Review of Research in Education (
RRE), published annually since 1973 (approximately 416 pp./volume year), provides an overview and descriptive analysis of selected topics of relevant research literature through critical and synthesizing essays. Articles are usually solicited for specific
RRE issues. There may also be calls for papers.
RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing the work in a field.
Available March 2009!
Risk, Schooling, and Equity
Review of Research in Education, Volume 33
The 2009 issue
Risk, Schooling, and Equity offers insights from a range of theoretical and practical viewpoints into current conceptions of
risk and its effect on access to opportunity. The authors challenge existing frameworks and approaches, discuss how children and youth experience and live with risk in and out of school, and suggest ways to reduce institutional barriers to students’ full engagement in school. By examining risk at different levels and through different lenses, the volume provides a critical look at both the issues and the venues that allow us to understand the problems that persist as well as the opportunities, spaces, and places for change.
Articles include
Risk, Equity, and Schooling: Transforming the Discourse: Introduction
Vivian L. Gadsden, James Earl Davis, and Alfredo J. Artiles
Who’s at Risk in School and What’s Race Got to Do With It?
Carla O’Connor, Lori Diane Hill, and Shanta R. Robinson
Child Well-Being: The Intersection of Schools and Child Welfare
Fred Wulczyn, Cheryl Smithgall, and Lijun Chen
Historical Evolution of Risk and Equity: Interdisciplinary Issues and Critiques
Carol D. Lee
Race and Class in a Culture of Risk
Ray McDermott, Jason D. Raley, and Ingrid Seyer-Ochi
Youth, Risk, and Equity in a Global World
Glynda Hull, Jessica Zacher, and Liesel Hibbert
Gender Risks and Education: The Particular Classroom Challenges for Urban Low-Income African American Boys
Duane E. Thomas and Howard Stevenson
Negotiating Linguistic and Cultural Identities: Theorizing and Constructing Opportunities and Risks in Education
Jin Sook Lee and Kate T. Anderson
Re-mediating Literacy: Culture, Difference, and Learning for Students From Nondominant Communities
Kris D. Gutiérrez, P. Zitlali Morales, and Danny C. Martinez
The Education of Children in Im/migrant Families
Angela E. Arzubiaga, Silvia C. Noguerón, and Amanda L. Sullivan
Linguistic Diversity, Access, and Risk
John Baugh
Consequences of Physical Health and Mental Illness Risks for Academic Achievement in Grades K–12
Sean Joe, Emanique Joe, and Larry L. Rowley
The Social Production of Adolescent Risk and the Promise of Adolescent Literacies
Lalitha Vasudevan and Gerald Campano
Other issues of Review of Research in Education available through SAGE include:
What Counts as Knowledge in Educational Settings: Disciplinary Knowledge, Assessment, and Curriculum (Volume 32/2008)
Editors: Gregory J. Kelly, The Pennsylvania State University, Allan Luke, Queensland University of Technology, Australia, and Judith Green, University of California, Santa Barbara
Difference, Diversity, and Distinctiveness in Education and Learning
(Volume 31/2007)
Editor: Laurence Parker, University of Illinois at Urbana-Champaign
Rethinking Learning: What Counts as Learning and What Learning Counts
(Volume 30/2006)
Editors: Judith Green, University of California, Santa Barbara and Allan Luke, Queensland University of Technology, Australia
The Elementary and Secondary Education Act at 40: Reviews of Research, Policy Implementation, Critical Perspectives, and Reflections
(Volume 29/2005)
Editor: Laurence Parker, University of Illinois at Urbana-Champaign
Brown's Influence on Education and Education Research: Critical Insights, Uneven Implementation, and Unanticipated Consequences
(Volume 28/2004)
Editor: Robert E. Floden
Policy Tools for Improving Education (Volume 27/2003)
Editor: Robert E. Floden
Complex Problems in Education (Volume 26/2002)
Editor: Walter G. Secada, University of Wisconsin, Madison
Thomson Reuters 2008 Journal Citation Reports®
2008 Ranking:
42/112 in Education & Educational Research
2008 Impact Factor: 0.875
