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.
教育研究评论(Review Of Research In Education)是一本由SAGE出版的一本EDUCATION & EDUCATIONAL RESEARCH学术刊物,主要报道EDUCATION & EDUCATIONAL RESEARCH相关领域研究成果与实践。本刊已入选、社会科学引文索引(SCIE)来源期刊,该刊创刊于1973年,出版周期1 issue/year。2021-2022年最新版WOS分区等级:Q1,2023年发布的影响因子为2.4,CiteScore指数15.7,SJR指数1.987。本刊非开放获取期刊。 《教育研究评论》(RRE)每年出版一次,为对该领域具有重要意义的选定教育主题进行分析研究评论提供了一个论坛。每一卷都涉及与教育和学习广泛相关的主题,并发表文章,批判性地审视相关学科和领域的各种文献和知识体系。RRE卷提高了知识水平,促进了讨论,并为未来的研究指明了方向。
Teaching for Diversity: Intercultural and Intergroup Education in the Public Schools, 1920s to 1970s
来源期刊:Review of Research in EducationDOI:10.3102/0091732X18821127
Changing How Writing Is Taught
来源期刊:Review of Research in EducationDOI:10.3102/0091732X18821125
Trauma-Informed Practices in Schools Across Two Decades: An Interdisciplinary Review of Research
来源期刊:Review of Research in EducationDOI:10.3102/0091732X18821123
How Does Changing “One-Size-Fits-All” to Differentiated Instruction Affect Teaching?
来源期刊:Review of Research in EducationDOI:10.3102/0091732X18821130
From Mass Schooling to Education Systems: Changing Patterns in the Organization and Management of Instruction
来源期刊:Review of Research in EducationDOI:10.3102/0091732X18821131
Critical Reflection and Generativity: Toward a Framework of Transformative Teacher Education for Diverse Learners
来源期刊:Review of Research in EducationDOI:10.3102/0091732X18822806
(Re)framing Resistance to Culturally Relevant Education as a Multilevel Learning Problem
来源期刊:Review of Research in EducationDOI:10.3102/0091732X18821120
Action Research and Systematic, Intentional Change in Teaching Practice
来源期刊:Review of Research in EducationDOI:10.3102/0091732X18821132
How We Learn About Teacher Learning
来源期刊:Review of Research in EducationDOI:10.3102/0091732X19838970
Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings
来源期刊:Review of Research in EducationDOI:10.3102/0091732X18820910
Teaching Practices That Support Student Sensemaking Across Grades and Disciplines: A Conceptual Review
来源期刊:Review of Research in EducationDOI:10.3102/0091732X18821115
Teaching Academically Underprepared Postsecondary Students
来源期刊:Review of Research in EducationDOI:10.3102/0091732X18821114
Teaching in Community Schools: Creating Conditions for Deeper Learning
来源期刊:Review of Research in EducationDOI:10.3102/0091732X18821126
A Transdisciplinary Approach to Equitable Teaching in Early Childhood Education
来源期刊:Review of Research in EducationDOI:10.3102/0091732X18821122
How Responsive Is a Teacher’s Classroom Practice to Intervention? A Meta-Analysis of Randomized Field Studies
来源期刊:Review of Research in EducationDOI:10.3102/0091732X19830634
About the Contributors
来源期刊:Review of Research in EducationDOI:10.3102/0091732X19840655
Components, Infrastructures, and Capacity: The Quest for the Impact of Actionable Data Use on P–20 Educator Practice
来源期刊:Review of Research in EducationDOI:10.3102/0091732X18821116
About the Editors
来源期刊:Review of Research in EducationDOI:10.3102/0091732X19839404