Review of Educational Research

Papers
(The TQCC of Review of Educational Research is 17. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-11-01 to 2025-11-01.)
ArticleCitations
Does Teacher Talk Matter Too? A Meta-Analysis of Partial Correlations Between Teachers’ Language Practices and Children’s Language Development from Preschool to Third Grade96
Conceptualizing White-Ability Saviorism: A Necessary Reckoning With Ableism in Urban Teacher Education73
Attending to Race in Teacher Well-Being Interventions: A Systematic Review and Recommendations66
Navigating Precarious Citizenship in Schools: Newcomer Youth of Color at the Intersection of Race and Ability59
A Critical Review of Educator and Disability Research in Mathematics Education: A Decade of Dehumanizing Waves and Humanizing Wakes54
Disentangling the Effects of Social and Emotional Learning Programs on Student Academic Achievement Across Grades 1–12: A Systematic Review and Meta-analysis49
Domestic Study Away in Higher Education: A Systematic Literature Review46
Assessing Teachers’ Culturally Responsive Classroom Practice in PK–12 Schools: A Systematic Review of Teacher-, Student-, and Observer-Report Measures37
Framing and Efficacy of University-Required Diversity Courses in the Research Literature36
Reviewer Acknowledgments34
Secondary Students’ Educational Experiences During the COVID-19 Pandemic: A Qualitative Evidence Synthesis33
Extending the Simple View of Reading in Second and Foreign Language Learning: A Meta-Analytic Structural Equation Modeling Approach33
Deeper than Wordplay: A Systematic Review of Critical Quantitative Approaches in Education Research (2007–2021)31
Mapping the Contributions of the Review of Educational Research to Education, 1931–202031
How Have Teacher Candidates Learned to Use Evidence? A Systematic Review of Research30
Educational Responses Toward Community Violence: A Critical Analysis of Perspectives on Causes and Solutions29
Can Education Save Us From Ourselves? Three Psychological Challenges to Democracy29
“Uses of History” in Research on Racialized Exclusionary School Discipline27
Content and Quality of Comparative Tactical Game-Centered Approaches in Physical Education: A Systematic Review26
The Relation Between Need for Cognition and Academic Achievement: A Meta-Analysis24
Leveraging What Students Know to Make Sense of Texts: What the Research Says About Prior Knowledge Activation23
Towards a Critical Framework of Social Media Literacy: A Systematic Literature Review22
Hunter-Gatherer Children at School: A View From the Global South22
Race Without Gender? Trends and Limitations in the Higher Education Scholarship Regarding Men of Color22
A Systematic Review of Early Childhood Exclusionary Discipline22
Burnout and Occupational Wellbeing of Special Education Teachers: Recent Research Synthesized22
A Systematic Review of Student Disability and Race Representation in Universal School-Based Social and Emotional Learning Interventions for Elementary School Students20
Preservice Teachers’ Knowledge and Attitudes Toward Bullying: A Systematic Review20
Reviewer Acknowledgments20
School Racial Climate and the Racialized Experiences of Racially Minoritized Youth in Schools: What We Know and Where to Go19
Pedagogical Progressivism and Black Education: A Historiographical Review, 1880–195719
Effectiveness of Flipped Classrooms for K–12 Students: Evidence From a Three-Level Meta-Analysis19
Reviewer Acknowledgments19
Are Observed Classroom Practices Related to Student Language/Literacy Achievement?18
How Consistent Are Meanings of “Evidence-Based”? A Comparative Review of 12 Clearinghouses that Rate the Effectiveness of Educational Programs18
Robot-Assisted Language Learning: A Meta-Analysis18
Unpacking the Relation Between Oral Language and Written Composition: A Meta-Analysis18
“Walking the Talk”: A Critical Meta-Methodology of Participatory Research Across AERA Journals17
Multidimensional Framing of Environments Beyond Blocks and Texts in K–12 Programming17
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