This guide accompanies the following article: Brown, C. & Shay, M. (2021) From resilience to wellbeing: Identity‐building as an alternative framework for schools’ role in promoting children’s mental health, Review of Education, https://doi.org/10.1002/(ISSN)2049‐6613.

This paper explores schools’ new role in promoting children’s mental health, as a key focus for policy makers across the global north. An education policy analysis is conducted for England and Australia, two nations advocating a ‘bottom‐up’ approach to mental health promotion, granting flexibility to schools and municipal authorities. Here it is argued that a common policy lexicon is evident where

This guide accompanies the following article: Firth, J., Rivers, I., & Boyle, J. (2021) A systematic review of interleaving as a concept learning strategy. Review of Education, [DOI: https://doi.org/10.1002/rev3.3266]

A systematic review was conducted into the effect of interleaving the order of examples of concepts in terms of both memory of items and transfer to new items. This concept has important implications for how and when teachers present examples in the classroom. A total of 26 studies met the inclusion criteria; a subset of 17 studies (with 32 constituent datasets) formed the basis of a meta‐analysis

This guide accompanies the following article: Mellander, E. & Lind, P. (2021) Recruitment to STEM studies: The roles of curriculum reform, flexibility of choice, and attitudes, Review of Education. https://doi.org/10.1002/(ISSN)2049‐6613

Many countries are trying to increase the recruitment to Science, Technology, Engineering and Mathematics (STEM) studies. Some have implemented curriculum reforms to this end, others may do so. Using experiences from curriculum reforms in Germany, the Netherlands and, in particular, Sweden, we consider a proposal from the Royal Society in England about a broader curriculum for 16–19‐year‐olds, involving

This guide accompanies the following article: Román, H., Sundberg, D., Hirsh, Å., Forsberg, E. & Nilholm, C. Mapping and analysing reviews of research on teaching, 1980–2018, in Web of Science: An overview of a second‐order research topography, Review of Education. https://doi.org/10.1002/rev3.3258

A third level of educational research is emerging, in addition to original research and secondary‐level reviews. Whereas most third‐level research syntheses focus on rather restricted topical areas, this study introduces a comparative and integrative overview of prominent second‐order research on teaching, including many different types of reviews and aspects of teaching. The purpose of the study is

The current job market requires scientifically literate human resources. At a time in which scientific reasoning should be part of the higher education curriculum, the general population is pulling away from it. This review aims to identify how students’ and teachers’ attitudes and values influence academic performance in science courses. PICO and the Preferred Reporting Items for Systematic Reviews

This Research Report describes the trialling of the Curriculum Design Coherence (CDC) Model in the Knowledge‐Rich School Project in New Zealand. The Project’s findings suggest that a CDC Model curriculum development design programme may be of use more widely. The CDC Model achieves conceptual coherence and progression, firstly by using generalising subject concepts as the mechanism to create coherence;

The role of domain‐specific content knowledge is discussed controversially for the early childhood context. Therefore, this review aims at untangling the research on domain‐specific content knowledge for early childhood educators by systematically reviewing the conceptual and operational definition of and results on early childhood educators’ content knowledge in different domains. Using the scientific

This guide accompanies the following article: Bruns, J., Gasteiger, H. & Strahl, C. (2020), Conceptualising and measuring domain‐specific content knowledge of early childhood educators: A systematic review, Review of Education, https://doi.org/10.1002/rev3.3256

Achievement motivation of Indian women requires research because widespread gender discrimination obstructs their progress. Studies show that facets of locus of control and professional and family values correlated with the achievement motivation of women in college education in India. But identifying the most important correlates would help formulate better policies for women’s empowerment. So the

School‐improvement initiatives are implemented with admirable goals, often requiring substantial human and material resources. However, many fail to be sustainable beyond short‐term funding cycles or the enthusiasm of local initiators. Typically, implementation and improvement are viewed linearly and as static end‐products that fail to consider that schools are complex adaptive systems (CAS) that are

This guide accompanies the following article: Maity, S., Sahu, T. N., & Sen, N. (2020) Panoramic view of digital education in COVID‐19: A new explored avenue, Review of Education. https://doi.org/10.1002/rev3.3250

This guide accompanies the following article: Sina Fackler, Pamela Sammons, Lars‐Erik Malmberg; A comparative analysis of predictors of teacher self‐efficacy in student engagement, instruction and classroom management in Nordic, Anglo‐Saxon, and East and South‐East Asian countries, Review of Education.

Going beyond previous studies, we investigated differential effects of teacher self‐efficacy (TSE) across the three basic dimensions of educational equality in student engagement, instructional strategies and classroom management in East and South‐East Asian, Anglo‐Saxon and Nordic country clusters in a cross‐cultural analysis. It was found that all three domains of TSE show different patterns of associations

The use of a pedagogical practice known as ‘differentiation’ has become more common over time as educators have sought to respond to increases in the diversity of students enrolling in their local school. However, there are now so many misperceptions and definitional inconsistencies that it is difficult to know what is being enacted in the name of differentiation or indeed what is being researched

Parental support is critical for young children’s language and literacy development. It is important that teachers are aware of this parental role. Particularly in the case of lower‐educated parents, teachers can improve their education when they engage parents in partnerships to support young children’s language development. These parents are often challenged to provide a rich Home Language Environment

This guide accompanies the following article: Armstrong, P. W., Brown, C. & Chapman, C. (2020) School‐to‐school collaboration in England: A configurative review of the empirical evidence, Review of Education. https://doi.org/10.1002/rev3.3248

In recent years school‐to‐school collaboration in the English context has been promoted by a myriad of policy initiatives. Many of these initiatives have been directed at structural reforms seeking to facilitate a 'self‐improving system' in which schools support one another to raise standards of teaching and learning and address educational inequality. Yet, at the same time, the English school system

Authors' Introduction In recent years, research has often focused on single areas of society in which trust is emerging. But the preconditions and consequences of trust in complex education systems have not yet been extensively considered. Based on a systematic literature review of 183 articles, this paper aims to provide insights into recent research on trust in different domains of education. Drawing

Trust is considered to be a crucial element of social cohesion. At the same time, as research has shown, education can be understood as an important precondition of trust. Furthermore, contextual conditions are important for the development of trust. In spite of this, the role of trust in the multi‐level education system has been scarcely investigated. This paper introduces a comprehensive model of

Authors’ Introduction Mixed methods studies on classroom teaching and students’ learning systematically explores the effectiveness of different instructional strategies, students' behaviours, and classroom dynamics. These studies often employ classroom observation methods as their data collection mechanism for understanding and evaluating these practices. Prior research studies have favoured the use

Prior research studies have extensively used different classroom observation protocols to identify the characteristics of the lecture and instructional methods used by course instructors, to observe student and instructor behaviours, to evaluate the fidelity of certain implementations, and to understand classroom dynamics. This systematic review provides a synthesis and comparison of the features and

This guide accompanies the following article: Moore, R. (2020) Who is Australian? National belonging and exclusion in Australian history textbooks, Review of Education, [https://doi.org/10.1002/rev3.3233]

Although multiculturalism replaced the White Australia Policy in the 1970s, the Australian nation continues to be imagined predominantly as a White space from which Aborigines, Torres Strait Islanders and peoples of non‐White immigrant heritage are excluded. Whereas White people's positioning as Australian is secure and taken for granted, non‐White people’s Australianness is fraught and tentative.

This guide accompanies the following article: Hobbiss, M., Sims, S. & Allen, R. Habit formation limits growth in teacher effectiveness: A review of converging evidence from neuroscience and social science, Review of Education, [https://doi.org/10.1002/rev3.3226.]

Teachers become rapidly more effective during the early years of their career but tend to improve increasingly slowly thereafter. This article reviews and synthesises converging evidence from neuroscience, psychology, economics and education suggesting that teachers’ rate of growth slows because their practice becomes habitual. First, we review evidence suggesting that teaching is highly conducive

In this meta‐analysis, the aim is to determine the overall effect of the ARCS (attention, relevance, confidence, satisfaction) model of motivation on students‘ academic achievement, motivation, attention, relevance, confidence and satisfaction. Additionally, the effect of the model is analysed according to the learning environment in which the model is integrated, discipline area, education level and

This guide accompanies the following article: Goksu, I. & Bolat, Y. I. (2020). Does the ARCS motivational model affect students' achievement and motivation? A meta‐analysis, Review of Education, https://doi.org/10.1002/rev3.3231.

In a mixed‐methods study following 1551 adolescents from eight diverse schools across the US, a large majority demonstrated (a) strong norms of actively open‐minded thinking (AOT) and (b) a widespread capacity for AOT. Students from two public (government) schools, two private (public) schools, and two charter (academy) schools were followed for 18 months over the transition from middle school to high

There is growing concern about the mental health and wellbeing of teachers globally, with the stress caused by the job thought to be a key factor driving many to leave the profession. It is often claimed that teachers have worse mental health and wellbeing outcomes than other occupational groups. Yet academic evidence on this matter remains limited, with some studies supporting this notion, while a

The emergence of global development frameworks such as Education for All, Millennium Development Goals, and Sustainable Development Goals have expanded opportunities for Universal Basic Education (UBE) in Ghana and Sub‐Saharan Africa (SSA). In the three decades of their implementation, these frameworks have also stimulated a culture of research based on measuring development and educational outcomes

This guide accompanies the following article: Fevre, R., Guimarães, M. I. & Zhou, W. “Parents, individualism and education: three paradigms and four countries”, Review of Education, https://doi.org/10.1002/rev3.3204

The UN Convention on the Rights of the Child (1989) is an important indicator of the increased global importance of education. It defines the goal of education at the level of the child rather than the state, the community or household. The requirement that each child be treated as an individual who can expect to see their ‘personality, talents and mental and physical abilities’ fully developed, is

For decades there have been calls by concerned stakeholders to improve the quality of education research, and some progress has been made towards creating a more secure evidence base in some areas. More programmes and approaches that have a reasonable evidence base are now also being used in schools (but not in policy, and not necessarily because they have a reasonable evidence base). However, there

This study provides a comprehensive review of the phenomenon of students dropping out from tertiary education. Student withdrawal is the result of a long decision‐making process and complex interaction between several determinants. We first provide an overview of definitions, theoretical models and perspectives of dropping out. Referring to previous theoretical and empirical evidence from a wide range

A systematic literature review of international empirical research was conducted to understand the impact of primary‒secondary transition on children’s experiences, outcomes and protective/risk factors. The review covered the period 2008‒2018 and met the gap in previous literature reviews. Using the EPPI‐Centre approach, authors included 96 studies in the review. Synthesis of the findings suggested

The experience of bereavement is common for children. Often coming unexpectedly, death interrupts everyday life and a child’s reality becomes a social, emotional and developmental world of chaos. The potential impact of the death is highly unpredictable and complicated. There is no doubt, however, that the experience can be very memorable and stressful. Approximately 112 children are newly bereaved

Supporting, caring for and working with bereaved children is both daunting and challenging, yet not much is known about how schools can help children to cope with death and dying. The main objective of this study was to identify approaches used to support children who are grieving, and to explore implications for teachers. The use of retrospective autoethnography sets out this review as a practitioner

Teacher‐educators who are aware of differences that present themselves in diverse student populations must increasingly work to help teachers to connect with students in ways that allow them to improve literacy outcomes. Despite its potential for helping to address the needs of diverse students, awareness of culture and language often tends to be touted primarily as an expectation for teachers who

UK higher education institutions have widely adopted intensive pre‐sessional programmes (PSPs) encompassing English for academic purposes provision to enhance their attractiveness in the intense global competition for higher fee‐paying international students whose proficiency in English falls below standard entry requirements. Nevertheless, opening up tertiary education participation to linguistically

Universities admit increasingly diverse student cohorts with varying academic entry standards. To address students’ varying academic prerequisites, academic support services ‒ such as literacy and numeracy support ‒ are offered to ensure student success. However, students often do not engage. Aimed at mapping variables related to a student’s decision to seek academic help in order to identify gaps

Over the past two decades, creativity has emerged as one of the core 21st century learning objectives within K‐12 education systems around the world. While some literature has demonised assessment as something that inhibits creativity, a growing body of research supports feedback‐driven teaching—also known as formative assessment or assessment for learning—as an effective pedagogical approach across

The purposes of this study are 1) to explore the concept of design thinking/human‐centred design as expressed across the literature, using a systematic content analysis methodology, and 2) to arrive at empirically‐based implications and recommendations for the instructional design field drawn from this search and analysis. Since 2000, design thinking has been highly sought after and is increasingly

This guide accompanies the following article: Baker III. F.W. & Moukhliss, S. Concretising Design Thinking: A Content Analysis of Systematic and Extended Literature Reviews on Design Thinking and Human‐Centred Design, Review of Education, https://doi.org/10.1002/rev3.3186.

This guide accompanies the following article: Rogers, S., Brown, C., & Poblete, X. (2019)A systematic review of the evidence base for professional learning in early years education (The PLEYE Review), Review of Education, https://doi.org/10.1002/rev3.3178.

Emphasis in school dropout literature has shifted from exploring wide‐ranging causes of dropping out to soliciting a smaller number of predictive indicators to identify students at increased risk for dropping out. However, much of the past decade's Early Warning research excludes indicators that do not add to the predictive nature of the model even if they might inform intervention. Considering this

This guide accompanies the following article: McMahon, B. M. & Sembiante, S. F. (2019) Context and Implications Document for: Re‐envisioning the purpose of early warning systems: Shifting the mindset from student identification to meaningful prediction and intervention, Review of Education, https://doi.org/10.1002/rev3.3183.

In response to the ongoing policy drive in the UK to improve the skills level of the early years (EY) workforce, raise the quality of early years education (EYE), and reduce the disadvantage gap for young children, a systematic review was conducted on approaches to professional learning and development (PDL) that report impact on outcomes for children in EYE. The aim of the review, funded by the Nuffield

This paper explores school level determinants of curriculum narrowing in the senior phase of secondary education, under the Scottish Curriculum for Excellence (CfE). It presents findings from an analysis of longitudinal administrative education data (2011–2017), and Scottish Qualifications Authority (SQA) data on subject enrolments for Scottish Credit and Qualifications Framework National 5 level qualifications

This guide accompanies the following article: Shapira, M. & Priestley, M. (2019). Do schools matter? An exploration of the determinants of lower secondary school subject choices under the Scottish Curriculum for Excellence. Review of Education, https://doi.org/10.1002/rev3.3180.

This paper questions the idea that there are two opposing paradigms of educational research, often called positivist versus interpretivist. It argues that the ‘paradigm’ term has been used to avoid philosophical discussions about the nature of educational research. This has been done by understanding ‘paradigms’ to reflect metaphysical positions about connected epistemological and ontological assumptions

This guide accompanies the following article: Norwich, B. Thinking about the nature of educational research: Going beyond superficial theoretical scripts, Review of Education, https://doi.org/10.1002/rev3.3182

This methodological review highlights the trends in empirical studies where a methodological construct (i.e. verbal reports) intersects with content (i.e. literacy research). Specifically, we synthesise research on language learners’ reading in which verbal reports were deployed as a methodological tool. Questioning the long‐standing assumption that verbal report methods validated in first‐language

This guide accompanies the following article: Smith, P., Kim, D., Vorobel, O. & King, J. R. Verbal reports in the reading processes of language learners: A methodological review, Review of Education, https://doi.org/10.1002/rev3.3170

This narrative systematic review examined relationships between school attainment, socio‐economic status and gender in the United Kingdom from 2000 to 2012. The influence of socio‐economic status was considered at the individual and school level, while gender was examined at the individual level. To ensure consistency among included studies, the Programme for International Student Assessment (PISA)

This guide accompanies the following article: Early, E., Miller, S., Dunne, L., Thurston, A. & Filiz, M. (2019) The influence of socio‐economic background and gender on PISA attainment in the United Kingdom: A systematic review, Review of Education, https://doi.org/10.1002/rev3.3175.

Since the turn of the millennium there has been a clear rise in the implementation and research of mindfulness across primary, secondary and postsecondary education. These implementations, however, hardly constitute a uniform phenomenon. They reflect a variety of framings, modalities and educational aims, as documented in hundreds of peer-reviewed papers. To date no overarching review has provided