The coronavirus pandemic has swept the United States and globally, upending the personal and professional lives of millions of people, including students, educators, and education researchers. At all levels of education, instructors, institution leaders, and policy makers are facing an unprecedented challenge, trying to ensure that high quality and equitable teaching and learning continues under rapidly changing and unpredictable conditions.
AERA has developed a resource page to give the education research community, educators, policy makers, and others open access to updates from the scholarly community and important content. Relevant AERA-published research is also available below.
Covid-19
Tracing the Impact of COVID-19 on Early Language and Literacy Development from Pre-K Through First Grade Elizabeth Burke Hadley, Siyu Liu, Eunsook Kim, Meaghan McKenna, Katharine Hull AERA Open, May 2025 Researchers found that the negative impacts of COVID-19 on language and literacy emerged late and increased over time for young children but were not driven primarily by remote learning.
“This Is Not Online Education. It’s Disaster Education”: A Qualitative Study of Remote and Hybrid School Climates During COVID-19 Megan R. Griffard, Marisa E. Marraccini, Danette Barner, Laure Sartain, Dana C. Griffin AERA Open, May 2025 Researchers found that both types of schools were grappling with disaster educators.
Associations Between Public Preschool Attendance and Third Grade School Outcomes: Are There Lasting Benefits in a Post-COVID-19 Environment? Anna D. Johnson, Douglas Hummel-Price, Anne Martin, Sophie Rodosky, Diane Horm, Deborah A. Phillips AERA Open, May 2025 Researchers found that public preschool was unrelated to state standardized test scores, grade retention, and special education status. However, for dual language learners only, public preschool attendance predicted substantial reductions in third grade (post-COVID-19) absenteeism.
The COVID-19 Pandemic’s Disruptions to Preschool Children’s Cognitive, Social-Emotional, and Executive Functioning Skills Vi-Nhuan Le, Diana Schaack, Cristal Cisneros, Jolene Gregory AERA Open, April 2025 Researchers found that pandemic-related disadvantages were observed for early math, social-emotional, and executive functioning, with the pandemic-affected cohort showing disadvantages of between 11 and 18 percentage points.
Access, Supports, and Performance in Dual Enrollment: A COVID-19 Case’s Implications for Equity Matt S. Giani, Shruti Khandekar, Jennifer Porter AERA Open, April 2025 Researchers found that student performance in these DE courses improved during the pandemic, suggesting that modifications the program made may have benefited student performance overall, but racial/ethnic and socioeconomic inequalities also widened during this time.
Does School Funding Matter in a Pandemic? COVID-19 Instructional Models and School Funding Adequacy Mark Weber, Bruce D. Baker AERA Open, March 2025 Researchers found that spending adequacy significantly and substantially predicts time spent in virtual instruction: for every $1,000 positive change in adequacy (closing a gap and/or adding to a surplus), the time spent in virtual schooling decreases 0.9 percentage points.
Leading During Crisis: State and Local Education Leaders’ Equity Focused Approaches During the COVID-19 Pandemic Ogechi N. Irondi, Hayley Weddle, Ayesha K. Hashim AERA Open, March 2025 Researchers found that leaders formed equity visions focused on meeting students’ individual needs, which were enacted differently at the state and local levels.
In School, Engaged, on Track? The Effect of the Pandemic on Student Attendance, Course Grades, and Grade Retention in North Carolina Sarah Crittenden Fuller, Tom Swiderski, Camille Mikkelsen, Kevin C. Bastian Educational Researcher, December 2024 Researchers found that each outcome worsened on average in 2020–2021, with larger changes at the high end of the absence distribution, the low end of the grade distribution, and among historically marginalized student groups.
Promises and Limitations in District Digital Capacity for Education During COVID-19 Emily E. N. Miller, Sarah Pedersen AERA Open, December 2024 Researchers found that increased investment in digital preparedness leading up to the pandemic was protective against decreases in test scores. However, nonmetropolitan and Appalachian areas did not experience the same benefits from their digital capacity investments compared with their metropolitan counterparts.
School Board Elections Before, During, and After the COVID-19 Pandemic Brian A. Jacob AERA Open, November 2024 Researchers found that school board elections following the onset of the COVID-19 pandemic were more likely to be contested and that voter turnout in contested elections increased.
The Impact and Implementation of Academic Interventions During COVID-19: Evidence from the Road to Recovery Project Maria V. Carbonari, Miles Davison, Michael DeArmond, Daniel Dewey, Elise Dizon-Ross, Dan Goldhaber, Ayesha K. Hashim, Thomas J. Kane, Andrew McEachin, Emily Morton, Atsuko Muroga, Tyler Patterson, Douglas O. Staiger AERA Open, September 2024 Researchers found that the interventions failed to reach the expected number of students and had little detectable impact on students’ test scores.
Teacher Use of an Online Platform to Support Independent Practice in Middle School Mathematics During COVID-19 Disruptions Eben B. Witherspoon, Max Pardo, Kirk Walters, Rachel Garrett, Matthew Hilbert, Jennifer Ford, Lisa B. Hsin, Melissa A. Rodgers, Dionisio Garcia Piriz, Lauren Burr, Leslie Thornley AERA Open, March 2024 Researchers report on the amount and frequency of usage of an online platform for independent practice used by 58 grade 7 math teachers from seven school districts across multiple U.S. states between August 2019 and July 2021, providing insight into instruction just prior to and during COVID-19 disruptions.
Equity Intersections: Teachers’ Experiences with Student Wellness Support During the COVID-19 Pandemic Kate L. Phillippo, Elizabeth Levine Brown, Linda Galib, Ken A. Fujimoto, Aidyn L. Iachini, Naomi Brown, Crystal Lennix, Audra Parker, Tasha M. Childs AERA Open, April 2024 Researchers found that the demand for teachers’ wellness work was inequitably distributed across teachers, varying largely by their schools’ sociodemographic characteristics.
Reckoning With the “Other” Pandemic: How Teachers’ Unions Responded to Calls for Racial Justice Amidst COVID-19 Emma Curchin, Sara Dahill-Brown, Lesley Lavery Educational Researcher, March 2024 Researchers found that local leaders were more likely to have taken concrete steps if they were serving urban or suburban and predominantly Democratic communities. Most commonly, unions offered symbolic gestures of support or sought to develop their capacity to recognize and understand bias.
Teacher Working Conditions and Dissatisfaction Before and During the COVID-19 Pandemic Christopher Redding, Tuan D. Nguyen Educational Researcher, February 2024 Researchers found that (1) increases in teacher dissatisfaction beginning in the 2015–16 school year persisted into the 2020–21 school year, (2) levels of dissatisfaction during the pandemic were not equal across subpopulations of teachers, and (3) positive working conditions consistently predicted lower job dissatisfaction, including in the 2020–21 school year.
Educator Attrition and Mobility During the COVID-19 Pandemic Kevin C. Bastian, Sarah C. Fuller Educational Researcher, August 2023 Researchers found that educator attrition and mobility increased sharply between Fall 2020 and Fall 2022.
Post-Pandemic Onset Public School Enrollment and Mobility: Evidence From Virginia Beth E. Schueler, Luke C. Miller Educational Evaluation and Policy Analysis, July 2023 Researchers found that pre-K–12 enrollment dropped by 4% between fall 2019 and the first post-pandemic fall of 2020.
State-Funded Pre-K and Children’s Language and Literacy Development: The Case of COVID-19 Elizabeth Burke Hadley, Siyu Liu, Eunsook Kim, Meaghan McKenna Educational Researcher, June 2023 Researchers found that COVID-19 closures did not have significant negative impacts on pre-K children’s language and literacy skills at kindergarten entry.
“One of the Weakest Budget Players in the State”: State Funding of Higher Education at the Onset of the COVID-19 Pandemic Denisa Gándara, Meredith S. Billings, Paul G. Rubin, Lindsey Hammond Educational Evaluation and Policy Analysis, May 2023 Researchers examined how policymakers in California and Texas made decisions about funding higher education at the onset of the COVID-19 pandemic, when policymakers faced an economic downturn
How Did Colleges Disburse Emergency Aid During COVID-19? An Implementation Analysis of the Higher Education Emergency Relief Fund Elizabeth Bell, David Schwegman, Michael Hand, Michael DiDomenico Educational Researcher, March 2023 Researchers found that disbursement policies varied along two dimensions: (1) whether they imposed burdens on students by requiring applications and proof of hardship and (2) whether they targeted needy students and varied the amount of aid according to need.
Contested Justice: Rethinking Educational Equity Through New York City’s COVID-19 School Reopening Debates Alexandra Freidus, Erica O. Turner Educational Evaluation and Policy Analysis, November 2022 Researchers examined stakeholders’ overlapping and contested understandings of justice in public education, including claims related to how school resources are distributed, whom district policies recognize, and who is represented in policymaking.
Disruptiveness of COVID-19: Differences in Course Engagement, Self-Appraisal, and Learning Teresa M. Ober, Ying Cheng, Matthew F. Carter, Cheng Liu AERA Open, June 2023 Researchers found that although students were resilient in some respects, their self-appraisal and learning appear to have been negatively affected by pandemic circumstances.
The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19 Lauren E. Decker-Woodrow, Craig A. Mason, Ji-Eun Lee, Jenny Yun-Chen Chan, Adam Sales, Allison Liu, Shihfen Tu AERA Open, April 2023 Researchers found that hierarchical linear modeling analyses of the final analytic sample showed significantly higher posttest scores for students who used From Here to There and DragonBox 12+ compared to the Active Control condition.
Educators Are Not Alright: Mental Health During COVID-19 Matthew J. Hirshberg, Richard J. Davidson, Simon B. Goldberg Educational Researcher, January 2023 Researchers found that most participants reported clinically meaningful anxiety and depressive symptoms.
The Revealed Preferences for School Reopening: Evidence From Public-School Disenrollment Thomas S. Dee, Elizabeth Huffaker, Cheryl Phillips, Eric Sagara American Educational Research Journal, December 2022 Researchers found that offering remote-only instead of in-person instruction reduced enrollment by 1.1 percentage points.
Teachers’ Mental Health During the COVID-19 Pandemic Joseph M. Kush, Elena Badillo-Goicoechea, Rashelle J. Musci, Elizabeth A. Stuart Educational Researcher, November 2022 Researchers found that teachers reported a greater prevalence of anxiety symptoms than did those in other professions and that remote teachers reported significantly higher levels of distress than did those teaching in person.
Fiscal Federalism and K–12 Education Funding: Policy Lessons from Two Educational Crises Kenneth Shores, Matthew P. Steinberg Educational Researcher, October 2022 Researchers found that the amount of federal aid during the Great Recession and COVID-19 pandemic was inadequate to meet policy goals.
State Higher Education Funding During COVID-19: Lessons From Prior Recessions and Implications for Equity Kelly Rosinger, Robert Kelchen, Dominique J. Baker, Justin Ortagus, Mitchell D. Lingo AERA Open, May 2022 Researchers found that how states approach higher education cuts has the potential to exacerbate existing inequities among racially minoritized and low-income students and historically underfunded institution types.
Policy Enactment During a Pandemic: How One School Responded to COVID-19 in Negotiation With a Nonprofit Partner Lisa M. Dorner, Kelly Harris, Blake Willoughby AERA Open, February 2022 Researchers examined how an urban elementary school and nonprofit organization worked to address challenges made visible by the COVID-19 pandemic.
“We Are Trying to Communicate the Best We Can”: Understanding Districts’ Communication on Twitter During the COVID-19 Pandemic Esther Michela, Joshua M. Rosenberg, Royce Kimmons, Omiya Sultana, Macy A. Burchfield, Tayla Thomas AERA Open, February 2022 Researchers found that districts worked to build community and share time-sensitive announcements in alignment with social media crisis communication recommendations.
Predictors of First-Grade Teachers’ Teaching-Related Time During COVID-19 Anna D. Johnson, Owen N. Schochet, Sherri Castle, Diane Horm, Deborah A. Phillips AERA Open, January 2022 Researchers found that teachers’ prepandemic executive functioning and observed classroom instructional and organizational quality—features of successful teachers during normal times—predicted more during-pandemic time remote teaching, while teacher older age and having more high-needs students was associated with less remote teaching time.
From Yellow Peril to Model Minority and Back to Yellow Peril Lin Wu, Nhu Nguyen AERA Open, January 2022 Researchers used Asian critical race theory to examine how two Southeast Asian American students faced exclusion and erasure before and during the COVID-19 pandemic and how their Southeast Asian American teacher advocated for them at a public elementary school in the Pacific Northwest.
Power in a Pandemic: Teachers’ Unions and Their Responses to School Reopening Bradley D. Marianno, Annie A. Hemphill, Ana Paula S. Loures-Elias, Libna Garcia, Deanna Cooper, Emily Coombes AERA Open, January 2022 Researchers found that school districts where teachers’ unions exhibit strong second face power (but not first face power) were less likely to start the school year with in-person instruction, were less likely to ever open during fall semester with in-person instruction and spent fewer weeks in in-person learning.
Specifying Hybrid Models of Teachers’ Work During COVID-19 Lora Bartlett Educational Researcher, January 2022
The Impact of a Messaging Intervention on Parents’ School Hesitancy During COVID-19 Morgan S. Polikoff, Daniel Silver, Marshall Garland, Anna Rosefsky Saavedra, Amie Rapaport, Michael Fienberg Educational Researcher, January 2022
Addressing Our Nation’s Toxic School Infrastructure in the Wake of COVID-19 Erika M. Kitzmiller, Akira Drake Rodriguez Educational Researcher, December 2021
Determinants of Ethnic Differences in School Modality Choices During the COVID-19 Crisis Andrew M. Camp, Gema Zamarro Educational Researcher, November 2021
Teachers’ Working Hours During the COVID-19 Pandemic Dora Gicheva Educational Researcher, November 2021
All States Close but Red Districts Reopen: The Politics of In-Person Schooling During the COVID-19 Pandemic Matt Grossmann, Sarah Reckhow, Katharine O. Strunk, Meg Turner Educational Researcher, September 2021
Patterns in the Pandemic Decline of Public School Enrollment Thomas S. Dee, Mark Murphy Educational Researcher, August 2021
Youth Critical Data Practices in the COVID-19 Multipandemic Angela Calabrese Barton, Day Greenberg, Chandler Turner, Devon Riter, Melissa Perez, Tammy Tasker, Denise Jones, Leslie Rupert Herrenkohl, Elizabeth A. Davis AERA Open, August 2021 Researchers found that youth not only aimed to reveal the dynamic and human aspects of and relationships with data as they engage with/in the world as people who matter but also offered alternative infrastructures for counter data production and aggregation toward justice in the here and now and desired possible futures.
The Effect of the COVID-19 Lockdown on Bilingual Singaporean Children’s Leisure Reading Baoqi Sun, Chin Ee Loh, Beth Ann O’Brien, Rita Elaine Silver AERA Open, July 2021 Researchers found that children preferred print reading over reading digitally both before and during the lockdown, and devices were underutilized for reading purposes.
Leading Schools and Districts in Times of Crisis Jason A. Grissom, Lara Condon Educational Researcher, June 2021
Achievement Gaps in the Wake of COVID-19 Drew H. Bailey, Greg J. Duncan, Richard J. Murnane, and Natalie Au Yeung Educational Researcher, April 2021
Cross-National Variation in School Reopening Measures During the COVID-19 Pandemic Kate Steed Hoffman, Mariana Barragan Torres, Christine Min Wotipka AERA Open, April 2021 Researchers found that cross-national diversity in policies is related to both internal and external country factors such as peer emulation mechanisms, income, and past pandemic experiences.
Factors Contributing to Teacher Burnout During COVID-19 Tim Pressley Educational Researcher, March 2021
The Effects of Absenteeism on Academic and Social-Emotional Outcomes: Lessons for COVID-19 Lucrecia Santibañez, Cassandra M. Guarino Educational Researcher, February 2021
Cross-National Variation in School Reopening Measures During the COVID-19 Pandemic Kate Steed Hoffman, Mariana Barragan Torres, Christine Min Wotipka AERA Open, January-December 2021 https://journals.sagepub.com/doi/full/10.1177/23328584211010180
Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning, and Well-Being Julia Holzer, Marko Lüftenegger, Selma Korlat, Elisabeth Pelikan, Katariina Salmela-Aro, Christiane Spiel, Barbara Schober AERA Open, January-December 2021 https://journals.sagepub.com/doi/full/10.1177/23328584211003164
“Teachers Act Like We’re Robots”: TikTok as a Window Into Youth Experiences of Online Learning During COVID-19 Ioana Literat AERA Open, January-December 2021 https://journals.sagepub.com/doi/full/10.1177/2332858421995537
Generation Interrupted: Rethinking “Students with Interrupted Formal Education” (SIFE) in the Wake of a Pandemic Chris K. Chang-Bacon Educational Researcher, February 2021 https://journals.sagepub.com/stoken/default+domain/JM5WW3U87F2AMXFPJAPU/full
COVID-19 and Teachers’ Somatic Burden, Stress, and Emotional Exhaustion: Examining the Role of Principal Leadership and Workplace Buoyancy Rebecca J. Collie AERA Open, January-December 2021 https://journals.sagepub.com/doi/full/10.1177/2332858420986187
How Have FAFSA Submissions Differed During COVID-19? Oded Gurantz, Christopher Wielga Educational Researcher, prepublished February 2021 https://journals.sagepub.com/stoken/default+domain/CFDDRKJ53JQGUAITCQHV/full
Distance Learning and Parental Mental Health During COVID-19 Cassandra R. Davis, Jevay Grooms, Alberto Ortega, Joaquin Alfredo-Angel Rubalcaba, Edward Vargas Educational Researcher, January/February 2021 journals.sagepub.com/stoken/default+domain/AJD723MNGTAY3N5XKRJ6/full
Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement Megan Kuhfeld, James Soland, Beth Tarasawa, Angela Johnson, Erik Ruzek, Jing Liu Educational Researcher, November 2020 journals.sagepub.com/stoken/default+domain/XMFZEX6KWE8UDPCKQPHT/full
Community Infrastructuring as Necessary Ingenuity in the COVID-19 Pandemic Day Greenberg, Angela Calabrese Barton, Carmen Turner, Kelly Hardy, Akeya Roper, Candace Williams, Leslie Rupert Herrenkohl, Elizabeth A. Davis, Tammy Tasker Educational Researcher, October 202o journals.sagepub.com/stoken/default+domain/G7DIPX8TC4NCGGWDNMAV/full
Correcting COVID-19 Misconceptions Requires Caution Greg Trevors, Melissa C. Duffy Educational Researcher, October 2020 journals.sagepub.com/stoken/default+domain/FS4JPDJIQXKCJFA3T5YA/full
From the Field: Education Research During a Pandemic David DeMatthews, David Knight, Pedro Reyes, Amber Benedict, Rebecca Callahan Educational Researcher, August/September 2020 journals.sagepub.com/stoken/default+domain/Y5SSUQ2FJQRNWP3WSEC3/full
Online/Distance/Digital Learning
Overview
Effects of a Science of Learning Course on College Students’ Learning With a Computer Jeffrey A. Greene, Nikki G. Lobczowski, Rebekah Freed, Brian M. Cartiff, Cynthia Demetriou, A. T. Panter American Educational Research Journal, July 2019 https://journals.sagepub.com/stoken/default+domain/SSQF6PYDZUKGSIGJCNNR/full
Updated Meta-Analysis of Learner Control Within Educational Technology Abbey C. Karich, Matthew K. Burns, Kathrin E. Maki Review of Educational Research, September 2014 https://journals.sagepub.com/stoken/default+domain/JGT9I8Q9ENUEYNQZXR2A/full
A Meta-Analysis of Three Types of Interaction Treatments in Distance Education Robert M. Bernard, Philip C. Abrami, Eugene Borokhovski, C. Anne Wade, Rana M. Tamim, Michael A. Surkes, Edward Clement Bethel Review of Educational Research, September 2009 https://journals.sagepub.com/stoken/default+domain/PH5SPBFJTKRWYHNJQNTV/full
Learning Anytime, Anywhere: Advanced Distributed Learning and the Changing Face of Education J. D. Fletcher, Sigmund Tobias, Robert A. Wisher Educational Researcher, March 2007 https://journals.sagepub.com/stoken/default+domain/K3MBCRPDUQ5TNRKT6TPG/full
Going the Distance With Online Education Jorge Larreamendy-Joerns, Gaea Leinhardt Review of Educational Research, Winter 2006 https://journals.sagepub.com/stoken/default+domain/WJ2FVD9DTPB3RQ5AUMXS/full
How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature Robert M. Bernard, Philip C. Abrami Yiping Lou, Evgueni Borokhovski, Anne Wade, Lori Wozney, Peter Andrew Wallet, Manon Fiset Binru Huang Review of Educational Research, Fall 2004 https://journals.sagepub.com/stoken/default+domain/J7G6CHJHU8YGNTCFRYHC/full
Small Group and Individual Learning with Technology: A Meta-Analysis Yiping Lou, Philip C. Abrami, Sylvia d’Apollonia Review of Educational Research, Fall 2001 https://journals.sagepub.com/stoken/default+domain/U3PD9YNXDZFZWA92ADUV/full
Impact/Efficacy/Outcomes
A Look Inside Online Educational Settings in High School: Promise and Pitfalls for Improving Educational Opportunities and Outcomes Carolyn J. Heinrich, Jennifer Darling-Aduana, Annalee Good, Huiping (Emily) Cheng American Educational Research Journal, March 2019 https://journals.sagepub.com/stoken/default+domain/5QGCQEMVS9NACSNFDADW/full
Online Learning, Offline Outcomes: Online Course Taking and High School Student Performance Cassandra M. D. Hart, Dan Berger, Brian Jacob, Susanna Loeb, Michael Hill AERA Open, February 2019 https://journals.sagepub.com/stoken/default+domain/ARRDKXZW4UQAAU4Q937H/full
One-to-One Technology and Student Outcomes: Evidence From Mooresville’s Digital Conversion Initiative Marie Hull, Katherine Duch Educational Evaluation and Policy Analysis, September 2018 https://journals.sagepub.com/stoken/default+domain/CPNDABVFEWRIPPVRQHZB/full
Pathways to Educational Success Among Refugees: Connecting Locally and Globally Situated Resources Sarah Dryden-Peterson, Negin Dahya, Elizabeth Adelman American Educational Research Journal, December 2017 https://journals.sagepub.com/stoken/default+domain/CMATFCMP2KHYK6Y2SS5G/full
Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students Dermot F. Donnelly, Marcia C. Linn, Sten Ludvigsen Review of Educational Research, December 2014 https://journals.sagepub.com/stoken/default+domain/JF8H9IJQJEZ5CMJTKTFF/full
The Effectiveness of Distance Education Across Virginia's Community Colleges: Evidence From Introductory College-Level Math and English Courses Di Xu, Shanna Smith Jaggars Educational Evaluation and Policy Analysis, September 2011 https://journals.sagepub.com/stoken/default+domain/NYQECHXYAFC7HGG2GGIP/full
What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study Rana M. Tamim, Robert M. Bernard, Eugene Borokhovski, Philip C. Abrami, Richard F. Schmid Review of Educational Research, March 2011 https://journals.sagepub.com/stoken/default+domain/YCSIGMADN25QTYWYCKS9/full
Engagement
Reassessing Disparities in Online Learner Student Engagement in Higher Education Justin Paulsen, Alexander C. McCormick Educational Researcher, January 2020 https://journals.sagepub.com/stoken/default+domain/DU4KVWH8HPTAEKRSQVWD/full
Behavioral Engagement Shifts Among At-Risk High School Students Enrolled in Online Courses Jennifer Darling-Aduana AERA Open, November 2019 https://journals.sagepub.com/stoken/default+domain/3Q4NKJ9T8TI5YUDDKXB5/full
Math
An Efficacy Study of a Digital Core Curriculum for Grade 5 Mathematics Nicole Shechtman, Jeremy Roschelle, Mingyu Feng, Corinne Singleton AERA Open, 2019 https://journals.sagepub.com/doi/10.1177/2332858419850482
Online Mathematics Homework Increases Student Achievement Jeremy Roschelle, Mingyu Feng, Robert F. Murphy, Craig A. Mason AERA Open, October 2016 https://journals.sagepub.com/stoken/default+domain/CMPX9AGDKUGZ6YGAZG8Q/full
Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics: Three Large-Scale Studies Jeremy Roschelle, Nicole Shechtman, Deborah Tatar, Stephen Hegedus, Bill Hopkins, Susan Empson, Jennifer Knudsen, Lawrence P. Gallagher American Educational Research Journal,, 2010 https://journals.sagepub.com/stoken/default+domain/VTYVPUJY6KNYQIBPUA9Y/full
Reading/Literacy
Screens, Apps, and Digital Books for Young Children: The Promise of Multimedia Adriana G. Bus, Susan B. Neuman, Kathleen Roskos AERA Open, 2020 https://journals.sagepub.com/doi/10.1177/2332858420901494
Organizing Shared Digital Reading in Groups: Optimizing the Affordances of Text and Medium Trude Hoel, Elise Seip AERA Open, 2019 https://journals.sagepub.com/doi/10.1177/2332858419883822
Computerized Electronic Features Direct Children’s Attention to Print in Single- and Dual-Language e-Books W. Quin Yow, Sridhar Priyashri AERA Open, 2019 https://journals.sagepub.com/doi/10.1177/2332858419878126
How App Books’ Affordances Are Related to Young Children’s Reading Behaviors and Outcomes Tanya Christ, X. Christine Wang, Ming Ming Chiu, Ekaterina Strekalova-Hughes AERA Open, 2019 https://journals.sagepub.com/doi/10.1177/2332858419859843
Educational and Fun? Parent Versus Preschooler Perceptions and Co-Use of Digital and Print Media Gabrielle A. Strouse, Lisa A. Newland, Daniel J. Mourlam AERA Open, 2019 https://journals.sagepub.com/doi/10.1177/2332858419861085
Digital or Print? A Comparison of Preschoolers’ Comprehension, Vocabulary, and Engagement From a Print Book and an e-Book Stephanie M. Reich, Joanna C. Yau, Ying Xu, Tallin Muskat, Jessica Uvalle, Daniela Cannata AERA Open, 2019 https://journals.sagepub.com/doi/10.1177/2332858419878389
Using a Sequential Multiple Assignment Randomized Trial (SMART) to Develop an Adaptive K–2 Literacy Intervention With Personalized Print Texts and App-Based Digital Activities James S. Kim, Catherine A. Asher, Mary Burkhauser, Laura Mesite, Diana Leyva AERA Open, 2019 https://journals.sagepub.com/doi/10.1177/2332858419872701
Digital Versus Paper Reading Processes and Links to Comprehension for Middle School Students Amanda P. Goodwin, Sun-Joo Cho, Dan Reynolds, Katherine Brady, Jorge Salas American Educational Research Journal, 2019 https://journals.sagepub.com/stoken/default+domain/PVDEFEXAC8DKKKAAP5IC/full
Examining Adolescents’ Strategic Processing During Online Reading With a Question-Generating Task Byeong-Young Cho, Lindsay Woodward, Dan Li, Wendy Barlow American Educational Research Journal, 2017 https://journals.sagepub.com/stoken/default+domain/YQ3YW2TICS6PC7SVVKPE/full
Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis Zsofia K. Takacs, Elise K. Swart, Adriana G. Bus Review of Educational Research, 2015 https://journals.sagepub.com/stoken/default+domain/WHFACJP2VPME4IEXEPVV/full
A Review of the “Digital Turn” in the New Literacy Studies Kathy Ann Mills Review of Educational Research, 2010 https://journals.sagepub.com/stoken/default+domain/BQUMN99DKJHCZF5VUP4M/full
Games
Using Escribo Play Video Games to Improve Phonological Awareness, Early Reading, and Writing in Preschool Americo N. Amorim, Lieny Jeon, Yolanda Abel, Eduardo F. Felisberto, Leopoldo N. F. Barbosa, Natália Martins Dias Educational Researcher, 2020 https://journals.sagepub.com/stoken/default+domain/23CK3SEIPQXTGE44PIUI/full
A Digital Early Spelling Game: The Role of Auditory and Visual Support Adi Elimelech, Dorit Aram AERA Open, 2019 https://journals.sagepub.com/doi/10.1177/2332858419857702
Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis Douglas B. Clark, Emily E. Tanner-Smith, Stephen S. Killingsworth Review of Educational Research, 2016 https://journals.sagepub.com/stoken/default+domain/XWKXAUNQK7AZGRNRSXSQ/full
Equity in and Access to Online Learning/Technology
Exploring Issues of Implementation, Equity, and Student Achievement With Educational Software in the DC Public Schools June Ahn, Austin Beck, John Rice, Michelle Foster AERA Open, 2016 https://journals.sagepub.com/doi/10.1177/2332858416667726
Improving Access to, Quality, and the Effectiveness of Digital Tutoring in K–12 Education Patricia Burch, Annalee Good, Carolyn Heinrich Educational Evaluation and Policy Analysis, 2016 https://journals.sagepub.com/stoken/default+domain/ST7XJQ4MBBVSG4XTJUXH/full
The State of Wiki Usage in U.S. K–12 Schools: Leveraging Web 2.0 Data Warehouses to Assess Quality and Equity in Online Learning Environments Justin Reich, Richard Murnane, John Willett Educational Researcher, 2012 https://journals.sagepub.com/stoken/default+domain/RQUV6VTQY8B76C4IPNJF/full
New Technology and Digital Worlds: Analyzing Evidence of Equity in Access, Use, and Outcomes Mark Warschauer, Tina Matuchniak Review of Educational Research, 2010 https://journals.sagepub.com/stoken/default+domain/TYSRZX7TQENMKKFGWGVI/full
Factors Affecting Technology Uses in Schools: An Ecological Perspective Yong Zhao, Kenneth A. Frank American Educational Research Journal, 2003 https://journals.sagepub.com/stoken/default+domain/MUPNZXWQP2HDW2JSDMQE/full
Integrating Curriculum, Instruction, Assessment, and Evaluation in a Technology-Supported Genetics Learning Environment Daniel T. Hickey, Ann C. H. Kindfield, Paul Horwitz, Mary Ann T. Christie American Educational Research Journal, 2003 https://journals.sagepub.com/stoken/default+domain/VEUIFFY8IM2YHPEXRBVK/full
High Access and Low Use of Technologies in High School Classrooms: Explaining an Apparent Paradox Larry Cuban, Heather Kirkpatrick, Craig Peck American Educational Research Journal, 2001 https://journals.sagepub.com/stoken/default+domain/R3TPTTKQQZZUKHPQCS87/full
Online Teaching/Professional Development
Teacher Coaching in a Simulated Environment Julie Cohen, Vivian Wong, Anandita Krishnamachari, Rebekah Berlin Educational Evaluation and Policy Analysis, February 2020 https://journals.sagepub.com/stoken/default+domain/DSVGDIYXMFJQGMHIP3WQ/full
Investigating Technology-Enhanced Teacher Professional Development in Rural, High-Poverty Middle Schools Margaret R. Blanchard, Catherine E. LePrevost, A. Dell Tolin, Kristie S. Gutierrez Educational Researcher, April 2016 https://journals.sagepub.com/stoken/default+domain/NAKHTWIPGD5I7CFV7MZQ/full
Teachers Choosing Rich Tasks: The Moderating Impact of Technology on Student Learning, Enjoyment, and Preparation Peter Aubusson, Paul Burke, Sandy Schuck, Matthew Kearney, Bart Frischknecht Educational Researcher, June 2014 https://journals.sagepub.com/stoken/default+domain/HWUATTTIF7GUGNHDZZI4/full
The Lecture as a Transmedial Pedagogical Form: A Historical Analysis Norm Friesen Educational Researcher, April 2011 https://journals.sagepub.com/stoken/default+domain/4QDZQRZIUY89SCHYYVDY/full
Professional Development in Integrating Technology Into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers Kimberly A. Lawless, James W. Pellegrino Review of Educational Research, December 2007 https://journals.sagepub.com/stoken/default+domain/BPMFWICNPBUF6TPHKWQB/full
Teaching Courses Online: A Review of the Research Mary K. Tallent-Runnels, Julie A. Thomas, William Y. Lan, Sandi Cooper, Terence C. Ahern, Shana M. Shaw, Xiaoming Liu Review of Educational Research, Spring 2006 https://journals.sagepub.com/stoken/default+domain/GZ5WT5HMANPACPQPRRPW/full
A Framework for Understanding Teaching With the Internet Raven McCrory Wallace American Educational Research Journal, Summer 2004 https://journals.sagepub.com/stoken/default+domain/4PBGTCJJEEAG6AH2CSKF/full
Chapter 5: Technology’s Contribution to Teaching and Policy: Efficiency, Standardization, or Transformation? Barbara Means, Jeremy Roschelle, William Penuel, Nora Sabelli, Geneva Haertel Review of Research in Education, January 2003 https://journals.sagepub.com/stoken/default+domain/UR2PR5EJKXGJJYI47MSB/full
Tracing Teachers’ Use of Technology in a Laptop Computer School: The Interplay of Teacher Beliefs, Social Dynamics, and Institutional Culture Mark Windschitl, Kurt Sahl American Educational Research Journal, Spring 2002 https://journals.sagepub.com/stoken/default+domain/D8XBBQWY6E9CP7UAXP8U/full
Online Bullying
A Systematic Review and Meta-Analysis of Cyber-Victimization and Educational Outcomes for Adolescents Joseph H. Gardella, Benjamin W. Fisher, Abbie R. Teurbe-Tolon Review of Educational Research, January 2017 https://journals.sagepub.com/stoken/default+domain/JISVBRR4BJPEDHE6S4GR/full
Trauma-Informed Practices
Trauma-Informed Practices in Schools Across Two Decades: An Interdisciplinary Review of Research M. Shelley Thomas, Shantel Crosby, Judi Vanderhaar Review of Research in Education, May 2019 https://journals.sagepub.com/stoken/default+domain/6VGGYQIIKBQDXJFASMNU/full
A Systematic Review of School-Based Social-Emotional Interventions for Refugee and War-Traumatized Youth Amanda L. Sullivan, Gregory R. Simonson Review of Educational Research, June 2016 https://journals.sagepub.com/stoken/default+domain/ZHFKFGQZM7VDFFX6BEG4/full
Listening to the Speaking Wound: A Trauma Studies Perspective on Student Positioning in Schools Elizabeth Dutro, Andrea C. Bien American Educational Research Journal, February 2014 https://journals.sagepub.com/stoken/default+domain/UXQVPTPDE886BZGIYNGF/full
School Budget Cuts
Schooling During the Great Recession: Patterns of School Spending and Student Achievement Using Population Data Kenneth Shores, Matthew P. Steinberg AERA Open, September 2019 https://journals.sagepub.com/doi/full/10.1177/2332858419877431