96 reads in the past 30 days
The role of teachers’ emotion regulation in teaching effectiveness: A systematic review integrating four lines of researchDecember 2023
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1,207 Reads
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17 Citations
Published by Taylor & Francis
Online ISSN: 1532-6985
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Print ISSN: 0046-1520
96 reads in the past 30 days
The role of teachers’ emotion regulation in teaching effectiveness: A systematic review integrating four lines of researchDecember 2023
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1,207 Reads
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17 Citations
35 reads in the past 30 days
Considering roles of executive functions in the science of reading: A meta-analysis highlighting promises and challenges of reading-specific executive functionsDecember 2024
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120 Reads
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2 Citations
Theoretical perspectives within disciplinary fields are often characterized by initially dichotomous frameworks that become more integrative over time. Indeed, popular discourse on the Science of Reading emphasizes dichotomous contributions of word reading and language comprehension to reading. Yet, these skill sets are inherently complex, interact, and must be coordinated by readers. Contemporary models of reading are more integrative, appealing to executive functions (EFs) to explain readers’ handling of complexity, but are similarly limited by dichotomous conceptions of EFs as separate from reading processes. We critique these dominant perspectives and urge a shift toward integrative conceptions of executive control within reading, aligned with work in other fields. As part of this critique, we conducted a meta-analysis of EF intervention effects on reading (31 studies, 109 comparisons) in 2,010 first through eighth-grade students; findings suggested that targeting reading-specific EFs significantly improves reading and confirms prior null effects of domain-general EF interventions on reading. Consideration of EFs’ roles in the science of reading may be particularly important for addressing individual differences in reading and optimizing opportunities for reading achievement for all students. Future challenges for educational psychologists will be to determine domain-specific ways executive control occurs within reading, and ultimately, develop tasks and interventions to improve reading-specific EF processes for students who need such support.
29 reads in the past 30 days
The relation between teacher–student interaction and executive function performance in children: A cross-cultural meta-analysisMarch 2024
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232 Reads
19 reads in the past 30 days
Motivational Climate Theory: Disentangling Definitions and Roles of Classroom Motivational Support, Climate, and MicroclimatesMarch 2023
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1,403 Reads
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28 Citations
18 reads in the past 30 days
Using a Model of Domain Learning to Understand the Development of CreativityNovember 2023
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692 Reads
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12 Citations
Educational Psychologist publishes on topics such as new educational concepts, educational practices, teaching methods and historical examinations of textbooks.
For a full list of the subject areas this journal covers, please visit the journal website.
January 2025
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8 Reads
January 2025
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10 Reads
January 2025
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20 Reads
January 2025
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1 Citation
December 2024
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120 Reads
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2 Citations
Theoretical perspectives within disciplinary fields are often characterized by initially dichotomous frameworks that become more integrative over time. Indeed, popular discourse on the Science of Reading emphasizes dichotomous contributions of word reading and language comprehension to reading. Yet, these skill sets are inherently complex, interact, and must be coordinated by readers. Contemporary models of reading are more integrative, appealing to executive functions (EFs) to explain readers’ handling of complexity, but are similarly limited by dichotomous conceptions of EFs as separate from reading processes. We critique these dominant perspectives and urge a shift toward integrative conceptions of executive control within reading, aligned with work in other fields. As part of this critique, we conducted a meta-analysis of EF intervention effects on reading (31 studies, 109 comparisons) in 2,010 first through eighth-grade students; findings suggested that targeting reading-specific EFs significantly improves reading and confirms prior null effects of domain-general EF interventions on reading. Consideration of EFs’ roles in the science of reading may be particularly important for addressing individual differences in reading and optimizing opportunities for reading achievement for all students. Future challenges for educational psychologists will be to determine domain-specific ways executive control occurs within reading, and ultimately, develop tasks and interventions to improve reading-specific EF processes for students who need such support.
December 2024
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11 Reads
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2 Citations
November 2024
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18 Reads
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1 Citation
November 2024
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22 Reads
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3 Citations
November 2024
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17 Reads
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1 Citation
November 2024
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46 Reads
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4 Citations
Scholarship on the science of reading (SoR) has, in some instances, taken up more narrow views of reading in discussions and instantiations of reading assessment that do not center equity and justice, especially in schools. This can lead to less valid and even harmful reading assessment, especially for students from historically marginalized communities with diverse language, cultural, and neurological differences. Here, we draw on critically-minded reading research, as well as on work in equity-oriented educational assessment, to inform a justice-based reading assessment framework that can guide research, theory, policy, and practice. Using an equity-oriented and justice-based lens, the framework outlines three interwoven components: (1) relational and humanizing assessment practices; (2) justice-based products and outcomes; and, (3) a critical construct of reading. The framework compels designers, developers, and users to center the needs of rights-holders, and especially those from historically marginalized communities, throughout the assessment process. To do so, the framework outlines five principles that include orienting to equity and justice; prioritizing humanizing and critical assessment practices; grounding assessment in a complex, dynamic, and critical construct of reading for diverse populations; designing for justice-based social consequences, and engaging in critical debrief throughout. These principles guide eight phases of assessment, which we outline in detail. Finally, we discuss conceptual contributions as well as practical implications.
October 2024
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12 Reads
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3 Citations
October 2024
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4 Reads
August 2024
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187 Reads
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2 Citations
Misinformation around scientific issues is rampant on social media platforms, raising concerns among educators and science communicators. A variety of approaches have been explored to confront this growing threat to science literacy. For example, refutations have been used both proactively as warning labels and in attempts to inoculate against misconceptions, and retroactively to debunk misconceptions and rebut science denialism. Refutations have been used by policy makers and scientists when communicating with the general public, yet little is known about their effectiveness or consequences. Given the interest in refutational approaches, we conducted a comprehensive, pre-registered meta-analysis comparing the effect of refutation texts to non-refutation texts on individuals’ misconceptions about scientific information. We selected 71 articles (53 published and 18 unpublished) that described 76 studies, 111 samples, and 294 effect sizes. We also examined 26 moderators. Overall, our findings show a consistent and statistically significant advantage of refutation texts over non-refutation texts in controlled experiments confronting scientific misconceptions. We also found that moderators neither enhanced nor diminished the impact of the refutation texts. We discuss the implications of using refutations in formal and informal science learning contexts and in science communications from three theoretical perspectives.
July 2024
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41 Reads
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4 Citations
July 2024
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26 Reads
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1 Citation
There has been little discussion of racial/ethnic diversity conceptualization and measurement in educational and psychological research. With the surge of research on school diversity and its significant social meaning, the lack of clarity on how diversity is conceptualized and operationalized warrants a systematic review. This article (1) reviews diversity concepts in the literature, (2) describes potential conceptual and methodological concerns, (3) proposes an alternative method to measure two specific types of diversity, and (4) highlights considerations for future research and methodology when studying diversity. More specifically, we conducted a systematic review to summarize the available measures that quantify diversity, mapped these measures onto existing diversity definitions, and elaborated on the similarities and differences of the existing diversity indices. Additionally, we proposed a new measure, the Frequentist-based Representative Diversity index, which can capture two different aspects of diversity, is easy to interpret, and potentially broadens the scope of diversity research. Future research directions and recommendations are also discussed.
March 2024
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90 Reads
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4 Citations
March 2024
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232 Reads
February 2024
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136 Reads
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7 Citations
February 2024
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126 Reads
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5 Citations
January 2024
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94 Reads
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1 Citation
De facto school segregation, stemming from structural racism, has myriad consequences for children’s development. Extant research documents the implications of segregated schools for children’s academic resources and opportunities, but there is less attention on the social processes that unfold as a result of school segregation, particularly in early and middle childhood. Social processes–including ethnic-racial socialization, stereotyping and prejudice, and intergroup contact–are important mechanisms wherein school segregation affects academic and social development, thereby upholding a recursive cycle of structural racism. We synthesize cross-disciplinary theoretical and empirical research to propose a conceptual framework for how school segregation relates to social processes that shape early and middle childhood development. We conclude with reflections and future directions including prioritizing the social benefits and costs of desegregation for minoritized children, expanding research within an intersectional framework, accounting for structural inequities and injustice in child development research more broadly, and implications for education and learning.
December 2023
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1,207 Reads
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17 Citations
November 2023
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47 Reads
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5 Citations
November 2023
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139 Reads
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11 Citations
November 2023
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692 Reads
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12 Citations
Creative thinking is a process through which individuals generate ideas that are simultaneously novel and meaningful within a given social context. Historically, psychologists have closely studied the general creative capacity of young learners, as well as the domain-specific creativity of experts. However, the developmental trajectory from children’s general creativity to experts’ domain-specific creativity remains largely unmapped. In this article, we work to address this issue theoretically by drawing on one established conceptual framework of academic development, the Model of Domain Learning (MDL). The MDL contains specific hypotheses about how learners’ declarative and procedural knowledge, motivation, and performance within a domain change as they learn, and we here delineate our hypothesized ways in which creative thinking could be expected to concomitantly progress throughout that development. We suggest that domain creative thinking develops from a largely self-referenced process when domain knowledge is low, to a more highly socially-referenced process as domain knowledge grows. In addition, we argue that creativity can both support, and be supported by, domain learning and offer specific suggestions for incorporating creative thinking into instruction at each stage of domain learning. We also show that, as learners develop academically within a domain, creative thinking requires a progressively greater investment of time and effort, which contributes to the riskiness of creative innovation and the rareness of creative experts.
October 2023
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28 Reads
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7 Citations
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Michigan State University, USA