Reading the Past to Inform the Future: 25 Years of <i>The Reading Teacher</i>

Mohr, Kathleen A. J.; Ding, Guoqin; Strong, Ashley R.; Branum, Lezlie; Watson, Nanette; Priestley, K. Lea; Juth, Stephanie; Carpenter, Neil; Lundstrom, Kacy

doi:10.1002/trtr.1636

Cited by 6 publications

(9 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…On the other hand, researchers tend to cite high‐quality papers and indicative papers that are useful for their own research (Mohr et al , ). A high citation count is an indication of high impact on the research field, and reveals the recognition of research advancement (Fu & Ho, ).…”

Section: Introductionmentioning

confidence: 99%

Trends of mobile learning: A review of the top 100 highly cited papers

Lai¹

2019

Brit J Educational Tech

109

View full text Add to dashboard Cite

Highly cited papers can be representative of the latest changes in specific research issues, as they reflect the important issues or research trends that researchers have paid attention to recently. Through reading highly cited papers, researchers can identify some important issues for consideration in their own research, which can then catch other researchers’ eyes easily and efficiently. In order to explore the feature of the latest changes in mobile learning, in this study, a review of the top 100 highly cited mobile learning papers was conducted. According to the review, four advantages were identified from the highly cited mobile learning studies: proposing new learning strategies, applying mobile learning to seldom‐considered subjects, applying mobile learning to seldom‐investigated domains and investigating seldom‐discussed issues. It was found that the studies focused more on comparing different mobile learning modes for finding more effective mobile learning approaches rather than comparing the impacts of mobile learning with traditional instruction. Moreover, the studies focused more on learners’ higher order thinking performance and learning behaviors. Some suggestions, differing from those presented by previous mobile learning reviews, are provided as reference for researchers to conduct related research. What is already known about this topic Mobile learning has been regarded as a tool for improving learners’ learning and bridging students’ learning in class and in the field. Research trends can be highlighted and provide a more accurate view of the publication patterns. Highly cited papers can be used to identify the advance of the research foci. What this paper adds Most highly cited studies mainly focused on comparing the different mobile learning modes to find more effective approaches for conducting mobile learning activities. The mobile learning places have changed from classrooms to real‐world contexts; in addition, the number of across‐context studies is increasing. The highly cited papers started to focus more on learners’ higher‐order thinking performance and learning behaviors. Implications for practice and/or policy Researchers can consider proposing new learning strategies, applying mobile learning to seldom‐considered subjects, applying mobile learning to seldom‐investigated domains, and investigating seldom‐discussed issues. Adopting mixed methods is becoming the mainstream of mobile learning studies. Several seldom‐discussed issues, such as higher order thinking, collaboration/communication skills, and learning behaviors are potential mobile learning research topics.

show abstract

Section: Introductionmentioning

confidence: 99%

Trends of mobile learning: A review of the top 100 highly cited papers

Lai¹

2019

Brit J Educational Tech

109

View full text Add to dashboard Cite

show abstract

“…This study relates to other content analyses of professional literacy journals (Dillon et al, 1992;Mohr et al, 2007;Pearson, 1992) in which manuscripts appearing in literacy journals were examined for topics and trends in literacy education. In those previous content analyses, such as Dillon et al (1992), the researchers found that the most frequently appearing topics were those using empirical data to support particular methods of teaching, innovative instructional strategies, assessment methods and manuscripts about children's literature.…”

Section: Discussionmentioning

confidence: 99%

“…Pearson's (1992) study found that readiness, emergent, beginning reading, and disability were the most frequently occurring topics discussed in his content review. Mohr et al (2007) found that instructional strategies, children's literature, and writing were the most frequent topics appearing in her 25year review of The Reading Teacher.…”

Section: Discussionmentioning

confidence: 99%

What Teachers Learn From Reading Professional Journals About Using Children's Literature in Elementary Reading Programs

McDermott¹

2019

Proceedings of the 2019 AERA Annual Meeting

View full text Add to dashboard Cite

Book leveling and readers. The Reading Teacher, 59(3), Book leveling Matching books with reading performance Vol 59(3) Kornfield, G. & Leyden, G. (2009). Acting Out: Literature, Drama, and Connecting With History. The Reading Teacher, 59(3), 230-238 drama Performing arts and "search for meaning" Vol 59(4) Entenman, J., Murnen, T. & Gendricks, C.(2005). Victims, bullies, and bystanders in K-3 literature. The Reading Teacher, 59(4), 352-364. Use lit to teach about bullying Social justicebullying Vol 59(5) *Louie, B. (2005). Guiding principles for teaching multicultural literature. The Reading Teacher 59(5), 438-338 Teaching multicultural litthrough characters perspectives Teaching -Critical thinking Vol 59(6) Shamir, A. & Korat, O. (2005). How to select CD-ROM storybooks for chidren: The teachers role.

show abstract

“…The concept of the journal impact factor originated in the late 1950s and early 1960s as a measure to gauge the frequency of citations particular journals receive in articles (Blessinger & Hrycaj, 2010). Researchers tend to select high-quality, indicative, and peer-reviewed papers when reading and citing literature, typically associated with a high citation count (Lai, 2020;Mohr et…”

Section: Introductionmentioning

confidence: 99%

A systematic review of the top-50 most-cited articles on socio-scientific issues in K-12 education

Ban,

Mahmud

2024

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

Socio-scientific issues (SSI) has been shown to serve as a useful learning context in K-12 education, not only to help students improve their scientific literacy and develop 21<sup>st</sup> century skills such as argumentative and decision-making but also to promote students’ sense of self-efficacy and civic responsibility. From the perspective of highly cited papers, combined with the relevance model of science education, this review conducted a systematic review of the top-50 most-cited articles in SSI in K-12 research in the Web of Science database and made a diagnostic evaluation of them according to the relevance model of science education. The results showed that the effects of teaching intervention on the nature of science is the most emphasized theme. High school students are the most focused demographic, and energy is the most highlighted topic. The relevance model of science education shows imbalances in dimensions, imbalances between present and future, and imbalances between intrinsic and extrinsic factors. This review thematically illustrates what is known and what needs to be known for future research of SSI in K-12 education. On this basis, the research trend and future education measures of SSI in K-12 education are put forward, and the further integration of SSI into school education is proposed.

show abstract

Reading the Past to Inform the Future: 25 Years of The Reading Teacher

Cited by 6 publications

References 5 publications

Trends of mobile learning: A review of the top 100 highly cited papers

Trends of mobile learning: A review of the top 100 highly cited papers

What Teachers Learn From Reading Professional Journals About Using Children's Literature in Elementary Reading Programs

A systematic review of the top-50 most-cited articles on socio-scientific issues in K-12 education

Contact Info

Product

Resources

About