The growing use of English in higher education, particularly where it functions as a second or foreign language, has increased attention to teaching that supports access to disciplinary content and language development. This review synthesizes teaching practices in higher education across content and language integrated learning (CLIL), English-medium instruction (EMI), and English for specific purposes (ESP) contexts. It examines 64 studies from 2013 to 2023, identifying 320 teaching-practice records. Practices were analyzed using a coding framework informed by high-leverage and core teaching practices and classified by their primary focus on language, content, or integrated learning. Findings show substantial overlap across CLIL, EMI, and ESP alongside differences in emphasis. Integrated learning was most prominent in CLIL, language-focused practices were most prominent in EMI, and ESP showed the most balanced distribution across language, content, and integrated learning. These patterns suggest that the three approaches differ less in the practices used than in how those practices are emphasized and oriented toward distinct learning goals.
Amid growing political hostility toward transgender rights in U.S. education, this scoping review synthesizes scholarship on transgender college students through an asset-based lens. Drawing from 153 empirical studies published since 2003, including a 62-study asset-focused analytic subset, we identify research that highlights transgender students’ resilience, agency, and thriving within higher education. Findings reveal six recurring asset domains through which transgender students cultivate kinship, mobilize navigational knowledge, practice resilience, pursue affirming contexts, engage in advocacy, and reimagine identity and futures. While most studies have emphasized disparities, an emerging shift recognizes transgender students as active contributors to campus life. Differences by race, gender identity, student status, and disability underscore the necessity of intersectional approaches. This review advances a reframing of transgender students not as victims of oppression alone but as actors who cultivate relational, navigational, and transformative capacities within unequal institutional conditions. Centering assets is both ethically imperative and strategically necessary to support transgender students thriving in the current reactionary climate.
Home mathematical activities (HMAs) are increasingly promoted as a promising approach to support early mathematical development, yet empirical findings on their effectiveness remain mixed. This meta-analysis synthesized 110 effect sizes from 26 studies across 28 independent samples ( N = 3,405; M age = 4.3 years; range = 3.04–5.60 years) to evaluate the impact of HMA interventions on preschool children’s mathematical learning, including both skills and dispositions. Overall, HMA interventions produced a small but statistically significant effect ( g = 0.188, p = .022, 95% CI = [0.027, 0.350]). Moderator analyses identified parent training mode as a significant factor, with coaching-based interventions yielding stronger effects than workshops or self-guided formats. These findings underscore the value of supporting home-based mathematical experience and highlight the essential role of quality caregiver support. Implications for designing interventions that are both scalable and effective in fostering children’s mathematical skills and positive dispositions are discussed.
In education, cognitive models are often representations of knowledge and processes required to solve a task. These models can be used as foundations of pedagogy, curricula, and educational software. Diagnostic classification modeling (DCM) is a family of statistical approaches designed to combine responses to an assessment with a cognitive model to estimate students’ mastery of each skill in the assessment. This article systematically reviews the use of DCM with mathematics tests, focusing on the implications for developing and improving cognitive models. The literature was systematically searched, finding 182 articles analyzing mathematics assessments with DCM. This review highlights insights from DCM studies across a range of topics, including the sequences in which skills are learned, differences between problem-solving strategies, differences in learning across education systems, and the role of foundational knowledge when learning more advanced skills. Concerns about some uses of DCM are raised and future research directions are recommended.
Educational research increasingly supports diversifying pedagogical approaches to the teaching and learning of controversial issues. This article engages with agonistic scholarship, that sees disagreement as a desirable force for democracy, to identify pathways for such expansion. It analyzes how agonistic literature (n = 203) conceptualizes disagreement and uses this as a lens to re-examine publications on controversial issues (n = 106). The perspective comparative review suggests that the field could be conceptually expanded by understanding disagreements as practices where different actors gather around public things, interacting through varied modes and tones of communication and different forms of knowledge for multiple purposes. Pedagogical approaches could be diversified by incorporating bodily, performative, and object-based practices such as music, clothes, humor, sports, and games. Distinguishing civic-literacy aims from efforts to cultivate responsive and respectful relations could enable further pluralization of knowledge and purpose, while enhancing inclusivity. The article concludes that defining democratic boundaries in classroom disagreements requires attention to controversial matters and processes as well as to the human and non-human actors, and purposes.
