Review of Research in Education (RRE), published annually since 1973 (approximately 416 pp./volume year), provides an overview and descriptive analysis of selected topics of relevant research literature through critical and synthesizing essays. Articles are usually solicited for specific RRE issues. There may also be calls for papers. RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing the work in a field.
CURRENT VOLUME -
Disrupting Inequality Through Education Research
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
Education Research: A Century of Discovery
Edited 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 Discovery
Teacher Assessment and the Assessment of Students With Diverse Learning Needs
Edited by Jamal Abedi and Christian J. Faltis, both at University of California, Davis
Assessments 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
Language Policy, Politics, and Diversity in Education
Edited 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 University
Review 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 Education
Extraordinary Pedagogies for Working Within School Settings Serving Nondominant Students
Edited 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
Education, Democracy, and the Public Good
Edited by Kathryn M. Borman, University of South Florida, and Arnold B. Danzig and David R. Garcia, Arizona State University
Review 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 Good
Youth Cultures, Language, and Literacy
Review of Research in Education
Edited by Stanton Wortham, University of Pennsylvania
Drawing 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 Literacy
|Dorinda Carter Andrews||Michigan State University, USA|
|Ysaaca Axelrod||University of Massachusetts, Amherst, USA|
|Arnetha F. Ball||Stanford University, USA|
|Lesley Bartlett||University of Wisconsin, Madison, USA|
|Mollie V. Blackburn||The Ohio State University, USA|
|Keffrelyn D. Brown||University of Texas, Austin, USA|
|Erica C. Bullock||University of Wisconsin, Madison, USA|
|Gerald Campano||University of Pennsylvania, USA|
|Adrienne D. Dixson||University of Illinois, Urbana Champaign, USA|
|Michael J. Dumas||University of California, Berkeley, USA|
|Frederick David Erickson||University of California, Los Angeles, USA|
|Wan Shun Eva Lam||Northwestern University, USA|
|M. Elizabeth Graue||University of Wisconsin, Madison, USA|
|Stuart Greene||University of Notre Dame, USA|
|Ilana S. Horn||Vanderbilt University, USA|
|Zeus Leonardo||University of California, Berkeley, USA|
|Deborah Lowenberg Ball||University of Michigan, USA|
|Ramon Antonio Martinez||Stanford University, USA|
|Erica R. Meiners||Northeastern Illinois University, USA|
|Henry Richard Milner||University of Pittsburgh, USA|
|Mariana Pacheco||University of Wisconsin, Madison, USA|
|Leigh Patel||Boston College, USA|
|Rebecca Rogers||University of Missouri-St. Louis, USA|
|Betsy Rymes||University of Pennsylvania, USA|
|Peter Smagorinsky||University of Georgia, USA|
|Guadalupe Valdés||Stanford University, USA|
|Angela Valenzuela||University of Texas at Austin, USA|
|Shirin Vossoughi||Northwestern University, USA|
|Cally L. Waite||Teachers College, Columbia University, USA|
|Erica N. Walker||Teachers College, Columbia University, USA|
|Sarah Warshauer Freedman||University of California, Berkeley, USA|
|Henry S. Yoon||Teachers College, Columbia University, USA|
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