a review of education

• General & Introductory Education

Review of Education

Online ISSN: 2049-6613

Impact Factor: 2.7

British Educational Research Association

Edited By:Nina Bergdahl, Melissa Bond, Sin Wang Chong, Sarah Miller, Amy Wong

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Review of Education

Review of Education is an international peer reviewed journal for the publication of major and substantial articles of interest to researchers in education. It is a growing focal point for the publication of educational research from throughout the world.

The journal is interdisciplinary in approach, and publishes major studies and in-depth reviews that are significant, substantial, wide-ranging and insightful, and have a genuinely international reach and orientation. The journal specialises in publishing substantial papers (8,000–20,000 words) of the highest quality from across the field of education. In particular, the journal publishes:

• Reports of major studies , including detailed discussion of interim and final findings of major research projects. A substantial part of each article should put the study into the context of its field. The design and methodology should also be explained and any limitations discussed.
• Substantial research syntheses , integrating critically results from qualitative, quantitative, or mixed-method empirical studies. Such syntheses may include systematic reviews of studies relevant to particular research questions, thematic narrative reviews, and quantitative meta-analyses.
• Original state-of-the-art reviews  that assess the state of knowledge in a field of education research. Thematic, historical, conceptual or theoretical reviews of cutting-edge fields of research and reviews that connect creatively different fields of research are especially welcome.

In 2022 Review of Education received its first Impact Factor, standing at 2.4, and this increased to 2.7 in 2023. The journal now ranks 109/756 in the Education and Educational Research category, placing it in the top quartile. Its Journal Citation Indicator is  0 .5 and its Citescore is 3.3.

Click here for author guidelines, including instructions on how to submit. When you are ready to submit your article, please do so through this page . 

Members should click on the ‘read this journal online’ button in the top-left corner of this page to use their free access to RoE .

To request permission to reproduce material from RoE (or BERJ , BJET or Curriculum Journal ) please contact our publisher, Wiley, via this page of their site.

Review of Education Editors’ Choice Award 2023

The Review of Education Editors’ Choice Award recognises the highest quality and most impactful articles published in the journal. The winning paper for the 2023 volume is:

• Manley, H., Tu, E.-N., Reardon, T., & Creswell, C. (2023). The relationship between teachers’ day-to-day classroom management practices and anxiety in primary school children: A systematic review. Review of Education , 11 , e3385. https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/rev3.3385

The editors say: ‘The article contributes synthesis of existing evidence on association between children’s level of anxiety and teachers’ classroom management practices. We selected this paper on the basis of its clarity in presenting the review design and synthesis of results from selected studies. The article has an excellent level of readability and we think classroom practitioners and school leaders may find it very useful for their understanding and improvement goals.’

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Review of Education

Subject Area and Category

John Wiley & Sons Inc.

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2014, 2019-2023

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The set of journals have been ranked according to their SJR and divided into four equal groups, four quartiles. Q1 (green) comprises the quarter of the journals with the highest values, Q2 (yellow) the second highest values, Q3 (orange) the third highest values and Q4 (red) the lowest values.

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Evolution of the number of published documents. All types of documents are considered, including citable and non citable documents.

This indicator counts the number of citations received by documents from a journal and divides them by the total number of documents published in that journal. The chart shows the evolution of the average number of times documents published in a journal in the past two, three and four years have been cited in the current year. The two years line is equivalent to journal impact factor ™ (Thomson Reuters) metric.

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Evolution of the number of total citation per document and external citation per document (i.e. journal self-citations removed) received by a journal's published documents during the three previous years. External citations are calculated by subtracting the number of self-citations from the total number of citations received by the journal’s documents.

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Ratio of a journal's items, grouped in three years windows, that have been cited at least once vs. those not cited during the following year.

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Evoution of the number of documents related to Sustainable Development Goals defined by United Nations. Available from 2018 onwards.

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Education Literature Review: Education Literature Review

What does this guide cover.

Writing the literature review is a long, complex process that requires you to use many different tools, resources, and skills.

This page provides links to the guides, tutorials, and webinars that can help you with all aspects of completing your literature review.

The Basic Process

These resources provide overviews of the entire literature review process. Start here if you are new to the literature review process.

• Literature Reviews Overview : Writing Center
• How to do a Literature Review : Library
• Video: Common Errors Made When Conducting a Lit Review (YouTube)  

The Role of the Literature Review

Your literature review gives your readers an understanding of the evolution of scholarly research on your topic.

In your literature review you will:

• survey the scholarly landscape
• provide a synthesis of the issues, trends, and concepts
• possibly provide some historical background

Review the literature in two ways:

• Section 1: reviews the literature for the Problem
• Section 3: reviews the literature for the Project

The literature review is NOT an annotated bibliography. Nor should it simply summarize the articles you've read. Literature reviews are organized thematically and demonstrate synthesis of the literature.

For more information, view the Library's short video on searching by themes:

Short Video: Research for the Literature Review

(4 min 10 sec) Recorded August 2019 Transcript 

Search for Literature

The iterative process of research:

• Find an article.
• Read the article and build new searches using keywords and names from the article.
• Mine the bibliography for other works.
• Use “cited by” searches to find more recent works that reference the article.
• Repeat steps 2-4 with the new articles you find.

These are the main skills and resources you will need in order to effectively search for literature on your topic:

• Subject Research: Education by Jon Allinder Last Updated Aug 20, 2024 5922 views this year
• Keyword Searching: Finding Articles on Your Topic by Oasis Content Last Updated Aug 19, 2024 27896 views this year
• Google Scholar by Jon Allinder Last Updated Aug 20, 2024 18204 views this year
• Quick Answer: How do I find books and articles that cite an article I already have?
• Quick Answer: How do I find a measurement, test, survey or instrument?

Video: Education Databases and Doctoral Research Resources

(6 min 04 sec) Recorded April 2019 Transcript 

Staying Organized

The literature review requires organizing a variety of information. The following resources will help you develop the organizational systems you'll need to be successful.

• Organize your research
• Citation Management Software

You can make your search log as simple or complex as you would like.  It can be a table in a word document or an excel spread sheet.  Here are two examples.  The word document is a basic table where you can keep track of databases, search terms, limiters, results and comments.  The Excel sheet is more complex and has additional sheets for notes, Google Scholar log; Journal Log, and Questions to ask the Librarian.  

• Search Log Example Sample search log in Excel
• Search Log Example Sample search log set up as a table in a word document.
• Literature Review Matrix with color coding Sample template for organizing and synthesizing your research

Writing the Literature Review

The following resources created by the Writing Center and the Academic Skills Center support the writing process for the dissertation/project study. 

• Critical Reading
• What is Synthesis 
• Walden Templates
• Quick Answer: How do I find Walden EdD (Doctor of Education) studies?
• Quick Answer: How do I find Walden PhD dissertations?

Beyond the Literature Review

The literature review isn't the only portion of a dissertation/project study that requires searching. The following resources can help you identify and utilize a theory, methodology, measurement instruments, or statistics.

• Education Theory by Jon Allinder Last Updated Aug 19, 2024 716 views this year
• Tests and Measures in Education by Kimberly Burton Last Updated Aug 19, 2024 58 views this year
• Education Statistics by Jon Allinder Last Updated Aug 22, 2024 72 views this year
• Office of Research and Doctoral Services

Books and Articles about the Lit Review

The following articles and books outline the purpose of the literature review and offer advice for successfully completing one.

• Chen, D. T. V., Wang, Y. M., & Lee, W. C. (2016). Challenges confronting beginning researchers in conducting literature reviews. Studies in Continuing Education, 38(1), 47-60. https://doi.org/10.1080/0158037X.2015.1030335 Proposes a framework to conceptualize four types of challenges students face: linguistic, methodological, conceptual, and ontological.
• Randolph, J.J. (2009). A guide to writing the dissertation literature review. Practical Assessment, Research & Evaluation 14(13), 1-13. Provides advice for writing a quantitative or qualitative literature review, by a Walden faculty member.
• Torraco, R. J. (2016). Writing integrative literature reviews: Using the past and present to explore the future. Human Resource Development Review, 15(4), 404–428. https://doi.org/10.1177/1534484316671606 This article presents the integrative review of literature as a distinctive form of research that uses existing literature to create new knowledge.
• Wee, B. V., & Banister, D. (2016). How to write a literature review paper?. Transport Reviews, 36(2), 278-288. http://doi.org/10.1080/01441647.2015.1065456 Discusses how to write a literature review with a focus on adding value rather and suggests structural and contextual aspects found in outstanding literature reviews.
• Winchester, C. L., & Salji, M. (2016). Writing a literature review. Journal of Clinical Urology, 9(5), 308-312. https://doi.org/10.1177/2051415816650133 Reviews the use of different document types to add structure and enrich your literature review and the skill sets needed in writing the literature review.
• Xiao, Y., & Watson, M. (2017). Guidance on conducting a systematic literature review. Journal of Planning Education and Research. https://doi.org/10.1177/0739456X17723971 Examines different types of literature reviews and the steps necessary to produce a systematic review in educational research.

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Berkeley Review of Education

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A Review of Nock’s The Theory of Education in the United States

Albert J. Nock was one of Murray Rothbard’s favorite essayists, and for good reason; his erudition, clarity of thought, and wisdom make his works supremely edifying and a joy to read, and none more so than his Theory of Education in the United States (1932).

Nock sets out to examine the theoretical underpinnings of the American education system, which that had undergone an ill-fated organizational “revolution” around the turn of the 20th century and, after three decades of continuous tinkering since, was universally viewed as decidedly deficient. Any construct, he reasons, builds upon theoretical considerations; if a system cannot be made to yield satisfactory results after so much “improvement,” then perhaps the underlying theory is unsound. Thus, he identifies three axiomatic principles of American education: equality, democracy, and, as a raison d’être for the education system, the idea that a literate citizenry ensures “good public order and honest government.”

The principle of equality holds that everyone is educable, by which is meant the existence of fertile ground such that the process of education as outlined below might bear fruit. The principle of democracy implies that the education system should “give the people what they want,” and thus that what is taught should reflect what the masses wish to learn. And the patriotic nature of the third principle implies that the education system should concern the whole citizenry and the institutions of government. As he compellingly shows, however, all three are manifestly untenable.

His argument rests on the distinction between formative and instrumental knowledge, and between education and training. While instrumental knowledge conveys a useful skill, formative knowledge has no direct applicability to daily life, but rather induces a way of thinking. Analogously, training has as its purpose the conveyance of instrumental knowledge, while education aims to produce, through the disinterested pursuit of formative knowledge, a disciplined mind capable of “right thinking, clear thinking, mature and profound thinking.” The purpose of a system of education is to identify the vanishingly small minority of educable persons in a society and allow them to attempt such a transformation. Consider Nock’s description of the system of education that had evolved since the Middle Ages:

Let us suppose that an educable person found good schools and a good college, … what would he do, and what might be expected of him? After [reading, writing, and arithmetic], his staples were Latin, Greek, and mathematics. He took up the elements of these two languages very early, and continued at them, with arithmetic and algebra, nearly all the way through the primary, and all the way through the secondary schools. Whatever else he did, if anything, was inconsiderable except as related to these major subjects.... When he reached the undergraduate college at the age of sixteen or so, all his language-difficulties with Greek and Latin were forever behind him; he could read anything in either tongue, and write in either, and he was thus prepared to deal with both literatures purely as literature, to bestow on them a purely literary interest. He had also in hand arithmetic, and algebra as far as quadratics. Then in four years at college he covered practically the whole range of Greek and Latin literature; mathematics as far as the differential calculus, and including the mathematics of elementary physics and astronomy; a brief course, covering about six weeks, in formal logic; and one as brief in the bare history off the formation and growth of the English language.

Given the complete absence of any such concentrated curriculum in the modern world, we are justified in asking why a focus on dead languages and mathematics should be any more transformative than living languages and science. Nock provides the following answer :

The literatures of Greece and Rome comprise the longest and fullest continuous record available to us, of what the human mind has been busy about in practically every department of spiritual and social activity [with the exception of music, spanning 2500 years of the human mind’s operation.] … Hence the mind that has attentively canvassed this record is not only a disciplined mind but an experienced mind; a mind that instinctively views any contemporary phenomenon from the vantage-point of an immensely long perspective attained through this profound and weighty experience of the human mind’s operations…. These studies … were regarded as formative because they are maturing , because they powerfully inculcate the views of life and the demands on life that are appropriate to maturity and that are indeed the specific marks, the outward and visible signs, of the inward and spiritual grace of maturity. And now we are in a position to observe that the establishment of these views and the direction of these demands is what is traditionally meant, and what we citizens of the republic of letters now mean, by the word education ; and the constant aim at inculcation of these views and demands is what we know under the name of the Great Tradition of our republic.

Nock points out that the substitution of a universal system of training for this elitist, classical system of education came about as a predictable consequence of the broad adoption of said three principles. That they should be so popular arises, in turn, from the wish that one’s children should have it better :

First, there was this strong sentiment for one’s children, and for their progress in a civilized life. The conception of a civilized life, of its nature, and of the way to enter into it, was and is often most imperfect, but no matter; the sentiment was itself noble and disinterested. One’s children should have, at any cost or sacrifice, all the education they could get. Then, playing directly into the hand of this sentiment, there was the idea of equality prompting the belief that they were all capable of taking in and assimilating what there was to be had; and then the idea of democracy, prompting the belief that the whole subject-matter of education should be common property, not common in a true and proper sense, but, roughly, in the sense that so much of it as was not manageable by everybody should be disallowed and disregarded. Then finally, all this had the general sanction of a pseudo-patriotic idea that in thus doing one’s best for one’s children, one was also doing something significant in the way of service to one’s country.

Regardless of the noble intentions at its root, the transformation of the education system into one of broad, public training is detrimental to the long-term health of our civilization, for in all of recorded history, “no society ever yet has [neglected the cultivation of serious thinkers] without coming to great disaster.” Nock explains that educable persons are valuable, but since the current system does not allow us to capitalize on their value, they “simply go to waste.” In a passage eerily prescient of the catastrophic institutional failures so common in our day, he explains this value as follows:

At present our society is in most serious … difficulties. The truly mature person, bred in the Great Tradition, could at any time have reached into his accumulation of experience and found a match for each one of these difficulties, and for every circumstance of each, every sequence of cause and effect…. There is nothing new about them, nothing strange or unpredictable. Yet I am sure you have remarked, as I have, the extraordinary, the unconscionable incompetence with which these happenings have been met by those whom our society regards as its “leaders of thought.”

Stoically undaunted, Nock views the Great Tradition as fundamentally invincible: Societies may stamp it out, but will return to it when forced to do so by existential necessity. That being said, he does not believe that it will ever again establish itself in the United States. But that is no great loss:

“The Great Tradition has not left itself without abundant witnesses in contemporary societies, and … the constitution of the republic of letters knows no such thing as political nationalism. Our fellow-citizens are ours where we find them; and where they are not to be found we may regard ourselves as citizens in paribus , uncommitted to an officious and ineffectual evangelism. Our allegiance is to the constitution of our republic; we are committed only to clear understanding and right thinking.”

Nock might have been less optimistic if he had known that those three principles would eventually spread throughout the West and that the universities would then further degenerate from public training institutes into ideological breeding grounds for the mind-virus of wokeism. But modern-day libertarians have every reason to be optimistic, for education’s fate was sealed the moment it came within the government’s purview, and just as in other domains (cf. Titus Gebel’s International Cities ), private initiative is beginning to outcompete the State here as well: Jordan Peterson’s alternative university and Katharine Birbalsingh’s conservative charter-school are just two examples thereof.

The Mises Institute is a non-profit organization that exists to promote teaching and research in the Austrian School of economics, individual freedom, honest history, and international peace, in the tradition of Ludwig von Mises and Murray N. Rothbard. 

Non-political, non-partisan, and non-PC, we advocate a radical shift in the intellectual climate, away from statism and toward a private property order. We believe that our foundational ideas are of permanent value, and oppose all efforts at compromise, sellout, and amalgamation of these ideas with fashionable political, cultural, and social doctrines inimical to their spirit.

London Review of Education

An open-access journal publishing rigorous, theoretically based research into contemporary education.

Collection details

London review of education has moved, ucl press journals including the london review of education have now moved website., you will now find the journal, all publications and submission information, at  https://journals.uclpress.co.uk/lre, collection information.

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Public consultation now open as part of the review of the School Education Act 1999

• Consultation period now open for the review of the School Education Act 1999 to strengthen access and inclusion for students with disability
• Review led by an independent expert panel and advisory council
• Members of the public can have their say online with feedback closing 4 October 2024

Public consultation has now opened as part of the review of the School Education Act 1999 .

The review was first announced in December 2023 with the aim of identifying opportunities to strengthen access and inclusion for students with disability.

Members of the public can submit their feedback on the Discussion Paper online or through other accessible means. The Discussion Paper has been converted to numerous accessible formats and translated into several languages. There is also a video to help children and young people get involved in the review. 

In addition to submitted feedback, there will also be targeted consultation with key stakeholders and engagement with children and young people with disability.

An expert panel led by Telethon Kids Institute autism researcher Professor Andrew Whitehouse has provided input and strategic guidance throughout the review process, in addition to advisory council members.

Since the Act was introduced in 1999, community understandings of, and expectations about, students with disability have changed and evolved.

This combined with many inquiries and consultations have highlighted the need to strengthen work being done in a broad range of areas including the participation, recognition, equity, rights and attitudes towards young people with disabilities and how best the Department of Education can support children with disability to thrive.   

The consultation period will conclude on 4 October 2024.

Comments attributed to Education Minister Dr Tony Buti:

"I am pleased stakeholders and members of the public can now provide feedback as part of the review process.

"It is important everyone has the opportunity to have their input included so the views of the community on this important topic are reflected.

"I look forward to this progressing to ensure we can strengthen our ability to provide the ongoing access, inclusion and services that students with disability require."

Hon. Dr Tony Buti

Acknowledgement of country.

The Government of Western Australia acknowledges the traditional custodians throughout Western Australia and their continuing connection to the land, waters and community. We pay our respects to all members of the Aboriginal communities and their cultures; and to Elders both past and present.

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Notice Inviting Publishers To Submit Tests for a Determination of Suitability for Use in the National Reporting System for Adult Education

A Notice by the Education Department on 08/23/2024

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• Document Details Published Content - Document Details Agency Department of Education Document Citation 89 FR 68147 Document Number 2024-18981 Document Type Notice Page 68147 (1 page) Publication Date 08/23/2024 Published Content - Document Details
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Department of Education

Office of Career, Technical, and Adult Education, Department of Education.

The Secretary of Education invites publishers to submit tests for review and approval for use in the National Reporting System for Adult Education (NRS) and announces the date by which publishers must submit these tests. This notice relates to the approved information collection under OMB control number 1830-0567.

Deadline for transmittal of applications: October 1, 2024.

Submit your application by email to [email protected] .

John LeMaster, U.S. Department of Education, 400 Maryland Avenue SW, Washington, DC 20202-7240. Telephone: (202) 987-0903. Email: [email protected] .

If you are deaf, hard of hearing, or have a speech disability and wish to access telecommunications relay services, please dial 7-1-1.

The Department's regulations for Measuring Educational Gain in the National Reporting System for Adult Education, 34 CFR part 462 (NRS regulations), include the procedures for determining the suitability of tests for use in the NRS.

There is a review process that will begin on October 1, 2024. Only tests submitted from publishers by the due date will be reviewed in that review cycle, 34 CFR 462.10 . If a publisher submits a test after October 1, 2024, the test will not be reviewed until the review cycle that begins on October 1, 2025.

Criteria the Secretary Uses: In order for the Secretary to consider a test suitable for use in the NRS, the test must meet the criteria and requirements established in 34 CFR 462.13 .

Submission Requirements:

(a) In preparing your application, you must comply with the requirements in 34 CFR 462.11 .

(b) In accordance with 34 CFR 462.10 , the deadline for transmittal of applications in this fiscal year is October 1, 2024.

(c) Applications are due by 11:59 p.m. Eastern Time on October 1, 2024. You must retain a copy of your sent email message and the email attachments as proof that you timely submitted your application.

(d) We do not consider applications submitted after the application deadline date to be timely for the October 1, 2024, review cycle. If an application is submitted after the October 1, 2024, deadline date, the application will be considered timely for the October 1, 2025, deadline date.

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Electronic Access to This Document: The official version of this document is the document published in the Federal Register . You may access the official edition of the Federal Register and the Code of Federal Regulations at www.govinfo.gov . At this site you can view this document, as well as all other Department documents published in the Federal Register , in text or Portable Document Format (PDF). To use PDF, you must have Adobe Acrobat Reader, which is available free at the site.

You may also access Department documents published in the Federal Register by using the article search feature at www.federalregister.gov . Specifically, through the advanced search feature at this site, you can limit your search to documents published by the Department.

Authority: 29 U.S.C. 3292 .

Assistant Secretary for Career, Technical, and Adult Education.

[ FR Doc. 2024-18981 Filed 8-22-24; 8:45 am]

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Department seeks science educators to review standards

• Thursday, August 22, 2024
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The Iowa Department of Education is seeking science educators and stakeholders to serve on a  statewide committee to review and update the statewide academic standards for science.

The standards outline what students must learn to be prepared for success as they progress each year and after high school.

The committee will meet regularly for two months starting in October and look into updated research and practices, recommending changes to the standards when appropriate. These meetings will be a combination of live and virtual. 

State standards across all subjects are reviewed regularly to ensure the content is current and aligns with best practices.

Following this work, the Department will seek public input on the proposed changes, which will inform and help them refine revisions to the standards. A final standards proposal will go before the State Board of Education for consideration. If adopted, the revised science standards will be required of school districts. In all, the review, revision and adoption process can take up to seven months.

The deadline to  apply for the committee is Sept. 11. Questions regarding science standards and the work of the state review team can be directed to Christopher Like, education program consultant for science, at  [email protected] .

About Iowa’s academic standards: Iowa’s academic standards provide a set of common expectations for school districts across the state while allowing for decisions regarding curriculum and how it is delivered to be made locally. The standards establish what students must learn to be prepared for success after high school. Local schools and educators continue to set and oversee curriculum and instruction decisions.

In addition to science, Iowa’s  academic standards also cover literacy, mathematics, social studies and 21st-century skills, such as financial literacy. They also include recommended standards for computer science, fine arts, physical education and health. New mathematics and literacy standards were adopted by the State Board of Education earlier this year.

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State law requires the standards in each content area to be reviewed every nine years. Content areas are reviewed based on a Standards Review Timeline approved by the State Board of Education, which also sets the Implementation Timeline, as seen in the updated WYCPS Review & Implementation Snapshot . The Standards Review Committee considers stakeholder input and follows the Wyoming Standards Design Criteria. The Standards Review Process usually takes 9-18 months to complete and adoption through rules promulgation takes another 4-6 months.

Barb Marquer

Supervisor of Standards

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