Review of Research in Education

Impact Factor: 2.4

Coeditors-in-Chief: Terri D. Pigott, Ann Marie Ryan, Charles Tocci

Society Affiliation: American Educational Research Association

Discipline: Education

Description:

Review of Research in Education (RRE), published annually, provides a forum for analytic research reviews on selected education topics of significance to the field. Each volume addresses a topic of broad relevance to education and learning, and publishes articles that critically examine diverse literatures and bodies of knowledge across relevant disciplines and fields. RRE volumes advance the state of the knowledge, promote discussion, and shape directions for future research.March 2024Volume 48: Educational Side Effects: What is Missing in Education ResearchEdited by Yong Zhao and Ronald A. Beghetto: Educator researchers have a responsibility to develop an applied understanding of educational side effects. Although doing so will add further complexities and challenges, we hope education researchers will find some direction for how they might more actively anticipate and address side effects in their own research and when interpreting their own and others’ research for educational policy and practice.Click here to access RRE Volume 48.March 2023Volume 47: The Science of Learning and DevelopmentEdited by Carol D. Lee, Richard M. Lerner, Vivian L. Gadsen, and David Osher: Researchers are at a consequential moment in the histories of how their respective scholarly communities conceptualize human learning and development. The disciplines that have contributed to conceptualizations of human learning and development, particularly with regard to education, have included various fields of psychology (cognitive, social, and more recently, cultural), human development, and anthropology. In the past 20 years, the learning sciences and the neurosciences (cognitive, cultural, and affective neuroscience) have evolved and impacted education. Our aspiration is that this volume will help inspire research communities with the humility to acknowledge and wrestle with what our existing theories, research designs, and methods do not explain as reality on the ground.Click here to access RRE Volume 47. March 2022Volume 46: Democratizing Creative Educational ExperiencesEdited by Ronald A. Beghetto and Yong Zhao: Creative educational experiences (CEE) refer to a broad range of learning experiences, which include supporting young people in identifying and solving complex problems and issues that matter to them, their communities, and beyond. The kinds of problems, issues, and challenges that young people encounter in CEE differ from the kinds of routine tasks and problems that students typically face in school because there are often no clear-cut solutions or pathways for attaining those solutions. Democratizing CEE involves ensuring that all students have access and opportunities to develop their capacity and confidence to successfully navigate uncertainty and productively respond to the challenges, problems, and issues of a changing world. Click here to access RRE Volume 46.MARCH 2021Volume 45: Quality of Research Evidence in Education: How Do We Know?Edited by Terri D. Pigott, Charles Tocci, Ann Marie Ryan, and Aaron Galliher: The persistence of inequitable education is the fundamental fact facing education researchers as we reflect on the quality and value of the evidence we produce. As a field, we must critically examine what it means for us to develop increasingly sophisticated research tools and research design models while disparate outcomes along familiar lines of race and class continue apace. Education research faces challenges in education and health disparities and needs to marshal a concerted and conscious effort to address them. Our modest hope for this volume is to raise questions about how we might do this by rethinking how we approach education research.Click here to access RRE Volume 45.MARCH 2020Emergent Approaches for Education Research: What Counts as Innovative Educational Knowledge and What Education Research Counts?Volume 44Edited by Margarita Pivovarova, Jeanne M. Powers, and Gustavo E. Fischman, the purpose of this volume was to create a volume that will serve as a resource for both novice and experienced education researchers for understanding how innovative methodological approaches might provide more comprehensive explanations into enduring questions, challenge existing theoretical frameworks and paradigms, or address novel challenges in the field of education. The chapters in this volume demonstrate how emerging approaches continue to address the complexities of education research—ethics, politics, diversity, and its interdisciplinary nature, to name a few—all of which make education research “the hardest-to-do science of them all”.Click here to purchase an individual copy of RRE 2020: Emergent Approaches for Education Research: What Counts as Innovative Educational Knowledge and What Education Research Counts?MARCH 2019Changing Teaching Practice in P-20 Educational SettingsVolume 43Edited by Terri D. Pigott, Ann Marie Ryan, and Charles Tocci, the purpose of this volume is to present high-quality reviews that examine change to teaching practice from a variety of perspectives and a range of disciplines with an eye toward the enormous scope of the field. Taken as a whole, this volume presents a compelling profile of the core challenges and opportunities facing those engaged in the work of changing teaching practice and those who research these efforts. Divided into four sections, the first section of this volume delves into the history and policy of changing teaching practice, the second set of chapters consider the capacity of teachers to make changes, the third set of chapters review literature examining how to change practice in numerous settings in various ways, and the final section of the volume centers on emerging issues for practice. This volume considers some of the most critical problems facing educators and scholars today: how our history shapes our present-day possibilities, how we develop the capacity of educators to change and improve practice, the innumerable aspects that can be changed, which dimensions of teaching should we prioritize, and what emerging issues will shape this work in the coming years?Click here to purchase an individual copy of RRE 2019: Changing Teaching Practice in P-20 Educational SettingsMARCH 2018The Challenges and Possibilities of Intersectionality in Education ResearchVolume 42 Edited by Adai A. Tefera, Jeanne M. Powers and Gustavo E. Fischman, the purpose of this volume is to contribute to educational research by presenting comprehensive and nuanced understandings of intersectional perspectives. Researchers working within an intersectional framework try to account for the dynamic and complex ways that race/ethnicity, class, gender, sexuality, religion, citizenship, ability, and age shape individual identities and social life. The authors argue it is essential to overcome simplistic, static, one-dimensional, and additive approaches to educational research by expanding the use of analytical categories and engaging the multiplicities of people’s circumstances within and across teaching and learning settings. This volume attempts to open a space for analysis, dialogue, and reflection among scholars about intersectionality, and the possibilities of reimagining the research tools used to address the complex demographic, social, economic, and cultural transformations shaping education. Ideally, this conversation will reach audiences outside of the academy.Click Here to purchase an individual copy of RRE 2018:The Challenges and Possibilities of Intersectionality in Education Research MARCH 2017Disrupting Inequality Through Education ResearchVolume 41 Edited by Mariana Souto-Manning and Maisha T. Winn, this volume of RRE will publish reviews of research that advance understanding of how inequality and social processes that disrupt it affect the lives of children and youth. Each issue of the annual Review of Research in Education (RRE) provides an overview and descriptive analysis of a selected topic of relevant research literature through critical and synthesizing essays. RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing work in the field.Click Here to purchase an individual copy of RRE 2017:Disrupting Inequality Through Education Research MARCH 2016Education Research: A Century of DiscoveryVolume 40Edited by Patricia Alexander (University of Maryland), Felice J. Levine (AERA), and William Tate (Washington University in St. Louis), this centennial volume of RRE takes a “retrospective, prospective” approach on a diverse range of education research topics spanning the last 100 years. While using historical trends as foundations for their chapters, the authors also look ahead to the most challenging issues and promising directions for the next century. The chapters contribute to cumulative knowledge, capture research developments and findings of sustained significance, and address research innovations anchored in their time or place, which could ultimately shape directions of scholarly promise and potential for the future. To bring conceptual cohesion to the volume, the editors nested the chapters in four thematic sections: (1) the Research Enterprise and the Doing of Education Research, (2) the Contexts of Education, (3) the Process of and Substance of Learning, (4) and the Changing Attention to Diversity and Difference.Click Here to purchase an individual copy of RRE 2016: Education Research: A Century of DiscoveryMARCH 2015Teacher Assessment and the Assessment of Students With Diverse Learning Needs        Volume 39 Edited by Jamal Abedi and Christian J. Faltis, both at University of California, DavisAssessments play an integral role in instruction, placement, promotion and efforts to ensure that students and teachers receive the support they need for success. At the same time, serious consequences can result if assessments are not constructed and used properly. If, for any reason, the assessment report results are not dependable due to unreliable or invalid tests, this can jeopardize the very population they were intended to serve. In Review of Research in Education (Volume 39), the authors bring awareness to specific considerations necessary in the use of high-stakes assessments, shed light on the decisions made based on the results of assessments and explore the implications of using high-stakes assessments for students with diverse learning needs. As the nation moves toward the development and implementation of a new generation of assessments, attention to teacher assessment and the assessment of students with diverse learning needs is of paramount importance. Click Here to purchase an individual copy of RRE 2015: Teacher Assessment and the Assessment of Students With Diverse Learning Needs March 2014Language Policy, Politics, and Diversity in EducationVolume 38Edited by Kathryn M. Borman, University of South Florida, Terrence G. Wiley, Center for Applied Linguistics, David R. Garcia, Arizona State University, and Arnold B. Danzig, San José State UniversityReview of Research in Education (Volume 38) explores the important role of educational language policies in promoting education as a human right. Even in English-dominant countries, such as the United States, it is important to understand the role of educational language policies (ELPs) in promoting educational access through the dominant language, and its impact on educational equity, achievement, and students’ sense of identity. This volume addresses whether language minorities have a right not only to linguistic accommodations but also to the promotion of their languages as a means for developing a positive identification with their languages and cultures. With language diversity in flux due to large-scale trends with widespread implications, this timely volume offers a solid background to inform and influence policies and programs for millions of students worldwide. Click Here to purchase an individual copy of RRE 2014: Language Policy, Politics, and Diversity in EducationMarch 2013Extraordinary Pedagogies for Working Within School Settings Serving Nondominant Students Volume 37Edited by Christian Faltis and Jamal Abedi, both at University of California, Davis Review of Research in Education (Volume 37) explores the extraordinary pedagogies that teachers and educators have developed in recent years to address the needs of nondominant students and families served by public schools and institutions of higher learning. In this volume, extraordinary pedagogies are shown not to be about “best practices” or the most effective teaching methods for teaching to the learners’ needs, but rather to bring attention to how poverty, race, social class, and language interact with local practices in teaching and learning, and in the everyday lives of families, educators, children, and youth. By examining these broader sociocultural issues, this volume challenges recent attempts to refocus attention on learning outcomes without considering these larger issues. Transforming schooling is possible – but it requires extraordinary pedagogies.Click Here to purchase an individual copy of RRE 2013: Extraordinary Pedagogies for Working Within School Settings Serving Nondominant Students March 2012Education, Democracy, and the Public GoodVolume 36Edited by Kathryn M. Borman, University of South Florida, and Arnold B. Danzig and David R. Garcia, Arizona State UniversityReview of Research in Education (Volume 36) explores the varied intersections between education, democracy, and the public good. It is intended to give readers a broader perspective on how the three constructs are interconnected and applied in the United States and in other countries around the world. By examining the theme in multiple contexts and through diverse lenses, the volume provides a deeper understanding of the many ways that education and schools serve the “public good,” where the “public good” is used throughout the volume as a unifying concept to express purposes beyond individual self-interest in order to encompass those that serve greater public purposes. Click Here to purchase an individual copy of RRE 2012: Education, Democracy, and the Public GoodMarch 2011Youth Cultures, Language, and LiteracyReview of Research in EducationVolume 35Edited by Stanton Wortham, University of PennsylvaniaDrawing upon international research, Review of Research in Education, Volume 35 examines the interplay between youth cultures and educational practices. Although the articles describe youth practices across a range of settings, a central theme is how gender, class, race, and national identity mediate both adult perceptions of youth and youths’ experiences of schooling. Other themes include the creativity of youth cultural practices, how globalization has affected youth cultures, and how youth cultural practices sometimes invert hegemonic ideas, including those associated with schooling. The volume also suggests how educators can more productively relate to creative, global, and counter-hegemonic youth cultures.Click Here to purchase an individual copy of RRE 2011: Youth Cultures, Language, and LiteracySubmit your manuscript today at https://mc.manuscriptcentral.com/rre.