Pub Date : 2026-10-20DOI: 10.3102/00346543261491752
Alex C. Lange,Dianna Morganti,Nick Fahnders,Alie Ehrensaft,Megan Battleson,Romeo Jackson
{"title":"The Assets of Transgender College Students in the United States: A Scoping Review","authors":"Alex C. Lange,Dianna Morganti,Nick Fahnders,Alie Ehrensaft,Megan Battleson,Romeo Jackson","doi":"10.3102/00346543261491752","DOIUrl":"https://doi.org/10.3102/00346543261491752","url":null,"abstract":"","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"1 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149221644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-10-12DOI: 10.3102/00346543261488048
Jiajia Li,Jin Sun,Dandan An,Ziying Zhang,Jianbin Li
{"title":"Unlocking Early Mathematics Potential at Home: A Meta-Analysis of the Effects of Home Mathematical Activity Interventions on Preschool Children’s Mathematical Learning","authors":"Jiajia Li,Jin Sun,Dandan An,Ziying Zhang,Jianbin Li","doi":"10.3102/00346543261488048","DOIUrl":"https://doi.org/10.3102/00346543261488048","url":null,"abstract":"","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"232 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149152758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-09-30DOI: 10.3102/00346543261484193
Joshua Ampofo,Jiacheng Li,Wen Zou,Weiwei Zhu
Digital literacy is an essential competency for adult participation in contemporary society; however, it is theorized through several distinct traditions, and its pedagogical effectiveness varies across settings. This systematic review synthesizes empirical evidence from 89 studies (2019–2024) on digital literacy in adult lifelong learning. Our analysis identifies three dominant theoretical paradigms: techno-functionalist, socio-critical, and ecological. Pedagogical approaches such as authentic problem-based learning and culturally responsive methods demonstrate superior outcomes for learner engagement and skill transfer, though persistent equity gaps disproportionately affect marginalized groups. Building on the complementary strengths of these traditions, we propose an integrative digital capabilities framework that brings together functional, critical, adaptive, and transformative dimensions within a single equity-centered model, offering practitioners and researchers a shared vocabulary that the individual paradigms do not provide on their own. We conclude with implications for practice and policy and call for future research that prioritizes longitudinal designs, intersectional analyses, and participatory methodologies to advance equitable digital literacy education for adults.
{"title":"Digital Literacy in Adult Lifelong Learning: A Systematic Review of Theoretical Frameworks and Pedagogical Effectiveness","authors":"Joshua Ampofo,Jiacheng Li,Wen Zou,Weiwei Zhu","doi":"10.3102/00346543261484193","DOIUrl":"https://doi.org/10.3102/00346543261484193","url":null,"abstract":"Digital literacy is an essential competency for adult participation in contemporary society; however, it is theorized through several distinct traditions, and its pedagogical effectiveness varies across settings. This systematic review synthesizes empirical evidence from 89 studies (2019–2024) on digital literacy in adult lifelong learning. Our analysis identifies three dominant theoretical paradigms: techno-functionalist, socio-critical, and ecological. Pedagogical approaches such as authentic problem-based learning and culturally responsive methods demonstrate superior outcomes for learner engagement and skill transfer, though persistent equity gaps disproportionately affect marginalized groups. Building on the complementary strengths of these traditions, we propose an integrative digital capabilities framework that brings together functional, critical, adaptive, and transformative dimensions within a single equity-centered model, offering practitioners and researchers a shared vocabulary that the individual paradigms do not provide on their own. We conclude with implications for practice and policy and call for future research that prioritizes longitudinal designs, intersectional analyses, and participatory methodologies to advance equitable digital literacy education for adults.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"6 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149093271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-09-24DOI: 10.3102/00346543261480692
Adam Coates
In education, cognitive models are often representations of knowledge and processes required to solve a task. These models can be used as foundations of pedagogy, curricula, and educational software. Diagnostic classification modeling (DCM) is a family of statistical approaches designed to combine responses to an assessment with a cognitive model to estimate students’ mastery of each skill in the assessment. This article systematically reviews the use of DCM with mathematics tests, focusing on the implications for developing and improving cognitive models. The literature was systematically searched, finding 182 articles analyzing mathematics assessments with DCM. This review highlights insights from DCM studies across a range of topics, including the sequences in which skills are learned, differences between problem-solving strategies, differences in learning across education systems, and the role of foundational knowledge when learning more advanced skills. Concerns about some uses of DCM are raised and future research directions are recommended.
{"title":"A Systematic Review of the Implications of Diagnostic Classification Modeling for Cognitive Models of Mathematics","authors":"Adam Coates","doi":"10.3102/00346543261480692","DOIUrl":"https://doi.org/10.3102/00346543261480692","url":null,"abstract":"In education, cognitive models are often representations of knowledge and processes required to solve a task. These models can be used as foundations of pedagogy, curricula, and educational software. Diagnostic classification modeling (DCM) is a family of statistical approaches designed to combine responses to an assessment with a cognitive model to estimate students’ mastery of each skill in the assessment. This article systematically reviews the use of DCM with mathematics tests, focusing on the implications for developing and improving cognitive models. The literature was systematically searched, finding 182 articles analyzing mathematics assessments with DCM. This review highlights insights from DCM studies across a range of topics, including the sequences in which skills are learned, differences between problem-solving strategies, differences in learning across education systems, and the role of foundational knowledge when learning more advanced skills. Concerns about some uses of DCM are raised and future research directions are recommended.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"35 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149123958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-09-05DOI: 10.3102/00346543261478032
D. Brent Edwards,Mauro C. Moschetti,Claudia Días-Ríos,Siobhan Ng,Patricia Grillet,Vanessa Ghersi Cordano,Naomi Caywood
This paper presents the results of a systematic literature review on how the state has been explicitly and implicitly conceived in research on K–12 education policy in Latin America. Based on a review of 177 studies in English, Spanish, and Portuguese, seven general theoretical approaches are identified in research on Latin America that focuses on K–12 education policy and employs the language of “the state.” These approaches are labeled political economy, policy process, governance, institutionalism, poststructuralism, post-/decoloniality, and historical accounts. In addition to delineating the characteristics of these seven general approaches, this paper also identifies how each approach conceptualizes the state, or does not, as well as the implications of these approaches for how “the state” and other actors can purposefully act to guide education systems toward particular ends. The discussion section considers the consequences of the fact that the studies in the sample vary not only in terms of the explicitness of their theoretical approach, but also in terms of clarity around the nature of the state. The concluding section comments on the value of combining various theoretical perspectives for understanding the relationship between states and K–12 education policy in Latin America.
{"title":"Education Policy and the State in Research on Latin America: A Systematic Review of Theoretical Approaches","authors":"D. Brent Edwards,Mauro C. Moschetti,Claudia Días-Ríos,Siobhan Ng,Patricia Grillet,Vanessa Ghersi Cordano,Naomi Caywood","doi":"10.3102/00346543261478032","DOIUrl":"https://doi.org/10.3102/00346543261478032","url":null,"abstract":"This paper presents the results of a systematic literature review on how the state has been explicitly and implicitly conceived in research on K–12 education policy in Latin America. Based on a review of 177 studies in English, Spanish, and Portuguese, seven general theoretical approaches are identified in research on Latin America that focuses on K–12 education policy and employs the language of “the state.” These approaches are labeled political economy, policy process, governance, institutionalism, poststructuralism, post-/decoloniality, and historical accounts. In addition to delineating the characteristics of these seven general approaches, this paper also identifies how each approach conceptualizes the state, or does not, as well as the implications of these approaches for how “the state” and other actors can purposefully act to guide education systems toward particular ends. The discussion section considers the consequences of the fact that the studies in the sample vary not only in terms of the explicitness of their theoretical approach, but also in terms of clarity around the nature of the state. The concluding section comments on the value of combining various theoretical perspectives for understanding the relationship between states and K–12 education policy in Latin America.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"30 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-09-04DOI: 10.3102/00346543261478027
H. Kenny Nienhusser,Monica Reid Kerrigan,Omar Romandia,Madeline Boehning
Although community colleges comprise about one-third of all higher education institutions and more than 50% of all public postsecondary education institutions—and serve important functions in the US higher education system—they are often regarded as marginal. This is an argument scholars have also made in relation to the prevalence of community college–focused scholarship, including in top-tier journals. The purpose of this systematic scoping review is to examine the prevalence of community college–related articles published between 2000 and 2019 across top-tier multidisciplinary education and higher education journals, as well as community college journals. We also identify topical themes (content areas) and subthemes (focal content areas) and methodological approaches used by scholars in that literature. Further, we analyze the citation prevalence of community college scholarship and the composition of community college scholars on journal editorial boards. We end with a discussion of the implications of policy, research, and practice of our investigation on the community college literature.
{"title":"A Systematic Scoping Review of Community College Literature: 2000–2019","authors":"H. Kenny Nienhusser,Monica Reid Kerrigan,Omar Romandia,Madeline Boehning","doi":"10.3102/00346543261478027","DOIUrl":"https://doi.org/10.3102/00346543261478027","url":null,"abstract":"Although community colleges comprise about one-third of all higher education institutions and more than 50% of all public postsecondary education institutions—and serve important functions in the US higher education system—they are often regarded as marginal. This is an argument scholars have also made in relation to the prevalence of community college–focused scholarship, including in top-tier journals. The purpose of this systematic scoping review is to examine the prevalence of community college–related articles published between 2000 and 2019 across top-tier multidisciplinary education and higher education journals, as well as community college journals. We also identify topical themes (content areas) and subthemes (focal content areas) and methodological approaches used by scholars in that literature. Further, we analyze the citation prevalence of community college scholarship and the composition of community college scholars on journal editorial boards. We end with a discussion of the implications of policy, research, and practice of our investigation on the community college literature.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"12 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899684","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}
Education policy research aimed at eliminating racism necessitates methodological innovation that fosters both racial equity–centered approaches and robust empirical analysis of the systemic and structural nature of racism. Most quantitative research in educational psychology does not account for racism in its modeling, thereby obscuring the racialized environments in which students learn (DeCuir-Gunby & Schutz, 2014; Strunk & Andrzejewski, 2023). Drawing from Bronfenbrenner’s ecological systems theory and the ethos of QuantCrit, this study evaluates various scales to highlight gaps and challenges in measuring racism within school settings. This review aims to uplift measures for researchers to use in their work and advocate for more targeted resources and reparations. Reviewing 66 studies and 50 unique scales, key findings include the overreliance on scales designed to measure racial discrimination at the intrapersonal level, while systemic and structural factors are often overlooked. Most measures were self-report surveys for older students developed more than 15 years ago. The results demonstrate the need to move beyond measures of intrapersonal racism to more up-to-date, multidimensional tools. The study’s findings also underscore the necessity of constant reevaluation of the tools so they keep pace with the shifting cultural realities of how racism operates, and the specific ways it impacts racially minoritized communities. As racism continues to evolve, so too must the methods by which it is measured.
{"title":"Unveiling Racism: A Systematic Review of Racism Survey Measures in Education","authors":"Wendy Castillo,Juan Cruz,Rachel Renbarger,Christen Priddie,Brein Mosely,Sasha Mejia-Bradford","doi":"10.3102/00346543261462172","DOIUrl":"https://doi.org/10.3102/00346543261462172","url":null,"abstract":"Education policy research aimed at eliminating racism necessitates methodological innovation that fosters both racial equity–centered approaches and robust empirical analysis of the systemic and structural nature of racism. Most quantitative research in educational psychology does not account for racism in its modeling, thereby obscuring the racialized environments in which students learn (DeCuir-Gunby & Schutz, 2014; Strunk & Andrzejewski, 2023). Drawing from Bronfenbrenner’s ecological systems theory and the ethos of QuantCrit, this study evaluates various scales to highlight gaps and challenges in measuring racism within school settings. This review aims to uplift measures for researchers to use in their work and advocate for more targeted resources and reparations. Reviewing 66 studies and 50 unique scales, key findings include the overreliance on scales designed to measure racial discrimination at the intrapersonal level, while systemic and structural factors are often overlooked. Most measures were self-report surveys for older students developed more than 15 years ago. The results demonstrate the need to move beyond measures of intrapersonal racism to more up-to-date, multidimensional tools. The study’s findings also underscore the necessity of constant reevaluation of the tools so they keep pace with the shifting cultural realities of how racism operates, and the specific ways it impacts racially minoritized communities. As racism continues to evolve, so too must the methods by which it is measured.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"1 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-08-31DOI: 10.3102/00346543261470762
Amanda Davis Simpfenderfer,Ayse Nur Boos,Jingjing Liu,Anarbek Yelshibayev,Senttra Snowden-Gregg
Structural racism “refers to the totality of ways in which societies foster racial discrimination through mutually reinforcing systems”. By this definition, structural racism is deeply embedded in education policy and practice. However, within quantitative education research, explicit attention to how structural racism is conceptualized and measured remains limited. Guided by critical race theory and quantitative critical race theory (QuantCrit), this systematic literature review examines how structural racism has been named and operationalized in quantitative studies across disciplines in the United States. We analyze patterns in how researchers conceptualize, measure, and model structural racism, with particular attention to the methodological decisions that shape what becomes empirically visible. Notably, we find that while adjacent fields—such as public health and sociology—have developed explicit quantitative measures of structural racism, no quantitative education studies in our sample operationalized structural racism as a measurable construct. Drawing on approaches from these adjacent fields, we discuss conceptual and methodological implications for education research and outline pathways to advancing quantitative analyses that more directly examine how structural racism operates within educational systems.
{"title":"Quantitative Measurement of Structural Racism: A Systematic Literature Review","authors":"Amanda Davis Simpfenderfer,Ayse Nur Boos,Jingjing Liu,Anarbek Yelshibayev,Senttra Snowden-Gregg","doi":"10.3102/00346543261470762","DOIUrl":"https://doi.org/10.3102/00346543261470762","url":null,"abstract":"Structural racism “refers to the totality of ways in which societies foster racial discrimination through mutually reinforcing systems”. By this definition, structural racism is deeply embedded in education policy and practice. However, within quantitative education research, explicit attention to how structural racism is conceptualized and measured remains limited. Guided by critical race theory and quantitative critical race theory (QuantCrit), this systematic literature review examines how structural racism has been named and operationalized in quantitative studies across disciplines in the United States. We analyze patterns in how researchers conceptualize, measure, and model structural racism, with particular attention to the methodological decisions that shape what becomes empirically visible. Notably, we find that while adjacent fields—such as public health and sociology—have developed explicit quantitative measures of structural racism, no quantitative education studies in our sample operationalized structural racism as a measurable construct. Drawing on approaches from these adjacent fields, we discuss conceptual and methodological implications for education research and outline pathways to advancing quantitative analyses that more directly examine how structural racism operates within educational systems.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"76 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-08-31DOI: 10.3102/00346543261478075
Shiyu Tang,Shulin Yu
Contract grading and labor-based grading contracts have emerged as a prominent antiracist and equitable alternative to normative writing assessment, purportedly mitigating linguistic discrimination and anxiety for multilingual writers. This systematic review synthesizes 42 publications to critically evaluate this promise, examining contract grading’s theoretical foundations, empirical efficacy, and specific implications for multilingual writing pedagogy. The findings confirm that contract grading significantly reduces student anxiety and enhances perceptions of fairness by decoupling grades from subjective quality judgments. However, the review uncovers a critical equity paradox: While designed to combat racial and linguistic bias, rigid labor-based models can inadvertently create new inequities for disabled, neurodivergent, and time-poor students. Furthermore, empirical evidence on writing quality remains limited and mixed, and significant implementation challenges, including immense instructor workload and student resistance, threaten its scalability. The analysis identifies a predominantly U.S.-centric, theoretically fragmented research landscape with limited methodologic rigor in multilingual writing contexts. We conclude by proposing a future research agenda that prioritizes intersectional frameworks, robust comparative studies in global settings, and critical adaptations addressing the emerging challenges of generative artificial intelligence, urging the field to refine labor-based grading contracts into a more nuanced and inclusively effective practice for diverse multilingual writers.
{"title":"Contract Grading in Writing: A Systematic Review of Efficacy, Equity, and Unexamined Burdens","authors":"Shiyu Tang,Shulin Yu","doi":"10.3102/00346543261478075","DOIUrl":"https://doi.org/10.3102/00346543261478075","url":null,"abstract":"Contract grading and labor-based grading contracts have emerged as a prominent antiracist and equitable alternative to normative writing assessment, purportedly mitigating linguistic discrimination and anxiety for multilingual writers. This systematic review synthesizes 42 publications to critically evaluate this promise, examining contract grading’s theoretical foundations, empirical efficacy, and specific implications for multilingual writing pedagogy. The findings confirm that contract grading significantly reduces student anxiety and enhances perceptions of fairness by decoupling grades from subjective quality judgments. However, the review uncovers a critical equity paradox: While designed to combat racial and linguistic bias, rigid labor-based models can inadvertently create new inequities for disabled, neurodivergent, and time-poor students. Furthermore, empirical evidence on writing quality remains limited and mixed, and significant implementation challenges, including immense instructor workload and student resistance, threaten its scalability. The analysis identifies a predominantly U.S.-centric, theoretically fragmented research landscape with limited methodologic rigor in multilingual writing contexts. We conclude by proposing a future research agenda that prioritizes intersectional frameworks, robust comparative studies in global settings, and critical adaptations addressing the emerging challenges of generative artificial intelligence, urging the field to refine labor-based grading contracts into a more nuanced and inclusively effective practice for diverse multilingual writers.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"5 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-08-26DOI: 10.3102/00346543261475367
Sarah Jerasa,Sarah K. Ura,Lydia A. Beahm
Reading, social-emotional learning (SEL), and culturally responsive teaching (CRT) practices are often discussed as complementary processes that support students’ academic learning and general well-being. We conducted a scoping review of the extant literature that combines reading, SEL, and CRT to investigate (a) how scholars have positioned these three conceptually aligned constructs and (b) if and how SEL and CRT facilitate reading. Twelve works met inclusion criteria, highlighting the limited scholarly work incorporating all three constructs together. Moreover, none of the included works fully integrated all three concepts, including only one text that measured reading outcomes. Gaps in scholarship included an integrated conceptualization of how reading, SEL, and CRT work together and a lack of construct measurement to ascertain if and how reading is supported through the application of SEL and CRT. We discuss findings and implications and provide recommendations for future research.
{"title":"Relationship Between Social-Emotional Learning, Culturally Responsive Teaching, and Reading: A Scoping Review of the Literature","authors":"Sarah Jerasa,Sarah K. Ura,Lydia A. Beahm","doi":"10.3102/00346543261475367","DOIUrl":"https://doi.org/10.3102/00346543261475367","url":null,"abstract":"Reading, social-emotional learning (SEL), and culturally responsive teaching (CRT) practices are often discussed as complementary processes that support students’ academic learning and general well-being. We conducted a scoping review of the extant literature that combines reading, SEL, and CRT to investigate (a) how scholars have positioned these three conceptually aligned constructs and (b) if and how SEL and CRT facilitate reading. Twelve works met inclusion criteria, highlighting the limited scholarly work incorporating all three constructs together. Moreover, none of the included works fully integrated all three concepts, including only one text that measured reading outcomes. Gaps in scholarship included an integrated conceptualization of how reading, SEL, and CRT work together and a lack of construct measurement to ascertain if and how reading is supported through the application of SEL and CRT. We discuss findings and implications and provide recommendations for future research.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"78 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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