Influences on Academic Talent Development of Black Girls in K-12: A Systematic Review

Davis, Brenda K.

doi:10.1177/1932202x211013806

Cited by 2 publications

(1 citation statement)

References 90 publications

(190 reference statements)

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“…Articles with a score of 15 or above were included in this review. The assessment score of 15 out of 28 in our review was based on methodologies used in different peer-reviewed articles (e.g., Alangari, 2022;Davis, 2021;Margot & Kettler, 2019). Among the included articles, 10% scored between 15 and 19, 60% scored between 20 and 24, and the remaining 30% achieved scores ranging from 25 to 28.To ensure objectivity, in addition to the two research experts, the second author reviewed all 33 selected articles and confirmed that all retained articles met the quality criteria.…”

Section: Data Collection and Analysismentioning

confidence: 99%

Assessing the state of technology education in primary schools: a systematic review of the last 2 decades

Pappa,

Georgiou,

Pittich

2023

Int J Technol Des Educ

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This study reports on a systematic review of the current status of technology education in primary schools and the terminology used in the fields of technology and engineering education. Additionally, this review highlights crucial aspects of teaching and learning that must not be overlooked when outlining the current state of technology and engineering education, such as students’ and teachers’ personal factors, classroom communication, and teacher professional growth. Following PRISMA guidelines, two electronic databases were reviewed, Web of Science and Education Resources Information Center. The literature search identified a total of 1206 papers, 125 from Web of Science and 1081 from ERIC. After applying the inclusion and exclusion criteria, 33 papers were selected and evaluated in depth. The results show that research on technology education in primary schools is a growing field of interest but fragmented in focus. Our review is the first to indicate the wide range of technology and engineering education definitions. We also highlight the large heterogeneity of studies focusing on students’ and teachers’ personal factors and classroom interactions, a finding that may be explained by the unclear concepts and aims of technology and engineering curricula. This study contributes to and supports research and policymaking to better understand the current status, heterogeneities, and challenges in technology and engineering education in primary schools. In addition, we provide first insights to support professional development efforts targeting teachers’ technology acceptance and improvement of their technology-related teaching practices.

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Section: Data Collection and Analysismentioning

confidence: 99%