan Altarawneh
This study presents an extensive bibliometric review of research publications on tax evasion using the Scopus database. Data analysis was conducted using Microsoft Excel, Open Refine, Harzing's Publish or Perish, and VOSviewer. Since 1998, there has been a continuous growth in the number of research papers published on tax evasion. The United States emerged as the most productive country in terms of
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Effects of job demands and resources on the subjective well-being of teachers Review of Education Pub Date : 2023-08-31 Teuna Cornelia Jenny Ostermeier, Willem Koops, Riccardo Peccei
Although it is widely recognised that well-being of teachers is important, not much is known about the effects of job characteristics in subjective well-being. This paper is a report of a study that investigates the effects of job characteristics on subjective well-being. Nationally representative employee data is used to investigate the effects of job characteristics and teachers' subjective well-being
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A bibliometric analysis of situational interest research Review of Education Pub Date : 2023-08-31 Can Meşe
Interest is a variable that assists students in acquiring knowledge and instructors in creating an encouraging classroom environment. Situational interest, on the other hand, is a type of interest that will assist students' interest to develop by organising environmental conditions. The research on situational interest has been ongoing for more than two decades, and the bibliometric information of
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Positive psychology and language learning: A systematic scoping review Review of Education Pub Date : 2023-08-31 Selami Aydın, Işıl Tekin
Although emotions are vitally important for achievement and performance in learning a new language, prior research has mainly focused on negative emotions and the cognitive aspects of second language acquisition and foreign language learning. However, the number of studies on the relationship between positive psychology and language learning has increased since 2014. Nevertheless, research is still
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Mental health problems in first-generation university students: A scoping review Review of Education Pub Date : 2023-08-31 Donna Smith, Ros McLellan
Despite growing concern about mental health problems in university students and increasing recognition that first-generation university students (FGS) may face additional challenges, there has been no previous attempt to map the existing research on FGS mental health. The aim of this scoping review was to elicit current understanding of mental health problems in FGS from the literature. Following database
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Using grit and self-efficacy as performance predictors for at-risk students in higher education Review of Education Pub Date : 2023-08-16 Luke E. Faust, Joseph A. Rosendale
This mixed methods study examined the impact of grit and self-efficacy and the factors of these constructs on the performance of at-risk, developmental placement students, surveying 184 first-year students before the midterm point of their first semester. Following the quantitative portion, six upperclassmen, who had started their careers in the developmental placement category, were interviewed. The
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Understanding teacher identity in teachers' professional lives: A systematic review of the literature Review of Education Pub Date : 2023-08-16 Elizabeth A. C. Rushton, Emma Rawlings Smith, Sarah Steadman, Emma Towers
This article presents a systematic review of a substantial body of literature that considers the ways in which the concept of teacher identity has been used to understand and explore teachers' professional lives. The aim of the review was to go beyond the limitations of specific areas of teachers' practice to explore the broad and rich field of teachers' professional lives. Drawing on 412 articles
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Empirical study on the role of passion, individual differences, and innovativeness between entrepreneurship education in higher education institutions and entrepreneurial intention: A moderated mediating model Review of Education Pub Date : 2023-08-02 S. Porkodi, R. Saranya
Entrepreneurship is a powerful tool that reduces unemployment, boosts economic growth, and promotes innovation and social change. With a focus on the promotion of entrepreneurial intention possessed by higher education institutions offering entrepreneurship education, this study assesses the indirect impact of higher education institutions in developing entrepreneurial intention through passion as
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The impact of multi-word units in early foreign language learning and teaching contexts: A systematic review Review of Education Pub Date : 2023-08-02 Johannes Schulz, Catherine Hamilton, Elizabeth Wonnacott, Victoria Murphy
This systematic review reports on research investigating the impact of multi-word unit (MWU) input on young learners' second language (L2) attainment in instructed settings. Recent findings suggest that L2 learners can generalise from MWU input, abstract patterns and employ such schemata productively via slot-filling, indicating that MWUs are key catalysts of learners' L2 development. Simultaneously
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‘Teacher data literacies practice’ meets ‘pedagogical documentation’: A scoping review Review of Education Pub Date : 2023-08-02 Mi Song Kim, Fengcaho Yu
In teacher education, there is a growing need for teachers to become data literate by collecting a variety of data on student learning to assess student progress and inform instruction. Research on pedagogical documentation in education, in particular early childhood education, has been undertaken to make students' learning visible by documenting multiple forms of student data. Although the notion
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How efficiently are we using our understanding of the tacit dimension of teaching? Review of Education Pub Date : 2023-08-01 L. O. Enow
This paper considers the tacit dimension of teaching. Policy and research focused on teaching have addressed the explicit application of knowledge within the field. This paper views knowledge from the positions of explicit knowledge, and implicit or tacit knowledge. Although widely acknowledged as a contributing constituent of teachers' practice, there has been limited research on tacit knowledge in
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Disputing recent attempts to reject the evidence in favour of systematic phonics instruction Review of Education Pub Date : 2023-07-19 Greg Brooks
Two recent articles from authors in Britain have attempted to show that the evidence in favour of systematic phonics in initial literacy instruction is weak; here, their arguments are disputed. Bowers (‘Reconsidering the evidence that systematic phonics is more effective than alternative methods of reading instruction’, Educational Psychology Review, 32, 2020) attempts to show that there is little
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Whose entry to primary school is deferred or delayed? Evidence from the English National Pupil Database Review of Education Pub Date : 2023-07-14 Tammy Campbell
This paper explores national patterns of entry to primary school in England over the past decade. It focuses on deferred entry (where children begin Reception with the cohort below) and delayed entry (where children miss some or all of Reception, and enter Year 1 with their ‘normal’ cohort). In 2014, the Department for Education's (DfE's) guidance began to be updated to clarify the ‘right to request’
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Teachers' multilingual beliefs and practices in English classrooms: A scoping review Review of Education Pub Date : 2023-06-26 Tony Burner, Christian Carlsen
The past decade has witnessed an unprecedented growth in the field of research on multilingualism in English as a second and foreign language (ESL/EFL) classrooms. This scoping review evaluates research conducted on multilingualism and the teaching and learning of English. Three search methods were used: a database search in three major databases for education; a manual search in six most prominent
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What do we know so far about the research-teaching nexus in Initial Teacher Training? Findings from a systematic review Review of Education Pub Date : 2023-06-19 Yuqian Wang, Douglas Newton, Pauline Moger, Georgeta Ion, Laura Arnau-Sabates
Initial Teacher Education (ITE) Programmes comprise campus-based teaching sessions and school practice. This article carries out a systematic review from the context of Initial Teacher Education programmes in Higher Education, using the term ‘nexus’ to summarise the various ways research is integrated into campus-based teaching, and the various forms of research-informed teaching in school placement