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Review of Educational Research

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• Description
• Aims and Scope
• Editorial Board
• Abstracting / Indexing
• Submission Guidelines

The Review of Educational Research ( RER , quarterly, begun in 1931; approximately 640 pp./volume year) publishes critical, integrative reviews of research literature bearing on education. Such reviews should include conceptualizations, interpretations, and syntheses of literature and scholarly work in a field broadly relevant to education and educational research. RER encourages the submission of research relevant to education from any discipline, such as reviews of research in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided that the review bears on educational issues. RER does not publish original empirical research unless it is incorporated in a broader integrative review. RER will occasionally publish solicited, but carefully refereed, analytic reviews of special topics, particularly from disciplines infrequently represented.

The Review of Educational Research publishes critical, integrative reviews of research literature bearing on education. Such reviews should include conceptualizations, interpretations, and syntheses of literature and scholarly work in a field broadly relevant to education and educational research. RER encourages the submission of research relevant to education from any discipline, such as reviews of research in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided that the review bears on educational issues. RER does not publish original empirical research, and all analyses should be incorporated in a broader integrative review. RER will occasionally publish solicited, but carefully refereed, analytic reviews of special topics, particularly from disciplines infrequently represented. The following types of manuscripts fall within the journal’s purview:

Integrative reviews pull together the existing work on an educational topic and work to understand trends in that body of scholarship. In such a review, the author describes how the issue is conceptualized within the literature, how research methods and theories have shaped the outcomes of scholarship, and what the strengths and weaknesses of the literature are. Meta-analyses are of particular interest when they are accompanied by an interpretive framework that takes the article beyond the reporting of effect sizes and the bibliographic outcome of a computer search.

Theoretical reviews should explore how theory shapes research. To the extent that research is cited and interpreted, it is in the service of the specification, explication, and illumination of a theory. Theoretical reviews and integrative reviews have many similarities, but the former are primarily about how a theory is employed to frame research and our understandings, and refer to the research as it relates to the theory.

Methodological reviews are descriptions of research design, methods, and procedures that can be employed in literature reviews or research in general. The articles should highlight the strengths and weaknesses of methodological tools and explore how methods constrain or open up opportunities for learning about educational problems. They should be written in a style that is accessible to researchers in education rather than methodologists.

Historical reviews provide analyses that situate literature in historical contexts. Within these reviews, explanations for educational phenomena are framed within the historical forces that shape language and understanding.

Commissioned reviews and thematic issues. The editors may commission and solicit authors to review areas of literature. In all other respects, commissioned reviews are subject to the same review process as submitted reviews. The editors also encourage readers to propose thematic topics for special issues and, as potential guest editors, to submit plans for such issues.

In addition to review articles, RER will occasionally publish notes and responses which are short pieces of no more than 1,200 words on any topic that would be of use to reviewers of research. Typically, they point out shortcomings and differences in interpretation in RER articles and policy.

The standards and criteria for review articles in RER are the following:

1. Quality of the Literature. Standards used to determine quality of literature in education vary greatly. Any review needs to take into account the quality of the literature and its impact on findings. Authors should attempt to review all relevant literature on a topic (e.g., international literature, cross-disciplinary work, etc.).

2. Quality of Analysis. The review should go beyond description to include analysis and critiques of theories, methods, and conclusions represented in the literature. This analysis should also examine the issue of access—which perspectives are included or excluded in a body of work? Finally, the analysis should be reflexive—how does the scholars’ framework constrain what can be known in this review?

3. Significance of the Topic. The review should seek to inform and/or illuminate questions important to the field of education. While these questions may be broad-based, they should have implications for the educational problems and issues affecting our national and global societies.

4. Impact of the Article. The review should be seen as an important contribution and tool for the many different educators dealing with the educational problems and issues confronting society.

5. Advancement of the Field. The review should validate or inform the knowledge of researchers and guide and improve the quality of their research and scholarship.

6. Style. The review must be well written and conform to style of the Publication Manual of the American Psychological Association (6th edition). Authors should avoid the use of unexplained jargon and parochialism.

7. Balance and Fairness. The review should be careful not to misrepresent the positions taken by others, or be disrespectful of contrary positions.

8. Purpose. Any review should be accessible to the broad readership of RER. The purpose of any article should be to connect the particular problem addressed by the researcher(s) to a larger context of education.

We also encourage all authors interested in submitting a manuscript to RER to read our Editorial Vision for more information on our publication aims.

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1. Publication Standards 2. Submission Preparation Checklist 3. How to Get Help With the Quality of English in Your Submission 4. Copyright Information 5. For authors who use figures or other materials for which they do not own copyright 6. Right of Reply 7. Sage Choice and Open Access

The Review of Educational Research (RER) publishes comprehensive reviews of literature related to education and does not publish new empirical work, except in the context of meta-analytic reviews of an area. Please check the journal’s Aims and Scope to see if your manuscript is appropriate to submit to RER.

All manuscripts should be submitted electronically to the editorial team at http://mc.manuscriptcentral.com/rer . For questions or inquiries about manuscripts, email us at [email protected] . Manuscripts may not be submitted via e-mail.

Publication Standards

Researchers who intend to submit studies for publication should consult the Standards for Research Conduct adopted by the AERA Council. We also recommend consulting (a) the Guidelines for Reviewers , which outline the criteria under which manuscripts are reviewed for publication by AERA and (b) recent previous editions of the journal. Individuals submitting systematic reviews or meta-analyses should also consult The PRISMA Statement ( http://www.prisma-statement.org ) as well the article on “Reporting Standards for Research in Psychology” in American Psychologist, 63 , 839 – 851 (doi:10.1037/0003-066X.63.9.839).

Submission Preparation Checklist

When you upload your initial submission, upload (1) a separate title page that is not anonymized. Please format the title page as described by the 7th edition of the APA Manual and (2) the main manuscript, which includes an ANONYMIZED title page, an abstract with keywords at the bottom, and the rest of the document including tables and figures, and finally (c) Author Bios.

Please ensure that your manuscript complies with the “ RER Formatting Requirements and Common Formatting Errors ” (see PDF on the RER website). If your submission does not meet these requirements, it will be returned to you.

Additionally, your submission should meet the following guidelines:

1. The submission has not been previously published and is not under consideration for publication elsewhere; or an explanation has been provided in the Cover Letter. Authors should indicate in the Author Note on the separate title page if sections of the manuscript have been published in other venues.

2. THE MANUSCRIPT CONTAINS NO IDENTIFYING INFORMATION, EVEN ON THE ANONYMIZED TITLE PAGE. Please anonymize any work of limited circulation (e.g., in press papers, manuscripts under submission) that would point to the author, both in the body of the manuscript and the reference list. More information on anonymizing is described subsequently. Please double check that the author’s name has been removed from the document’s Properties, which in Microsoft Word is found in the File menu (select “File,” “Properties,” “Summary,” and remove the author’s name; select “OK” to save).

3. The text conforms to APA style (currently the 7th ed.). Consult the guidelines spelled out under “Manuscript Style, Length, and Format” on this webpage and in the RER Formatting Requirements PDF included on our website.

4. The submission must be in Microsoft Word format (.doc or .docx), which will be converted into a PDF file. Please do not upload PDF files, or they will be returned to you.

5. All URL addresses and DOIs in the manuscript (e.g., http://www.aera.net ) should be activated and ready to click.

6. An abstract of 150 words maximum is included (both separately and on the second page of the main document after the ANONYMIZED title page). Please also include three to five keywords—the terms that researchers will use to find your article in indexes and databases.

Manuscript Style, Length, and Format

The style guide for the Review of Educational Research and all AERA journals is the Publication Manual of the American Psychological Association, 7th ed., 2020. The manual is available for purchase here . Guidelines are also available on the APA website .

Manuscripts should NOT exceed 65 pages (or 15,000 words), including tables, figures, appendices, notes, and references, but excluding anonymized title page, abstract, and any supplementary files. Pages should be numbered consecutively in the top right-hand corner, with a fully capitalized running head in the top-left corner. All manuscripts should begin with the anonymized title page (p.1). Manuscripts should be typed for 8½” x 11” paper, in upper and lower case, with 1-inch margins on all sides. Manuscripts should be typed in 12-point Times New Roman font. Manuscripts that exceed 65 pages may be returned without review.

All text, from the title page to the end of the manuscript should be double-spaced , including the abstract, block quotations, bulleted text, and the reference list. Single-spacing is allowed in tables when it is useful in making the table clearer. Do not leave blank lines after paragraphs or before sub-headings. However, if a heading or subheading is the last line on a page, use a page break to move it to the top of the next page. The Abstract, Introduction (beginning with the title), the References, and all tables and figures begin on new pages.

Please use the five subheadings as appropriate based on the 7th edition of the APA style manual. In addition to being on the title page, the title should also be placed at the beginning of the Introduction (in lieu of the word, “Introduction,” which should not appear) and the title at the beginning of the Introduction should be a Level 1 heading.

Tables and figures are to be placed after the references—all tables precede all figures—and should not be included in the body of the text. Each figure and table should begin on a separate page. Do NOT use the “Place Table 5 here” or “Place Figure 1 here” convention. The tables and figures will be placed nearest to where they are mentioned as appropriate when copyediting is done.

Figures and tables should present data to the reader in a clear and unambiguous manner, and should be referred to in the text. If the illustration/table/figure and text are redundant, eliminate the illustration or reduce the amount of detail provided in text. The use of lines in tables is limited (please consult the APA style manual for formatting guidelines ). Figure captions should be placed at the bottom of the figure. One high-quality electronic version of each figure must be submitted with the manuscript. Tables will be typeset. Note that any figures and tables uploaded separately from the main manuscript will still count toward the total 65-page limit.

Italics can be used for emphasis or contrast in special situations but should be used sparingly. Ideally, sentence structure should be used for these issues. All words to be set in italics (e.g., book titles, journal names) should be typed in italics. There should be no underlined text . Abbreviations and acronyms should be spelled out the first time they are mentioned unless they are found as entries in their abbreviated form in Merriam-Webster’s Collegiate Dictionary , 11th ed., 2003 (e.g., “IQ” can be used without being spelled out). Mathematical symbols and symbols for vectors should be clearly formatted in italics and boldface, respectively.

You can use the footnote or endnote feature of Microsoft Word. However, notes are only for explanations or amplifications of textual material that cannot be incorporated into the regular text; they are not for reference information. Moreover, notes are distracting to readers and expensive to produce and should be used sparingly and avoided whenever possible.

The reference list should contain only references that are cited in the text. Its accuracy and completeness are the responsibility of the authors. Reference each publicly available dataset with its title, author, date, and a persistent Web identifier such as a digital object identifier (doi), a handle, or a uniform resource name (URN). If necessary, this last element may be replaced by a web address. Additionally, any references that were included in the analysis but not cited in-text in the main manuscript can be included in a separate reference list that is uploaded as a Supplementary File for Review (this may assist in meeting the page limit).

Authors should anonymize their manuscripts for review . Anonymizing does not mean removing all self-citations. Authors should only anonymize citations of limited circulation (e.g., forthcoming, in press, unpublished) that point to the author. Publications already in the extant literature (e.g., books, book chapters, journal articles) should be cited normally, but authors should include self-citations judiciously . When anonymizing, please use “Author” or “Authors” as in the examples below and place this alphabetically in the reference list and not where the author’s actual name would typically appear.

For examples of common types of references, consult the APA 7th edition manual, or visit the webpage here: https://apastyle.apa.org/style-grammar-guidelines/references

How to Get Help with the Quality of English in Your Submission

Authors who would like to refine the use of English in their manuscripts might consider using the services of a professional English-language editing company. We highlight some of these companies at  https://languageservices.sagepub.com/en/ .

Please be aware that Sage has no affiliation with these companies and makes no endorsement of them. An author's use of these services in no way guarantees that his or her submission will ultimately be accepted. Any arrangement an author enters into will be exclusively between the author and the particular company, and any costs incurred are the sole responsibility of the author.

Copyright Information Accepted authors will be asked to  assign copyright  to AERA, in return for which AERA grants several rights to authors.

Permission to reproduce your own published material

No written or oral permission is necessary to reproduce a table, a figure, or an excerpt of fewer than 500 words from this journal, or to make photocopies for classroom use. Authors are granted permission, without fee, to photocopy their own material or make printouts from the final pdf of their article. Copies must include a full and accurate bibliographic citation and the following credit line: “Copyright [year] by the American Educational Research Association; reproduced with permission from the publisher.” Written permission must be obtained to reproduce or reprint material in circumstances other than those just described. Please review Sage Publishing’s  Journal Permissions  for further information on policies and fees.

Permission to submit material for which you do not own copyright

Authors who wish to use material, such as figures or tables, for which they do not own the copyright must obtain written permission from the copyright holder (usually the publisher) and submit it along with their manuscript. However, no written or oral permission is necessary to reproduce a table, a figure, or an excerpt of fewer than 500 words from an AERA journal.

Copyright transfer agreements for accepted works with more than one author

This journal uses a transfer of copyright agreement that requires just one author (the corresponding author) to sign on behalf of all authors. Please identify the corresponding author for your work when submitting your manuscript for review. The corresponding author will be responsible for the following:

1. Ensuring that all authors are identified on the copyright agreement, and notifying the editorial office of any changes in the authorship.

2. Securing written permission (by letter or e-mail) from each co-author to sign the copyright agreement on the co-author’s behalf.

3. Warranting and indemnifying the journal owner and publisher on behalf of all co-authors. Although such instances are very rare, you should be aware that in the event that a co-author has included content in his or her portion of the article that infringes the copyright of another or is otherwise in violation of any other warranty listed in the agreement, you will be the sole author indemnifying the publisher and the editor of the journal against such violation.

Please contact the publications office at  AERA  if you have questions or if you prefer to use a copyright agreement for all coauthors to sign.

Right of Reply

The right of reply policy encourages comments on recently published articles in AERA publications. They are, of course, subject to the same editorial review and decision process as articles. If the comment is accepted for publication, the editor shall inform the author of the original article. If the author submits a reply to the comment, the reply is also subject to editorial review and decision. The editor may allot a specific amount of journal space for the comment (ordinarily about 1,500 words) and for the reply (ordinarily about 750 words). The reply may appear in the same issue as the comment or in a later issue (Council, June 1980).

If an article is accepted for publication in an AERA journal that, in the judgment of the editor, has as its main theme or thrust a critique of a specific piece of work or a specific line of work associated with an individual or program of research, then the individual or representative of the research program whose work is critiqued should be notified in advance about the upcoming publication and given the opportunity to reply, ideally in the same issue. The author of the original article should also be notified. Normal guidelines for length and review of the reply and publication of a rejoinder by the original article’s author(s) should be followed. Articles in the format “an open letter to …” may constitute prototypical exemplars of the category defined here, but other formats may well be used, and would be included under the qualifications for response prescribed here (Council, January 2002).

Sage Choice and Open Access

If you or your funder wish your article to be freely available online to nonsubscribers immediately upon publication (gold open access), you can opt for it to be included in Sage Choice, subject to payment of a publication fee. The manuscript submission and peer review procedure is unchanged. On acceptance of your article, you will be asked to let Sage know directly if you are choosing Sage Choice. To check journal eligibility and the publication fee, please visit  Sage Choice . For more information on open access options and compliance at Sage, including self author archiving deposits (green open access) visit  Sage Publishing Policies  on our Journal Author Gateway.

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Review of Educational Research (RER) publishes critical, integrative reviews of research literature bearing on education. Such reviews should include conceptualizations, interpretations, and syntheses of literature and scholarly work in a field. RER encourages the submission of research relevant to education from any discipline, such as reviews of research in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided that the review bears on educational issues.

• No. 1 February 2020 pp. 1-134

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Harvard educational review.

Edited by Maya Alkateb-Chami, Jane Choi, Jeannette Garcia Coppersmith, Ron Grady, Phoebe A. Grant-Robinson, Pennie M. Gregory, Jennifer Ha, Woohee Kim, Catherine E. Pitcher, Elizabeth Salinas, Caroline Tucker, Kemeyawi Q. Wahpepah

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Journal Information

• ISSN: 0017-8055
• eISSN: 1943-5045
• Keywords: scholarly journal, education research
• First Issue: 1930
• Frequency: Quarterly

Description

The Harvard Educational Review (HER) is a scholarly journal of opinion and research in education. The Editorial Board aims to publish pieces from interdisciplinary and wide-ranging fields that advance our understanding of educational theory, equity, and practice. HER encourages submissions from established and emerging scholars, as well as from practitioners working in the field of education. Since its founding in 1930, HER has been central to elevating pieces and debates that tackle various dimensions of educational justice, with circulation to researchers, policymakers, teachers, and administrators.

Our Editorial Board is composed entirely of doctoral students from the Harvard Graduate School of Education who review all manuscripts considered for publication. For more information on the current Editorial Board, please see here.

A subscription to the Review includes access to the full-text electronic archives at our Subscribers-Only-Website .

Editorial Board

2023-2024 Harvard Educational Review Editorial Board Members

Maya Alkateb-Chami Development and Partnerships Editor, 2023-2024 Editor, 2022-2024 [email protected]

Maya Alkateb-Chami is a PhD student at the Harvard Graduate School of Education. Her research focuses on the role of schooling in fostering just futures—specifically in relation to language of instruction policies in multilingual contexts and with a focus on epistemic injustice. Prior to starting doctoral studies, she was the Managing Director of Columbia University’s Human Rights Institute, where she supported and co-led a team of lawyers working to advance human rights through research, education, and advocacy. Prior to that, she was the Executive Director of Jusoor, a nonprofit organization that helps conflict-affected Syrian youth and children pursue their education in four countries. Alkateb-Chami is a Fulbright Scholar and UNESCO cultural heritage expert. She holds an MEd in Language and Literacy from Harvard University; an MSc in Education from Indiana University, Bloomington; and a BA in Political Science from Damascus University, and her research on arts-based youth empowerment won the annual Master’s Thesis Award of the U.S. Society for Education Through Art.

Jane Choi Editor, 2023-2025

Jane Choi is a second-year PhD student in Sociology with broad interests in culture, education, and inequality. Her research examines intra-racial and interracial boundaries in US educational contexts. She has researched legacy and first-generation students at Ivy League colleges, families served by Head Start and Early Head Start programs, and parents of pre-K and kindergarten-age children in the New York City School District. Previously, Jane worked as a Research Assistant in the Family Well-Being and Children’s Development policy area at MDRC and received a BA in Sociology from Columbia University.

Jeannette Garcia Coppersmith Content Editor, 2023-2024 Editor, 2022-2024 [email protected]

Jeannette Garcia Coppersmith is a fourth-year Education PhD student in the Human Development, Learning and Teaching concentration at the Harvard Graduate School of Education. A former public middle and high school mathematics teacher and department chair, she is interested in understanding the mechanisms that contribute to disparities in secondary mathematics education, particularly how teacher beliefs and biases intersect with the social-psychological processes and pedagogical choices involved in math teaching. Jeannette holds an EdM in Learning and Teaching from the Harvard Graduate School of Education where she studied as an Urban Scholar and a BA in Environmental Sciences from the University of California, Berkeley.

Ron Grady Editor, 2023-2025

Ron Grady is a second-year doctoral student in the Human Development, Learning, and Teaching concentration at the Harvard Graduate School of Education. His central curiosities involve the social worlds and peer cultures of young children, wondering how lived experience is both constructed within and revealed throughout play, the creation of art and narrative, and through interaction with/production of visual artifacts such as photography and film. Ron also works extensively with educators interested in developing and deepening practices rooted in reflection on, inquiry into, and translation of the social, emotional, and aesthetic aspects of their classroom ecosystems. Prior to his doctoral studies, Ron worked as a preschool teacher in New Orleans. He holds a MS in Early Childhood Education from the Erikson Institute and a BA in Psychology with Honors in Education from Stanford University.

Phoebe A. Grant-Robinson Editor, 2023-2024

Phoebe A. Grant-Robinson is a first year student in the Doctor of Education Leadership(EdLD) program at the Harvard Graduate School of Education. Her ultimate quest is to position all students as drivers of their destiny. Phoebe is passionate about early learning and literacy. She is committed to ensuring that districts and school leaders, have the necessary tools to create equitable learning organizations that facilitate the academic and social well-being of all students. Phoebe is particularly interested in the intersection of homeless students and literacy. Prior to her doctoral studies, Phoebe was a Special Education Instructional Specialist. Supporting a portfolio of more than thirty schools, she facilitated the rollout of New York City’s Special Education Reform. Phoebe also served as an elementary school principal. She holds a BS in Inclusive Education from Syracuse University, and an MS in Curriculum and Instruction from Pace University.

Pennie M. Gregory Editor, 2023-2024

Pennie M. Gregory is a second-year student in the Doctor of Education Leadership (EdLD) program at the Harvard Graduate School of Education. Pennie was born in Incheon, South Korea and raised in Gary, Indiana. She has decades of experience leading efforts to improve outcomes for students with disabilities first as a special education teacher and then as a school district special education administrator. Prior to her doctoral studies, Pennie helped to create Indiana’s first Aspiring Special Education Leadership Institute (ASELI) and served as its Director. She was also the Capacity Events Director for MelanatED Leaders, an organization created to support educational leaders of color in Indianapolis. Pennie has a unique perspective, having worked with members of the school community, with advocacy organizations, and supporting state special education leaders. Pennie holds an EdM in Education Leadership from Marian University.

Jennifer Ha Editor, 2023-2025

Jen Ha is a second-year PhD student in the Culture, Institutions, and Society concentration at the Harvard Graduate School of Education. Her research explores how high school students learn to write personal narratives for school applications, scholarships, and professional opportunities amidst changing landscapes in college access and admissions. Prior to doctoral studies, Jen served as the Coordinator of Public Humanities at Bard Graduate Center and worked in several roles organizing academic enrichment opportunities and supporting postsecondary planning for students in New Haven and New York City. Jen holds a BA in Humanities from Yale University, where she was an Education Studies Scholar.

Woohee Kim Editor, 2023-2025

Woohee Kim is a PhD student studying youth activists’ civic and pedagogical practices. She is a scholar-activist dedicated to creating spaces for pedagogies of resistance and transformative possibilities. Shaped by her activism and research across South Korea, the US, and the UK, Woohee seeks to interrogate how educational spaces are shaped as cultural and political sites and reshaped by activists as sites of struggle. She hopes to continue exploring the intersections of education, knowledge, power, and resistance.

Catherine E. Pitcher Editor, 2023-2025

Catherine is a second-year doctoral student at Harvard Graduate School of Education in the Culture, Institutions, and Society program. She has over 10 years of experience in education in the US in roles that range from special education teacher to instructional coach to department head to educational game designer. She started working in Palestine in 2017, first teaching, and then designing and implementing educational programming. Currently, she is working on research to understand how Palestinian youth think about and build their futures and continues to lead programming in the West Bank, Gaza, and East Jerusalem. She holds an EdM from Harvard in International Education Policy.

Elizabeth Salinas Editor, 2023-2025

Elizabeth Salinas is a doctoral student in the Education Policy and Program Evaluation concentration at HGSE. She is interested in the intersection of higher education and the social safety net and hopes to examine policies that address basic needs insecurity among college students. Before her doctoral studies, Liz was a research director at a public policy consulting firm. There, she supported government, education, and philanthropy leaders by conducting and translating research into clear and actionable information. Previously, Liz served as a high school physics teacher in her hometown in Texas and as a STEM outreach program director at her alma mater. She currently sits on the Board of Directors at Leadership Enterprise for a Diverse America, a nonprofit organization working to diversify the leadership pipeline in the United States. Liz holds a bachelor’s degree in civil engineering from the Massachusetts Institute of Technology and a master’s degree in higher education from the Harvard Graduate School of Education.

Caroline Tucker Co-Chair, 2023-2024 Editor, 2022-2024 [email protected]

Caroline Tucker is a fourth-year doctoral student in the Culture, Institutions, and Society concentration at the Harvard Graduate School of Education. Her research focuses on the history and organizational dynamics of women’s colleges as women gained entry into the professions and coeducation took root in the United States. She is also a research assistant for the Harvard and the Legacy of Slavery Initiative’s Subcommittee on Curriculum and the editorial assistant for Into Practice, the pedagogy newsletter distributed by Harvard University’s Office of the Vice Provost for Advances in Learning. Prior to her doctoral studies, Caroline served as an American politics and English teaching fellow in London and worked in college advising. Caroline holds a BA in History from Princeton University, an MA in the Social Sciences from the University of Chicago, and an EdM in Higher Education from the Harvard Graduate School of Education.

Kemeyawi Q. Wahpepah Co-Chair, 2023-2024 Editor, 2022-2024 [email protected]

Kemeyawi Q. Wahpepah (Kickapoo, Sac & Fox) is a fourth-year doctoral student in the Culture, Institutions, and Society concentration at the Harvard Graduate School of Education. Their research explores how settler colonialism is addressed in K-12 history and social studies classrooms in the United States. Prior to their doctoral studies, Kemeyawi taught middle and high school English and history for eleven years in Boston and New York City. They hold an MS in Middle Childhood Education from Hunter College and an AB in Social Studies from Harvard University.

Submission Information

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Contact Information

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Subscriber Support

Individual subscriptions must have an individual name in the given address for shipment. Individual copies are not for multiple readers or libraries. Individual accounts come with a personal username and password for access to online archives. Online access instructions will be attached to your order confirmation e-mail.

Institutional rates apply to libraries and organizations with multiple readers. Institutions receive digital access to content on Meridian from IP addresses via theIPregistry.org (by sending HER your PSI Org ID).

Online access instructions will be attached to your order confirmation e-mail. If you have questions about using theIPregistry.org you may find the answers in their FAQs. Otherwise please let us know at [email protected] .

How to Subscribe

To order online via credit card, please use the subscribe button at the top of this page.

To order by phone, please call 888-437-1437.

Checks can be mailed to Harvard Educational Review C/O Fulco, 30 Broad Street, Suite 6, Denville, NJ 07834. (Please include reference to your subscriber number if you are renewing. Institutions must include their PSI Org ID or follow up with this information via email to [email protected] .)

Permissions

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Article Submission FAQ

Submissions, question: “what manuscripts are a good fit for her ”.

Answer: As a generalist scholarly journal, HER publishes on a wide range of topics within the field of education and related disciplines. We receive many articles that deserve publication, but due to the restrictions of print publication, we are only able to publish very few in the journal. The originality and import of the findings, as well as the accessibility of a piece to HER’s interdisciplinary, international audience which includes education practitioners, are key criteria in determining if an article will be selected for publication.

We strongly recommend that prospective authors review the current and past issues of HER to see the types of articles we have published recently. If you are unsure whether your manuscript is a good fit, please reach out to the Content Editor at [email protected] .

Question: “What makes HER a developmental journal?”

Answer: Supporting the development of high-quality education research is a key tenet of HER’s mission. HER promotes this development through offering comprehensive feedback to authors. All manuscripts that pass the first stage of our review process (see below) receive detailed feedback. For accepted manuscripts, HER also has a unique feedback process called casting whereby two editors carefully read a manuscript and offer overarching suggestions to strengthen and clarify the argument.

Question: “What is a Voices piece and how does it differ from an essay?”

Answer: Voices pieces are first-person reflections about an education-related topic rather than empirical or theoretical essays. Our strongest pieces have often come from educators and policy makers who draw on their personal experiences in the education field. Although they may not present data or generate theory, Voices pieces should still advance a cogent argument, drawing on appropriate literature to support any claims asserted. For examples of Voices pieces, please see Alvarez et al. (2021) and Snow (2021).

Question: “Does HER accept Book Note or book review submissions?”

Answer: No, all Book Notes are written internally by members of the Editorial Board.

Question: “If I want to submit a book for review consideration, who do I contact?”

Answer: Please send details about your book to the Content Editor at [email protected].

Manuscript Formatting

Question: “the submission guidelines state that manuscripts should be a maximum of 9,000 words – including abstract, appendices, and references. is this applicable only for research articles, or should the word count limit be followed for other manuscripts, such as essays”.

Answer: The 9,000-word limit is the same for all categories of manuscripts.

Question: “We are trying to figure out the best way to mask our names in the references. Is it OK if we do not cite any of our references in the reference list? Our names have been removed in the in-text citations. We just cite Author (date).”

Answer: Any references that identify the author/s in the text must be masked or made anonymous (e.g., instead of citing “Field & Bloom, 2007,” cite “Author/s, 2007”). For the reference list, place the citations alphabetically as “Author/s. (2007)” You can also indicate that details are omitted for blind review. Articles can also be blinded effectively by use of the third person in the manuscript. For example, rather than “in an earlier article, we showed that” substitute something like “as has been shown in Field & Bloom, 2007.” In this case, there is no need to mask the reference in the list. Please do not submit a title page as part of your manuscript. We will capture the contact information and any author statement about the fit and scope of the work in the submission form. Finally, please save the uploaded manuscript as the title of the manuscript and do not include the author/s name/s.

Invitations

Question: “can i be invited to submit a manuscript how”.

Answer: If you think your manuscript is a strong fit for HER, we welcome a request for invitation. Invited manuscripts receive one round of feedback from Editors before the piece enters the formal review process. To submit information about your manuscript, please complete the Invitation Request Form . Please provide as many details as possible. The decision to invite a manuscript largely depends on the capacity of current Board members and on how closely the proposed manuscript reflects HER publication scope and criteria. Once you submit the form, We hope to update you in about 2–3 weeks, and will let you know whether there are Editors who are available to invite the manuscript.

Review Timeline

Question: “who reviews manuscripts”.

Answer: All manuscripts are reviewed by the Editorial Board composed of doctoral students at Harvard University.

Question: “What is the HER evaluation process as a student-run journal?”

Answer: HER does not utilize the traditional external peer review process and instead has an internal, two-stage review procedure.

Upon submission, every manuscript receives a preliminary assessment by the Content Editor to confirm that the formatting requirements have been carefully followed in preparation of the manuscript, and that the manuscript is in accord with the scope and aim of the journal. The manuscript then formally enters the review process.

In the first stage of review, all manuscripts are read by a minimum of two Editorial Board members. During the second stage of review, manuscripts are read by the full Editorial Board at a weekly meeting.

Question: “How long after submission can I expect a decision on my manuscript?”

Answer: It usually takes 6 to 10 weeks for a manuscript to complete the first stage of review and an additional 12 weeks for a manuscript to complete the second stage. Due to time constraints and the large volume of manuscripts received, HER only provides detailed comments on manuscripts that complete the second stage of review.

Question: “How soon are accepted pieces published?”

Answer: The date of publication depends entirely on how many manuscripts are already in the queue for an issue. Typically, however, it takes about 6 months post-acceptance for a piece to be published.

Submission Process

Question: “how do i submit a manuscript for publication in her”.

Answer: Manuscripts are submitted through HER’s Submittable platform, accessible here. All first-time submitters must create an account to access the platform. You can find details on our submission guidelines on our Submissions page.

• Aims and Scope
• Instruction for Authors
• Editorial Board
• Ethical Guidelines
• Publication Ethics

Research Article | Published April 17, 2024.

Mohammad Ahmed Al-Jabali

Research Article | Published March 21, 2024.

Ahmad Gholami,  Soheil Abedi and Omid Asemani

Research Article | Published March 11, 2024.

Shanta Dutta, Yuying Zhang, Mingjing He and Daniel C.W. Tsang

Research Article | Published February 21, 2024.

Honghong Xu, Ruotong Xue and Shuwei Hao

Research Article | Published February 13, 2024.

Research Article | Published January 22, 2024.

Mohammed Al Siyabi, Abid Ali Khan, Tariq Hussain, Hussain Al Rashdi and John Regan Pillai

Research Article | Published January 9, 2024.

Soulé EL-HADJ IMOROU, Abdul-Razak KOTCHONI and Juste Ornel MEHOUENOU

Research Article | Published December 16, 2023.

ISSN 2661-4634 (online) 2661-4626

Publishing frequency monthly, primary language english, contact [email protected], indexation google scholar road scilit baidu scholar crossref researchgate worldcat cnki scholar, partners chinese testing inspection and certification education association, archives 2024 5 4 3 2 1 2023 7 6 5 4 3 2 1 2022 4 3 2 1 2021 4 3 2 1 2020 4 3 2 1 2019 2 1, description.

Region - Educational Research and Reviews (ISSN: 2661-4634) is an international open access journal on educational research and commentary. Region - Educational Research and Reviews (ISSN: 2661-4634) mainly reports on educational resources research results, educational theory and other academic research and review related to education. The journal aims to inform readers of the latest technologies and methods for educational research and commentary. This journal welcomes original research, reviews, and important research related to education-related analysis. Region - Educational Research and Reviews (ISSN: 2661-4634) is a high-required, high-level academic journal publication that is peer-reviewed and encouraged by the editors to contribute to the journal with theoretical and practical contributions.

Focus and Scope

The topics of interest for submission include, but are not limited to:

· Academic Advising and Counseling · Art Education · Business Education · Curriculum Development · Early Childhood Education · Education Administration · Education Policy and Leadership · Educational Psychology · Educational Technology · E-Learning and Knowledge Management · Elementary Education · Health Education · Higher Education · Innovative Pedagogical Models · Language Education · Science Education · Secondary Education · Special Education · Web-Based Learning Platforms

Editorial Board

Editor(s)-in-chief.

Associate Editor(s)

Editorial Board Members

Journal Policies

Authorship should be limited to people who have contributed substantially to the work. The corresponding author must have obtained permission from all the authors mentioned in the manuscript. The corresponding author is responsible for ensuring adherence to all editorial and submission policies and for any communications and actions that may be necessary after publication. A maximum of two corresponding authors are allowed for the associated responsibilities. The corresponding author must include written permission from the authors of the work concerned for any mention of any unpublished material included in the manuscript, for example, data from manuscripts-in-press, personal communication, or work in preparation.

Conflict of Interest

The authors must declare any conflict of interest with any financial body or funding agency or anything else that might influence the results or interpretation of their manuscript. All authors, members, reviewers and editors must disclose any association that poses a conflict of interest in connection with the manuscript.

Duplicate Submission

Manuscripts submitted to FSP’s journals should 1) not have been published before, and 2) not concurrently be submitted elsewhere. If part of a manuscript has been published or will be published elsewhere, the authors must let the editors know in a cover letter. If duplicate submission is detected during peer review, the manuscript may be rejected. If it is detected after publication, the manuscript may be retracted.

FSP does not approve of plagiarism. Plagiarism detection software is used to verify the originality of submitted manuscripts. If a manuscript uses a text copied directly from another source, this text must be written in quotation marks and original source must be cited. If any kind of plagiarism, including self-plagiarism, is detected during the review process, the manuscript may be rejected. If it is detected after publication, the manuscript may be retracted.

Open Access Policy

FSP provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Manuscripts are published under the (CC BY-NC 4.0) publishing license, which allows the manuscript to be freely shared or used for non-commercial purposes, as long as attribution is given. Authors are welcome to post the published manuscript on personal websites, institutional repositories, and any other database.

Publication Ethics

Frontier scientific publishing requires all members involved in the journal publishing process to adhere to the principles of Core practices  as stipulated by COPE (Committee on Publishing Ethics), to investigate misconduct and to ensure the integrity of research.

COPE has defined measures against data fabrication, duplicate publication, plagiarism and retraction, etc. All complaints submitted by the authors to the journal will be addressed promptly according to the procedure set out in the COPE complaints and appeals . The complainant may direct all inquiries and correspondence to the publisher at [email protected] .

Editorial Process

The journal operates a double-blind peer-review process, meaning that both author and reviewer identities are concealed in the reviewing. Each article is assigned to at least two independent reviewers, followed by a final acceptance/rejection decision by the Editor-in-Chief, or another academic editor approved by the Editor-in-Chief. The Editor-in-Chief is responsible for the academic quality of the publication process, including acceptance decisions, approval of Guest Editors and special issue topics, and new Editorial Board members.

Immediately after submission, this check is initially carried out by the managing editor to assess:

• Suitability of the manuscript to the journal/section/special issue;
• Qualification and background of authors;
• Reject obviously poor manuscripts.

The Academic Editor, i.e., the  Editor-in-Chief  in the case of regular submissions, or the  Guest Editor  in the case of Special Issue submissions, or an  Editorial Board Member  in case of a conflict of interest, will be notified of the submission and invited to check and recommend reviewers.

Peer-review

At least two review reports are collected for each submitted article. Suggestions of reviewers can be made by the academic editor during pre-check. Alternatively, Frontier Scientific Publishing editorial staff will use qualified  Editorial Board Members , qualified reviewers from our database, or new reviewers identified by web searches for related articles.

The following checks are applied to all reviewers:

• That they hold no conflicts of interest with the authors, including if they have published together in the last five years;
• That they hold a PhD (exceptions are made in some fields, e.g. medicine);
• They must have recent publications in the field of the submitted paper;
• They have not recently been invited to review a manuscript for any Frontier Scientific Publishing

To assist academic editors, Frontier Scientific Publishing staff handle all communication with reviewers, authors, and the external editor; however, Academic Editors can check the status of manuscripts and the identity of reviewers at any time. Reviewers are given two weeks to write their review. For the review of a revised manuscript, reviewers are asked to provide their report within three days. In both cases, extensions can be granted on request.

A paper can only be accepted for publication by an academic editor. Employed Frontier Scientific Publishing staff can only reject papers: it would create a clear conflict of interest if they were permitted to accept a paper as their salary is paid for by the APC of accepted articles.

Editor Decision

Acceptance decisions on manuscripts, after peer review, are made by an academic editor, either the Editor-in-Chief, a Guest Editor, or another suitable Editorial Board member. When making an editorial decision, we expect that the academic editor checks the following:

• The suitability of selected reviewers;
• Adequacy of reviewer comments and author response;
• Overall scientific quality of the paper.

The editor can select from: accept, reject, ask author for revision, ask for an additional reviewer.

If there is any suspicion that a paper may contain plagiarism, the editorial office will check using the industry standard iThenticate software.

Reviewers make recommendations, and Editors-in-Chief are free to disagree with their views. If they do so, they should justify their decision, for the benefit of the authors.

Editorial independence is extremely important and Frontier Scientific Publishing does not interfere with editorial decisions. In particular, no paper is published without the agreement of an academic editor and Frontier Scientific Publishing staff do not advise academic editors about accepting or rejecting articles.

In cases where only minor revisions are recommended, the author is usually requested to revise the paper before referring to the external editor. Articles may or may not be sent to reviewers after author revision, dependent on whether the reviewer requested to see the revised version and the wishes of the Academic editor. Apart from in exceptional circumstances, we allow a maximum of two rounds of major revision per manuscript.

Frontier Scientific Publishing carries out production on all manuscripts, including language editing, copy editing and conversion to XML. Language editing is carried out by professional English editing staff. In the small number of cases where extensive editing or formatting is required, we charge authors an additional fee (with authors’ prior approval). The authors are also free to use other English editing service, or consult a native English-speaking colleague—the latter being our preferred option.

Publishing Standards and Guidelines

Frontier Scientific Publishing follow the following guidelines and standards for its journals:

ICMJE : Medically related FSP journals follow the recommendations of the International Committee of Medical Journal Editors. The guidelines comprehensively cover all aspects of editing, from how the journal is managed to details about peer review and handling complaints. The majority of the recommendations are not specific to medical journals and are followed by all Frontier Scientific Publishing journals.

The  CONSORT  statement covers reporting of randomized, controlled trials. We encourage authors to verify their work against the  checklist  and  flow diagram  and upload them with their submission.

TOP  covers transparency and openness in the reporting of research. Our journals aim to be at level 1 or 2 for all aspects of TOP. Specific requirements vary between journals and can be requested from the editorial office.

PRISMA  covers systematic reviews and meta-analyses. Authors are recommended to complete the  checklist and  flow diagram  and include it with their submission.

ARRIVE  contains guidelines for reporting in vivo experiments. Authors are recommended to verify their work against the  checklist  and include it with their submission.

Compliance with the standards and guidelines above will be taken into account during the final decision and any discrepancies should be clearly explained by the authors. We recommend that authors highlight relevant guidelines in their cover letter.

About retraction

The Frontier Science Publishing values the integrity of academic activities and the completeness of academic achievement records, ensuring that academic papers are kept as recordable and unchanging as they are published. However, it is difficult to find out the individual non-normative phenomena in the manuscript or the inattention of the author, even if carefully reviewed by the editor. Therefore, correcting academic records is sometimes necessary. The decision to change the record is of great importance, and the publisher will take different measures based on the article's situation, roughly in the following forms: 1. Expression problem 2. Correction (error in the layout or error in the content) 3. Cancellation 4. Remove All of the above measures are aimed at correcting the article and reminding the reader, but not punishing the author. In the articles published in the journals, there are intentional or unintentional irregularities, the editors of the journals have the responsibility of supervising the review, and the review process should involve the authors and reviewers. The editor will follow the publisher's retraction guidelines and other acceptable academic principles to select the best solution to the problem. If the author is actively asking for action, the author will not be required to pay additional fees. If the measures taken (such as retraction) are not initiated by the author, or only the unilateral action of the author before the both sides reached an agreement, the publisher does not need to compensate the author for economic losses, and the article's page fee cannot be returned to the author.

Copyright Notice

Authors contributing to this journal agree to publish their articles under the  Creative Commons Attribution-Noncommercial 4.0 International License, allowing third parties to share their work (copy, distribute, transmit) and to adapt it, under the condition that the authors are given credit, that the work is not used for commercial purposes, and that in the event of reuse or distribution, the terms of this license are made clear. With this license, the authors hold the copyright without restrictions and are allowed to retain publishing rights without restrictions as long as this journal is the original publisher of the articles.

Author Guidelines

Kindly check that your manuscript has been prepared in accordance to the step-by-step instructions provided before submitting a manuscript to our online submission system.

Manuscript Format

Your manuscript should be in MS Word format. All manuscripts must be written in clear, comprehensible English. Both British and American English are accepted. Usage of non-English words should be kept to a minimum and all must be italicized with the exception of "e.g.", "i.e." and "etc." If you have concerns about the level of English in your submission, please ensure that it is proofread before submission by a native English speaker or a scientific editing service.

Cover Letter

All submissions should include a cover letter as a separate file. A cover letter should contain a brief explanation of what was previously known, the conceptual advancement with the findings and its significance to broad readership. The cover letter is confidential and will be read only by the editors. It will not be seen by reviewers.

The title should capture the conceptual significance for a broad audience. The title should not be more than 50 words and should be able to give readers an overall view of the paper's significance. Titles should avoid using uncommon jargons, abbreviations and punctuation.

List of Authors

The names of authors must be spelled out rather than set in initials along with their affiliations. Authors should be listed according to the extent of their contribution, with the major contributor listed first. All corresponding authors should be identified with an asterisk. Affiliations should contain the following core information: department, institution, city, state, postal code, and country. For contact purposes, email address of at least one corresponding author must be included. Please note that all authors must see and approve the final version of the manuscript before submitting.

Articles must include an abstract containing a maximum of 200 words. The purpose of the abstract is to provide sufficient information for a reader to determine whether to proceed to the full text of the article. After the abstract, please provide 5-8 key words, avoiding the same words already used in the title.

The text of the manuscript should be in Microsoft Word. The length of the manuscript cannot be more than 50,000 characters (inclusive of spaces) or approximately 7,000 words.

Section Headings

Please number the section headings (e.g.  1 ,  2 ,  3 ,  4 , etc.) in boldface. Likewise, use boldface to identify subheadings too but please distinguish it from major headings using numbers (e.g.  1.1 ,  1.2 ,  2.1 ,  2.2 , etc.) Further subsections of subheadings should be differentiated with the numbers  1.1.1 ,  1.1.2 ,  2.1.1 ,  2.1.2 , etc.

Introduction

The introduction should provide a background that gives the broad readership an overall outlook of the field and the research performed. It pinpoints a problem and states its importance regarding the significance of the study. The introduction can conclude with a brief statement of the aim of the work and a comment about whether that aim was achieved.

Materials and Methods

This section provides the general experimental design and methodologies used. The aim is to provide enough details for other investigators to fully replicate your results. It is also required to facilitate better understanding of the results obtained. Protocols and procedures for new methods must be included in detail to reproduce the experiments.

This section can be divided into subheadings. This section focuses on the results of the experiments performed.

This section should provide the significance of the results and identify the impact of the research in a broader context. It should not be redundant or similar to the content of the results section.

Please use the conclusion section for interpretation only, and not to summarize information already presented in the text or abstract.

All authors are required to declare all activities that have the potential to be deemed as a source of competing interest in relations to their submitted manuscript. Examples of such activities could include personal or work-related relationships, events, etc. Authors who have nothing to declare are encouraged to add "No conflict of interest was reported by all authors" in this section.

Funding and Acknowledgments

Authors should declare all financial and non-financial support that have the potential to be deemed as a source of competing interest in relations to their submitted manuscript in this section. Financial supports are generally in the form of grants, royalties, consulting fees and more. Examples of non-financial support could include the following: externally-supplied equipment/biological sources, writing assistance, administrative support, contributions from non-authors etc.

This section is optional and is for all materials (e.g. advanced technical details) that has been excluded from the main text but remain essential to readers in understanding the manuscripts. This section is not for supplementary figures. Authors are advised to refer to the section on 'Supplementary Figures' for such submissions.

Authors should include all figures into the manuscript and submit it as one file in the OJS system. Reference to the "Instructions for Typesetting Manuscript" is strongly encouraged. Figures include photographs, scanned images, graphs, charts and schematic diagrams. Figures submitted should avoid unnecessary decorative effects (e.g. 3D graphs) as well as be minimally processed (e.g. changes in brightness and contrast applied uniformly for the entire figure). It should also be set against a white background. Please remember to label all figures (e.g. axis etc.) and number them (e.g.  Figure 1 ,  Figure 2 , etc.) in boldface. Please also add in captions (below the figure) as required and number them (e.g.  Figure 1 ,  Figure 2 , etc.) in boldface. The caption should describe the entire figure without citing specific panels, followed by a legend defined as description of each panel. Please identify each panel with uppercase letters in parenthesis (e.g. (A), (B), (C), etc.)

The preferred file formats for any separately submitted figure(s) are TIFF or JPEG. All figures should be legible in print form and of optimal resolution. Optimal resolutions preferred are 300 dots per inch for RBG colored, 600 dots per inch for greyscale and 1200 dots per inch for line art. Although there are no file size limitation imposed, authors are highly encouraged to compress their figures to an ideal size without unduly affecting legibility and resolution of figures. This will also speed up the process of uploading in the submission system if necessary.

The Editor-in-Chief and Publisher reserve the right to request from author(s) the high-resolution files and unprocessed data and metadata files should the need arise at any point after manuscript submission for reasons such as production, evaluation or other purposes. The file name should allow for ease in identifying the associated manuscript submitted.

Tables, Lists and Equations

Tables created using Microsoft Word table function are preferred. The tables should include a title at the top. Titles and footnotes/legends should be concise. These must be submitted together with the manuscript. Likewise, lists and equations should be properly aligned and its meaning clear to readers. For listing things within the main body of the manuscript, please use roman numbers in parenthesis (e.g. (i), (ii), (iii), (iv), etc.)

Supplementary Information

This section is optional and contains all materials and figures that have been excluded from the entire manuscript. These materials are relevant to the manuscript but remain non-essential to readers' understanding of the manuscript's main content. All supplementary information should be submitted as a separate file in Step 4 during submission. Please ensure the names of such files contain 'suppl. info'. Videos may be included in this section.

In-text Citations

Reference citations in the text should be done using the author-date method in which the author's surname and the year published are included in the text. If the reference has no known year of publication, use 'n.d.' (without the quotation marks). The citation style depends on the number of authors for the reference.

• Niemi (2011) illustrated some scenarios to prove this.
• The theory governs civil society (Niemi, 2011) and social behaviour.
• In 2011 Niemi described the theory in detail.

Two authors  (Always use both names)

• Chandler and Tsai (2001) analysed data from several reports.
• This theory was further supported by Chandler and Tsai (2001).
• In 2001 Chandra and Tsai proposed a possible mitigation measure.

Three or more authors  (Use first author's name, followed by italicized et al.)

• Dickson  et al . (2014) brought up some points to support such an argument.
• This was further emphasized (Dickson  et al , 2014) and subsequently widely accepted.
• In 2014 Dickson  et al . noted that such initiatives have far-bearing effects.

Personal communications and unpublished works can only be used in the main text of the submission and are not to be placed in the Reference section. Authors are advised to limit such usage to the minimum. They should also be easily identifiable by stating the authors and year of such unpublished works or personal communications and the word 'Unpublished' in parenthesis.

E.g. (Smith J, 2000, Unpublished)

This section is compulsory and should be placed at the end of all manuscripts. Do not use footnotes or endnotes as a substitute for a reference list. The list of references should only include works that are cited in the text and that have been published or accepted for publication. Personal communications and unpublished works should be excluded from this section.

The references in reference list are arranged in alphabetical order of the first author's surname. Authors referenced are listed with their surname followed by their initials. All references should also appear as an in-text citation. References should follow the following pattern: Author(s) followed by year of publication, title of publication, full journal name in italics, volume number, issue number in parenthesis and lastly, page range. If the referred article has more than three authors, list only the first three authors and abbreviate the remaining authors to italicized 'et al.' (meaning: "and others"). If the DOI is available, please include it after the page range.

Journal article (print) with one to three authors

• Younger P. (2004). Using the internet to conduct a literature search.  Nursing Standard , vol.19(6): 45-51.
• Journal article (print) with more than three authors
• Gamelin F X, Baquet G, Berthoin S,  et al . (2009). Effect of high intensity intermittent training on heart rate variability in prepubescent children.  European Journal of Applied Physiology, 105: 731-738.

Journal article (online) with one to three authors

• Jackson D, Firtko A and Edenborough M. (2007). Personal resilience as a strategy for surviving and thriving in the face of workplace adversity: A literature review.  Journal of Advanced Nursing , vol.60(1): 1-9. http://dx.doi.org/10.1111/j.1365-2648.2007.04412.x.

Journal article (online) with more than three authors

• Hargreave M, Jensen A, Nielsen T S S, et al . (2015). Maternal use of fertility drugs and risk of cancer in children—A nationwide population-based cohort study in Denmark.  International Journal of Cancer , vol.136(8): 1931-1939. http://dx.doi.org/10.1002/ijc.29235.

Book with one to three authors

• Schneider Z, Whitehead D and Elliott D. (2007). Nursing and Midwifery Research: Methods and Appraisal for Evidence-based Practice , 3rd edn. Marrickville, NSW: Elsevier Australia.

Book with more than three authors

• Davis M, Charles L, Curry M J,  et al . (2003).  Challenging Spatial Norms , London: Routledge.

Chapter or Article in Book

• Conway K M. (2014). Critical quantitative study of immigrant students. In F K Stage and R S Wells (Eds.)*,  New Scholarship in Critical Quantitative Research —  Part 1  (pp. 51-64). San Francisco: Jossey-Bass.

*Note that the editor's name is not inverted.

Proceedings of meetings and symposiums, conference papers

• S S Chang, L Liaw and J Ruppenhofer J (Eds.) (2000).  Proceedings of the 25 th Annual Meeting of the Berkeley Linguistics Society: General session and parasession on loan word phenomena . Berkeley, February 12-15, 1999.   Berkeley: Berkeley Linguistics Society.

Conference proceedings  (from electronic database)

• Bukowski R M. (2009). Prognostic factors for survival in metastatic renal cell carcinoma: Proceedings of the Third Cambridge Conference, Cambridge, June 27-28, 2009.  Cancer , vol.115(10): 2273-2281. http://dx.doi.org/10.1002/cncr.24226

Online Document with author names

• Este J, Warren C, Connor L,  et al . (2008).  Life in the clickstream: The future of journalism . Media Entertainment and Arts Alliance. Retrieved from http://www.alliance.org.au/documents/ foj_report_final.pdf

Online Document without author name

• Princeton Writing Program. (n.d.).  Developing an argument . Retrieved from http://web.princeton.edu/ sites/ writing/Writing_Center/WCWritingResources.htm

Thesis/Dissertation

• Gale L. (2000).  The relationship between leadership and employee empowerment for successful total quality management (Thesis). University of Western Sydney. Retrieved from Australasian Digital Thesis database.
• Standards Australia Online. (2006) , Glass in buildings: Selection and installation . AS 1288-2006, amended January 31, 2008. Retrieved from SAI Global database.

Government Report

• National Commission of Audit. (1996).  Report to the Commonwealth Government , Canberra: Australian Government Publishing Service.

Government report (online)

• Department of Health and Ageing. (2008).  Ageing and aged care in Australia . Retrieved from  http://www.health.gov.au/internet/ main/publishing.nsf/Content/ageing
• Rencher W F. (1995). Bioadhesive pharmaceutical car- rier. US Patent 5462749 A.
• Guide to agricultural meteorological practices , 2nd (1981). Secretariat of the World Meteorological Organization, Geneva.

Note: When referencing an entry from a dictionary or an encyclopedia with no author there is no requirement to include the source in the reference list. In these cases, only cite the title and year of the source in-text. For an authored dictionary/encyclopedia, treat the source as an authored book

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Early parent-child intervention with Dialogic Book-Sharing: effects on child communicative and socio-emotional development and on parenting. Study protocol for a multicentre randomised controlled trial in Italy

• Cena Loredana 1 ,
• Trainini Alice 1 ,
• Murray Lynne 2 ,
• Cooper Peter 2 ,
• Calza Stefano 3 &
• Belluardo Mauro 4  

Trials volume  25 , Article number:  395 ( 2024 ) Cite this article

28 Accesses

Metrics details

Research in the neurosciences has highlighted the importance of intersubjective relationships in promoting neuromental development of the child. Children’s learning in early childhood occurs mainly in a dyadic context of an interaction with their parents: from this perspective, good dialogic parent–child communication is required to be promoted also through good educational practices. Dialogic Book-Sharing (DBS), a dialogic form of parent–child communication through the use of wordless picture books, provides a privileged ‘intersubjective’ space and is highly effective in promoting communication, language, attention, behavioural development and the parent–child relationship. DBS programme, successfully previously trialled in South Africa and the UK, will be applied for the first time in Italy for research purposes in Italian health, educational and maternal-child centres.

A multicentre randomised controlled trial is being conducted to evaluate DBS parenting intervention for children aged between 14 and 20 months. Parent–child dyads are randomly allocated to a book-sharing intervention group or to a wait-list control group. In the intervention, parents are trained in supportive book-sharing with their children by local staff of the centres. DBS intervention is carried out in small groups over a period of 4 weeks. Data are collected at baseline, post-intervention and at 6 months post-intervention with a questionnaire and video recording of parent–child interaction.

DBS programme in early childhood could enhance the educational resources offered by Italian health, educational and maternal-child centres, in support of child’s development and parenting. DBS represents a strategic opportunity for bringing about positive effects, also in terms of prevention of socio-emotional and cognitive difficulties. As such it represents a promising response to the new social, health and educational needs of the post-COVID-19 pandemic era caused by the social isolation measures. Furthermore, the application of the DBS methodology is a way to promote the use of books, and thereby counteract the excessive use of technological devices already present in early childhood.

Trial registration

The trial is registered on the International Standard Randomised Controlled Trial Number database, registration number ISRCTN11755019 Registered on 2 November 2023. This is version 1 of the protocol for the trial.

Peer Review reports

Introduction

In the first years of life, non-verbal communication and language skills develop rapidly, and children learn that their caregivers’ behaviour contains important information about the world [ 1 , 2 ]. One of the first aspects of early parent–child interactions that help child development is the emergence of joint visual attention between an adult and an infant about a common focus, for example, an object. Another critical aspect of early development that underpins shared understanding and communication is the acquisition of language [ 3 ]. Language is a skill that influences other domains, such as social and cognitive development, and requires social interaction [ 4 , 5 , 6 ]: language learning relies on children’s desire to imitate [ 7 ] and on their appreciation of their caregivers’ communicative intentions [ 8 ]. Young children’s learning occurs mainly in a dyadic context of an interaction with a knowledgeable caregiver: from this perspective, good dialogic parent–child communication that involves reading to the child at an early age is highly effective in promoting communication and language development [ 9 , 10 , 11 ]. Research on parent–child shared-reading interventions in early childhood [ 12 ] has highlighted the benefits for early language acquisition [ 13 ] and for accelerating language development [ 14 ]. Benefits for child’s linguistic development occur following regular and dialogic reading [ 15 ], results confirmed by meta-analyses [ 16 , 17 ]. Language learning through situation-specific practices, such as reading, in which parents label items more frequently than during other activities such as playtime or mealtime, provides children with particularly consistent and informative linguistic feedback [ 18 , 19 ]. By reading books to children, caregivers support a wide range of skills. These include reinforcing the acquisition of new words and concepts [ 20 , 21 ], promoting the child’s literacy skills [ 22 ] and providing a ‘lexical reservoir’ that widens vocabulary [ 23 ]. In addition, the activity of parent–child shared reading has a significant impact on the development of preschoolers’ abstract language [ 24 ], syntactic quality, complexity of sentence construction [ 25 ], literal and inferential language [ 26 ], listening comprehension, phonemic awareness [ 27 ] and receptive and expressive vocabulary [ 28 ].

The enrichment of the child’s expressive vocabulary in early childhood is promoted by the cognitive ability to make predictions, an ability that is enhanced by shared reading with the adult: preschoolers develop their language skills when they have opportunities to predict upcoming information during shared reading, through strategic pauses or targeted questions [ 29 ]. Shared-reading also increases preschoolers’ oral narrative skills [ 30 ]. Improvements in narrative comprehension have shown that conversational reading programmes can also support broader language skills, such as inferential understanding [ 31 ], where the opportunity that adult–child book sharing presents for initiating conversations may be key to its effectiveness [ 32 ], and where parent-infant conversations promote the parent’s use of metacognitive language [ 33 ]. The adult and the child can focus on common aspects of interest in the book by looking at the illustrations, asking questions and talking about the story [ 34 ]. Furthermore, parent–child book-reading is a favoured context for parents to prompt mental state discussion with their children [ 35 , 36 , 37 ], important for the development of theory of mind skills [ 38 , 39 ]. Indeed, it has been found that such parental behaviour during picture book reading is associated with child social understanding [ 40 , 41 ], with positive effects particularly evident in peer relationships [ 38 , 42 , 43 ] and prosocial behaviour [ 44 ]. These skills are important as they are associated with subsequent school progress and literacy [ 45 , 46 ] and predict later educational progress [ 47 ].

A structured parent–child shared reading intervention, different from simply reading a book by an adult to a passively listening child, which includes the aforementioned aspects, was developed in the ‘Dialogic Book-Sharing’ programme (DBS) [ 48 ]. This methodology consists of a dialogic form of parent–child communication through the use of wordless picture books, beneficial for children in early childhood and preschool age. The colourful illustrations that carry the story line in these books attract the attention of children who do not yet know written language. However, the narrative and textual content of any book does not define a good DBS intervention, but rather it is the interaction that is activated between adult and child which stimulates, through a structured dialogue, lexical learning, attention, and, above all, the awareness and verbalisation of emotions, thoughts and relationships [ 49 ]. The main objective of DBS is to share with the child what the images narrate, respecting the pace and the rhythm of the child; thus, a circularity and a reciprocal exchange of parent–child ideas and emotions are facilitated. The DBS training methodology consists of progressive sessions, in a group learning context, in which trained facilitators present ways of using the book to parents, according to a defined programme, where parents learn the methodology and then apply it autonomously in daily life with their children [ 49 ]. This methodology requires that the adult pays attention to what interests the child, following their interest, and actively involves them by naming and indicating what the child is looking at, formulating comments, asking questions and sustaining their interest through the use of vocalisations and gestures [ 48 , 50 ]. Specific conversational techniques used by the adult are included, such as asking questions aligned with the child’s ‘proximal development zone’ [ 51 ]. The content of the book is linked to the child’s experience, a technique widely adopted in book-sharing interactions [ 52 , 53 ] that promotes child language development [ 54 , 55 ]. DBS methodology thereby allows the child to develop linguistic and cognitive skills and is of potential benefit to children’s future ability to adapt to the school environment [ 56 ].

Several randomised controlled trials have been conducted to evaluate the effectiveness of the DBS methodology, especially in populations where, by virtue of exposure to socioeconomic and familial risk factors, children have poor language [ 57 ], cognitive [ 58 ] and literacy skills [ 59 ]. In these contexts, the sharing of books has been found to be particularly beneficial for narrowing the social gap. In a pilot randomised controlled trial (RCT) in South Africa, socially disadvantaged mothers’ behaviour while sharing books or toys with their 14–18-month-old children was assessed before and after a DBS intervention programme [ 48 ]. Positive outcomes were found for child attention and language: compared to a play-support control group, mothers receiving DBS training became more sensitive, facilitating and elaborative with their infants, and the infants evidenced a significantly greater increase in expressive and receptive language, as well as in sustained attention. A follow on full RCT study conducted in the same South African community with carer-infant dyads of 14–16-month-olds found the same benefits for child language and attention [ 60 ], as well as benefits to prosocial behaviour social awareness [ 49 ]. The benefits to child language and attention were shown to have been mediated by improvements in maternal sensitivity and reciprocity. A recent review and meta-analysis of 19 RCTs of DBS also confirmed the efficacy of DBS interventions for improving the development of child language [ 17 ]. Notably, Dowdall et al. reported that dialogic book-sharing is effective even when caregivers had low levels of education, underlining the importance of including this methodology in programmes that aim to support early literacy and language development in infants and children, especially in socially disadvantaged contexts. The benefits of Dialogic Book-Sharing have also been studied in European populations: for example, a study conducted in UK on dyads including carers of 28- and 45-month-old children [ 56 ] found substantial benefits especially concerning carers’ sensitivity and cognitive scaffolding [ 61 ].

On the basis of extensive research, it has been argued that Dialogic Book-Sharing provides a privileged ‘intersubjective’ space for the promotion of child learning and cognitive and language development [ 50 ]. The intersubjective process that arises in DBS interactions provides a contained space for joint visual attention, in a physically close intimate setting, that is associated with shared physiological and affectively positive states [ 62 ]. The affective messages that the caregiver transmits allow the relational experience to be memorised [ 63 , 64 , 65 ] and can contribute to the promotion of secure attachment [ 25 , 66 , 67 ]. Current research in the neurosciences has highlighted the importance of intersubjective relationships as well as the neurobiological underpinnings of such processes [ 68 ]. Within the intersubjective space of the parent–child reading relationship, one aspect that we believe to be of fundamental importance is the ‘affective predispositions’ with which parents conduct book-sharing ‘with’ their children [ 69 ]. These dispositions are mainly transmitted through non-verbal communication. Visual-facial, tactile-gestural, auditory-prosodic expressions (the prosody of the mother’s voice is already memorised and learned during the prenatal period) [ 70 ] constitute the primary mother-infant affective communications, including empathic mirroring during mutual gaze transactions. From a neurobiological perspective, one of the most supported models posits the existence of a distributed network involved in bodily and non-verbal interactions, especially for facial expressions [ 71 ]. A crucial component of such model is represented by the Mirror Neuron System (MNs), with sensorimotor neuronal networks that are active during both the production and the passive observation of actions and of emotional facial expressions [ 72 , 73 , 74 , 75 ]. In addition to premotor and somatosensory parietal regions, such network includes also specific limbic structures (i.e. the anterior insula, the amygdala and the anterior cingulate cortex) which are also involved in the modulation of autonomic and vegetative responses coupled with expressions of emotions [ 74 , 75 , 76 , 77 ]. Several studies in typical developing individuals as well as in pathological conditions (such as congenital facial palsy) [ 78 ] suggest that such network could crucially subserve critical bodily and non-verbal aspects of intersubjective processes since early social interactions [ 68 , 79 , 80 ], such as reciprocal behavioural synchronicity [ 81 , 82 , 83 ], intentions and emotion processing [ 84 ] and reciprocal ‘affective attunement’ [ 68 , 78 , 84 , 85 , 86 ].

Indeed, if the mother is psychobiologically attuned to her infant, she synchronises the spatiotemporal behaviour pattern of her stimulation with the spontaneous manifestations of the child’s organic rhythms and promotes their emotional regulation [ 87 ]. The mother accepts the non-verbal expressions of her child, the arousal of emotional states and can repair any child emotional dysregulation [ 88 ]. This transition from a mismatched or negative state into a matched or positive state, referred to as ‘repair’ [ 89 ], is the process by which children internalise regulatory abilities [ 90 , 91 ]. Another important aspect of early shared reading is that it can be considered a ‘transitional space’ [ 92 ], in which the child experiences his own fantasies, expectations and hypotheses, and shares representations of reality with others. In a suitable shared reading context, the parent becomes more available and sensitive to the child, dedicates attention and time to them in a ‘potential space’ in which the parent presents the book (object presenting) in a playful and creative way.

The DBS intervention involves cognitive, socio-emotional and affect-regulating elements, as well as well-being in the parent–child relationship, and we believe that this psycho-educational intervention is also important as a support for parenting. These positive emotional effects of moments of interaction in a privileged intersubjective space are also extendable to the parent. The possibility of being involved in pleasant activities with the child could also have positive effects in cases of parental affective disorders (depression, anxiety, stress). The parent can be pleasantly involved with the child, and the book can be used in the interaction as a resource when the relationship may otherwise present communication challenges for the parent. In parent–child interaction, the parent’s emotional state is of fundamental importance, and a parent with affective disorders, oriented towards his or her inner problems [ 93 , 94 ], may have greater difficulties in relating intersubjectively with their child, with long-term effects on the child’s cognitive development at later ages [ 95 ]. The illustrated book with colourful and interesting images, therefore, can be considered as a ‘mediator’ between adult and child, as it could activate a positive emotional state in the parent and involve them more in interaction with the child.

We propose conducting a trial of DBS in a study ‘Early parent–child intervention with Dialogic Book-Sharing: effects on child communicative and socio-emotional development and on parenting’. Not only could the DBS programme promote benefits to child development and parenting, but providing parenting training in a small group could also represent a moment for the promotion of sociality among families, especially relevant as a response to the social, health and educational needs of the post-COVID-19 pandemic era caused by the social isolation measures adopted to curb the spread of the virus. Finally, it is a way to promote the use of books and counteract the excessive use of technological devices already present in early childhood.

The objectives of the study are to evaluate the impact of a Dialogic Book-Sharing programme delivered to parents within 12 health, educational and maternal-child centres, on (a) the child’s linguistic, cognitive, attention and behavioural development; (b) the parent–child interaction; (c) the parent’s mood (anxiety, depression and stress) and (d) decreasing amount of screen time compared to an increase in parent–child book sharing at home.

Selection of health, educational and maternal-child centres

The Observatory of Perinatal Clinical Psychology at the University of Brescia has invited health, educational and maternal-child centres that indicated an interest in taking part in a study of the impact of a dialogic book-sharing training provided to parents. Following approval from each centre’s director, 12 centres were formally accepted into the study (see Table  1 ). In each participating centre, local staff were identified to run the research project within their centre, with minor adaptations to accommodate their own operational reality. These local staff are responsible for over-seeing identification and recruitment of families, baseline data collection, intervention delivery and follow-up assessment of study participants.

During the study, there is regular contact between the coordinating centre (the Observatory of Perinatal Clinical Psychology) and the participating health, educational and maternal-child centres. Weekly conference calls are held, as are telephone consultations and periodic meetings to monitor the study progress and to keep all coordinators abreast of the progress of the project.

Training programme for healthcare professionals

Several meetings with the participating health, educational and maternal-child centres have taken place to plan and finalise the project organisation. Profs Lynne Murray and Peter Cooper of the University of Reading (UK) have adapted the Dialogic Book-Sharing programme that they developed and have successfully previously trialled in South Africa and the UK [ 17 , 48 , 49 , 50 , 60 ], specifically for the current project. The core feature is that parents are trained in how to support their child’s interest and active engagement, rather than simply ‘reading’ to their child. Responsiveness is emphasised that is sensitive to the child’s developmental capacity and experience, as well as the importance of a positive encouraging approach. The intervention is being delivered in centres by local staff who, over a 2-day training course, have been trained (by Dr Mauro Belluardo of University of Parma) to act as facilitators. Participants receive ongoing supervision from LM and PJC. In accordance with the literature (e.g. [ 96 ]), the supervision sessions help to ensure fidelity with programme delivery (see details below in ‘ Measures ’). The intervention programme is delivered within each centre in Italian, using PowerPoints and embedded demonstration videos. The course is structured into four, weekly, meetings of the parents lasting 90 min each, which take place at the health, educational and maternal-child centres.

The sessions are conducted with groups of up to six parents, during which children are cared for in an adjoining play space by centre staff. In each session, the facilitator presents parents with different ways to share the book with their children, according to a defined programme. At the beginning of the training course, the trained facilitator promotes discussion among the parents and the sharing of their personal experiences within the group in order to facilitate a collective commitment to the programme. This sense of corporate endeavour is maintained throughout the programme by group discussion of progress. At the end of each group session there is a brief period of one-to-one interaction between the facilitator and each parent together with their child, who are given a book to take home with them, and they are given support and encouragement in applying the acquired dialogic book-sharing techniques with their child using this book. After being exposed to new techniques of book-sharing during each group session, parents are advised to apply these techniques autonomously during the following week in their daily life with their children. After the four sessions of the intervention, parents will be encouraged to continue to apply the full set of techniques with their child over the next 6 months.

Recruitment

All parent–child dyads attending the included health, educational and maternal-child centres who meet the inclusion criteria (see below) are being invited by local staff to participate in the study. Participation is voluntary and no charge is levied for receiving the training course. Those parents who agree to participate sign the consent form in which it was made clear that they could withdraw from the study at any time without explanation (Fig. 1 ).

Schedule of enrolment, interventions and assessments

Selection criteria

Inclusion criteria.

Mothers and fathers who are able to speak and read Italian

Children aged 14–20 months at the time of the baseline assessment

Exclusion criteria

Children who have a diagnosed physical or intellectual impairment

Mothers and/or fathers with a diagnosed physical or psychiatric condition that could compromise their ability to participate in the intervention programme

Study design

This is a multicentre, two parallel arms, single blinded randomised controlled superiority trial, with a 1:1 arms allocation ratio. The study followed the SPIRIT reporting guidelines (Supplementary File).

Within each health, educational and maternal-child centres, parent–child dyads are randomly assigned by local staff to either the index group or the control condition based on a randomisation list compiled using random blocks algorithm. The index group receive the DBS intervention immediately, and the control group enter a waiting list and receive the DBS intervention after the final study assessment. The local staff, not involved in the participant treatment and blinded to treatment allocation, collect the baseline data during an interview before randomisation and again after the four group sessions. A follow-up evaluation is to be carried out 6 months after the end of the training.

Sample size estimation

The sample size was calculated based on the difference of the number of words between the two study groups (index and control group) at post-test. In the Dowdall meta-analysis, the average effect size for expressive language adjusted for baseline pre-test value was 0.41. Taking this value as the reference to compute the sample size for our study, assuming a t -test for independent samples, a two-sided 5% significance level, a sample size of 190 (95 in each groups) will provide a power of at least 80% (PASS 2021).

In each assessment session, the parent is invited to participate in a video recording of a 5-min parent–child interaction and asked to complete a self-report questionnaire taking approximately 30 min.

Socio-demographic information

We are obtaining information on the parent’s socio-demographic details (age, nationality, educational level, professional occupation, economic condition) and information about pregnancy and post-partum period.

The primary outcome is the child’s language development. Secondary outcomes are the child’s behaviour, parental mood (anxiety, depression and stress) and parenting.

Primary outcome

The macarthur-bates communicative development inventory (cdi).

Parents are asked to complete the short form of the CDI [ 97 ], one of the most widely used and recommended measures of language and communication for young children. This provides an assessment of the expressive and receptive vocabulary of 8–36-month infants. Parents identify words that the child is able to understand and those that the child can enunciate from a 100-word checklist. A raw score for expressive and for receptive language is obtained. The Italian version of the CDI [ 98 ] has been employed in several cross-cultural studies investigating the linguistic development of young children [ 99 , 100 ]. The instrument showed adequate validity: high correlations between parent-report scores and child performance on concurrent standardised tests have been reported [ 101 , 102 , 103 ].

Secondary outcomes

Child outcome.

Child behaviour

The Achenbach System of Empirically Based Assessment (ASEBA) is being used to assess child behaviour [ 104 ] with the Child Behavior Checklist 1½-5 (CBCL), a widely used parent report checklist that measures a broad range of behavioural and emotional problems among young children. Parents complete the questionnaire by providing ratings to descriptive statements (0 = not true, 1 = somewhat or sometimes true, 2 = very true or often true). For the current study, the questionnaire comprises 27 items that provide an index of Emotionally Reactive, Attention Problems, Affective Problems and Attention Deficit/Hyperactivity Problems. The CBCL’s scales demonstrated good instrument quality and validity and showed good psychometric properties with regard to consistency, reliability and cross-informant agreement [ 105 ].

Parental outcomes.

Anxiety and depression

To assess parental mood, the Hospital Anxiety and Depression Scale (HADS) is being used [ 106 ]. This is a 14-item self-report questionnaire which aims to identify the presence of anxious and depressive symptoms. Each item is rated on a 4-point Likert scale reflecting severity. The HADS is completed on the basis of the emotional state felt over the previous week. Although it was initially developed for patients in hospital settings, several studies have shown that it is appropriate in a wide range of setting, including within the general population [ 107 ]. The validation of the original version of this psychometric scale was followed by translations into various languages, including Italian [ 108 ].

Parenting stress

The short form of the Parenting Stress Index (PSI-SF) [ 109 ] is being used. This measure is commonly used to assess parenting stress both in clinical and research contexts. For the current study, we only administer one subscale of the PSI-SF, namely Parent–Child Dysfunctional Interaction (P-CDI). This consists of 12 items rated from 1 (strongly disagree) to 5 (strongly agree) assessing the extent to which parents feel satisfied with their child and their interactions with them.

The secondary outcome is parenting which is assessed on all three data collection occasions by direct observation. Parents are asked to share the same text-light book with their child (‘Yes’ by Jez Alborourgh) in the way they would at home. The interactions are filmed. Five minutes of interaction are rated on measures of parental behaviour and parent–child interaction [ 48 ]. The measures concern dimensions of book-sharing that the intervention is designed to enhance, and they therefore provide an objective measure of how well parents had implemented the strategies covered in the training programme. Videos and transcripts are scored by trained researchers blind to group and child outcome. Random samples will be scored by independent trained assessors to establish interrater reliability. The principal dimension of parenting assessed is sensitivity . This concerns parental appropriate and warm responsiveness to the child [ 48 , 49 ]. Key aspects include the parent’s awareness of the child’s focus of interest (e.g. gaze direction, pointing, efforts to turn the page) and their communication, as well as the extent to which parental responses to these behaviours were supportive and well timed. The level of sensitivity is rated from the videos on a 5-point scale.

Reciprocity is also rated from these videos. This concerns shared affect (e.g. smiles, expressions of surprise, concern) and joint attention to the book (e.g. gazing and pointing together at the same part of the page), vocal exchanges and gestural turn taking (e.g. stroking motions on depicted book characters) and mutual gaze [ 48 , 49 ], and was rated from the videos (score = rating on 5-point scale).

Statistical analysis plan

Descriptive statistics will be performed on socio-demographic and baseline child cognitive-behavioural variables using summary statistics such as mean, standard deviation, median and interquartile range. Comparison of test scores measure, derived as combination of individual score items, at post-test between the two groups will be performed using a linear mixed model accounting for baseline (pre-test) test scores values and a random term to account for recruitment centre effect. Individual items measured on an ordinal scale will be compared using cumulative link models for ordinal measures. Results will be reported as effect estimates and corresponding 95% confidence intervals. All tests will be two-sided and will be evaluated assuming a 5% significance level. This analysis will be performed by an independent statistician, blinded for the treatment allocation. The statistician will report to the Data Monitoring Committee. Data will be analysed based on intention to treat principles. A sensitivity analyses will also be performed, excluding not-adherent participants from the analyses.

The Dialogic Book-Sharing programme will be implemented in Italian health, educational and maternal-child centres through the study ‘Early parent–child intervention with Dialogic Book-Sharing: effects on child communicative and socio-emotional development and on parenting’. It will represent an early parent–child intervention in the first thousand days of life and will aim to explore the impact of the DBS method on the child’s linguistic, cognitive, attention and behavioural development in the first 2 years of life, on parent mood (anxiety, depression and stress) and parent–child interactions.

The implementation of the DBS psycho-educational programme in early childhood could enhance the educational resources offered by educational, social and health services, early childhood centres and maternal-child services, in support of parenting and the parent–child relationship. This intervention could represent added value for assistance to families, in terms of the improvement of the psychophysical well-being, the quality of life of the child and their parents, as well as the social well-being of the territory.

The provision of the DBS model has been found to be feasible, acceptable and effective in different ecological contexts and educational services [ 48 , 60 , 61 , 110 ]. It represents a strategic opportunity for bringing about positive effects, also in terms of prevention of socio-emotional and cognitive difficulties, and for the promotion of the psychosocial health of the population that attends Italian health, educational and maternal-child centres. As such it represents a promising response to the new social, health and educational needs currently accentuated by the COVID-19 pandemic and the imposition of social isolation adopted by governments to curb the spread of the virus, with consequent adverse impact on the most vulnerable populations [ 111 , 112 ].

Furthermore, the application of the DBS methodology is also a way to promote the use of books, and thereby counteract the excessive use of technological devices already present in early childhood. In the past decade, screen time has become ubiquitous in children’s daily routines, with an impact across multiple domains of their development [ 113 ]: an excessive exposure to screen resulted negatively associated with developmental health outcomes in children [ 114 ] since it might harm their cognitive [ 115 ], linguistic and social-emotional growth [ 116 ].

Availability of data and materials

The data that support the findings of this study are available from the corresponding author upon reasonable request.

Abbreviations

Analysis of variance

Analysis of covariance

Achenbach System of Empirically Based Assessment

Child Behavior Checklist

Communication Development Inventory

Coronavirus disease 2019

Dialogic Book-Sharing

Hospital Anxiety and Depression Scale

Mirror Neuron System

Parent-Child Dysfunctional Interaction

Parenting Stress Index

Randomised controlled trial

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Acknowledgements

We would like to thank all the parents and children who give their consent to participate in the study. We also would like to thank the facilitators who will be trained in the DBS methodology and the directors who have given their authorisation to apply it in their health, educational and maternal-child centres in the Italian territory.

Dissemination

We will publish the findings of this study in peer-reviewed international journals indexed in Web of Science or Scopus databases and present them at national and international conferences.

Patient and public involvement

Parents were not involved in the design, or conduct, or reporting of this research. The results of this nationwide study will be communicated to the participating facilitators, health, educational and maternal-child centres, and parents in an aggregated and anonymous form, and feedback from these agencies will be incorporated into public communication of the study findings.

Trial status

At the point of submitting this manuscript to the journal the sample is being recruited. Recruitment began in March 2023. The estimated date when recruitment will be completed is December 2024. The trial is registered on the International Standard Randomised Controlled Trial Number database, registration number ISRCTN11755019 Registered on 2 November 2023. This is version 1 of the protocol for the trial.

Data monitoring

Data will be collected using an online database developed using the REDCap framework hosted on ASST Spedali Civili of Brescia servers. The secure access will depend on a two-factor password and OTP procedure. The database will be backed-up daily. All free entry fields will be validated according to specific data entry rules and regular check of data quality will be performed by the data manager staff. All data modification will be audited using logging features available in REDCap.

The Institutional Ethics Board of the ASST Spedali Civili of Brescia Italy periodically monitors the progress of the trial. The Principal Investigator communicates to the Data Monitoring Committee information on study start date, recruitment of the sample, any subjects who choose to withdraw from the study, subjects conducting the follow-up and on any adverse events. The University of Brescia protects the personal data of research participants in compliance with the General Data Protection Regulation EU 2016/679 and Legislative Decree 196/2003 (‘Privacy Code’). All data will be collected and gathered anonymously.

This work was funded by the Observatory of Perinatal Clinical Psychology ( https://www.unibs.it/it/node/988 ) of the Department of Clinical and Experimental Science, University of Brescia (Italy).

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Murray Lynne & Cooper Peter

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Contributions

Loredana Cena designed the study and developed the assessment protocol. Loredana Cena and Alice Trainini drafted the original draft of the manuscript. Lynne Murray and Peter Cooper developed the intervention, supervised trainers in its delivery and contributed to writing the paper. Mauro Belluardo conducted the training and helped with supervision and with writing the manuscript. Stefano Calza drafted the statistical analysis plan, which has been reviewed by all authors. Alice Trainini supported the recruitment and running of the trial. All authors approved the final version of the manuscript.

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Correspondence to Cena Loredana .

Ethics declarations

Ethics approval and consent to participate.

Our protocol was reviewed and approved by the Institutional Ethics Board of the ASST Spedali Civili of Brescia, Italy (reference number NP5205 27.09.2022). All procedures performed in this study are in accordance with the ethical standards of the Institutional Ethics Board of the Spedali Civili of Brescia and with the 1964 Declaration of Helsinki and its later amendments. Before taking part in the study, all parents receive oral and written information about the intervention content and the assessment procedure. To ensure confidentially it maintained, each health, educational and maternal-child centre will only have access to their own data, and all forms related to study data will be kept in locked cabinets at the centres. All data will be collected and gathered anonymously. Data files will contain no personally identifiable information.

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The authors declare that they have no competing interests.

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Loredana, C., Alice, T., Lynne, M. et al. Early parent-child intervention with Dialogic Book-Sharing: effects on child communicative and socio-emotional development and on parenting. Study protocol for a multicentre randomised controlled trial in Italy. Trials 25 , 395 (2024). https://doi.org/10.1186/s13063-024-08232-4

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In 1863, President Lincoln issued the Emancipation Proclamation, which declared more than 3.5 million enslaved people living in Confederate states to be “forever free.” It wasn’t until Union soldiers arrived in Galveston, TX, on June 19 two years later, however, that the enslaved first learned of their freedom. That date became known as Juneteenth, first celebrated in 1866, first declared a federal holiday in 2021. This book list is a Juneteenth commemoration in the form of fiction and nonfiction about its history and the long-standing implications of enslavement and the Jim Crow era.

In 1863, President Lincoln issued the Emancipation Proclamation, which declared more than 3.5 million enslaved people living in Confederate states to be “forever free.” It wasn’t until Union soldiers arrived in Galveston, TX, on June 19 two years later, however, that the enslaved first learned of their freedom. That date became known as Juneteenth, first celebrated in 1866, first declared a federal holiday in 2021. This book list is a Juneteenth commemoration in the form of fiction and nonfiction about its history and the long-standing implications of enslavement and the Jim Crow era.  These titles, and those selected from previous years, are available as a downloadable spreadsheet.

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Jones, Gayl. Palmares. Beacon. Sept. 2021. 504p. ISBN 9780807033494. African American & Black / Historical

Larsen, Nella. Beyond "Passing": The Further Writings of Nella Larsen. CSRC Storytelling. Sept. 2021. 212p. ISBN 9781955382144. Classics

Watson, Ruth P. A Right Worthy Woman. Atria. Jun. 2023. 304p. ISBN 9781668003022. African American & Black / Historical

Commander, Michelle D. & Schomberg Center. Unsung: Unheralded Narratives of American Slavery & Abolition. Penguin Classics. Feb. 2021. 656p. ISBN 9780143136088. Literary Collections / American / African American & Black

Davis, Thulani. The Emancipation Circuit: Black Activism Forging a Culture of Freedom. Duke Univ. Jun. 2022. 464p. ISBN 9781478018193. Social Science / Cultural & Ethnic Studies / American / African American & Black Studies

Hunter, Marcus Anthony. Radical Reparations: Healing the Soul of a Nation. Amistad. Feb. 2024. 336p. ISBN 9780063004726. History / African American & Black

Taylor, Nicole A. Watermelon and Red Birds: A Cookbook for Juneteenth and Black Celebrations. S. & S. May. 2022. 288p. ISBN 9781982176211. Cooking / Regional & Cultural / American

Williams, Kidada E. I Saw Death Coming: A History of Terror and Survival in the War Against Reconstruction. Bloomsbury. Jan. 2023. 384p. ISBN 9781635576634. History / African American & Black

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