What research is important today in human development, learning and education? JSED Editors’ reflections and research calls (¿Qué investigación es importante hoy día en desarrollo humano, aprendizaje y educación? Reflexiones y llamamientos de investigación de los Editores de JSED)

References / Referencias

• Banaji, S., Livingstone, S., Nandi, A., & Stoilova, M. (2018). Instrumentalising the digital: Adolescents’ engagement with ICTs in low-and middle-income countries. Development in Practice, 28(3), 432–443. https://doi.org/10.1080/09614524.2018.1438366
   Web of Science ®Google Scholar
• Bautista, A., Bull, R., Ng, E. L., & Lee, K. (2021). “That’s just impossible in my kindergarten”. Advocating for ‘glocal’ early childhood curriculum frameworks. Policy Futures in Education, 19(2), 155–174. https://doi.org/10.1177/1478210320956500
   Web of Science ®Google Scholar
• Braasch, J. L., Bråten, I., & McCrudden, M. T. (Eds.). (2018). Handbook of multiple source use. Routledge.
   Google Scholar
• Britt, M. A., Rouet, J. F., & Durik, A. M. (2018). Literacy beyond text comprehension: A theory of purposeful reading. Taylor & Francis.
   Google Scholar
• Brizuela, B. M. (2018). Looking towards the future: Openness, dialogue and connection. Journal for the Study of Education and Development, 41(1), 1–12. https://doi.org/10.1080/02103702.2017.1402483
   Google Scholar
• Cerdán, R., Máñez, I., & Serrano-Mendizábal, M. (2021). Reading from multiple documents: The role of text availability and question type. Reading Research Quarterly, 56(S1), S209–S220. https://doi.org/10.1002/rrq.380
   Google Scholar
• Clarà, M. (2019). El problema teoría-práctica en los modelos de formación del profesorado: Una mirada psicológica. Estudios Pedagógicos, XLV(2), 179–195. https://doi.org/10.4067/S0718-07052019000200179
   Google Scholar
• Daoud, R., Starkey, L., Eppel, E., Vo, T. D., & Sylvester, A. (2020). The educational value of internet use in the home for school children: A systematic review of literature. Journal of Research on Technology in Education, 53(4), 353–374. https://doi.org/10.1080/15391523.2020.1783402
   Web of Science ®Google Scholar
• Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
   Web of Science ®Google Scholar
• Del Río, M. (2020). Journal for the Study of Education and Development: Same journal, new title for a global science. Journal for the Study of Education and Development, 43(1), 1–8. https://doi.org/10.1080/02103702.2020.1711597
   Google Scholar
• De Sousa Santos, B. (2014). Epistemologies of The South: Justice Against Epistemicide. Paradigm Publishers.
   Google Scholar
• Ferrer-Estévez, M., & Chalmeta, R. (2021). Integrating sustainable development goals in educational institutions. The International Journal of Management Education, 19(2), 100494. https://doi.org/10.1016/j.ijme.2021.100494
   Web of Science ®Google Scholar
• Halle, T., Metz, A., & Martinez-Beck, I. (Eds.). (2013). Applying implementation science in early childhood programs and systems. Paul H. Brookes Publishing.
   Google Scholar
• Hascher, T., Beltman, S., & Mansfield, C. (2021). Teacher wellbeing and resilience: Towards an integrative model. Educational Research, 63(4), 416–139. https://doi.org/10.1080/00131881.2021.1980416
   Google Scholar
• Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and Brain Sciences, 33(2–3), 61–83. https://doi.org/10.1017/S0140525X0999152X
   PubMed Web of Science ®Google Scholar
• Johnson, M. H. (2017). Autism as an adaptive common variant pathway for human brain development. Developmental Cognitive Neuroscience, 25, 5–11. https://doi.org/10.1016/j.dcn.2017.02.004
   PubMed Web of Science ®Google Scholar
• Lehman, C., Orange-Jones, K., & Lacy-Schoenberger, E. (2021). Lose the language of “learning loss”. Voices from the Middle, 28(4), 26–29. https://library.ncte.org/journals/VM/issues/v28-4/31272
   Google Scholar
• Macedo-Rouet, M., Kammerer, Y., & Cerdán, R. (2020). Introduction to the special issue ‘How adolescents read and learn on the Web: Internal and external factors. Journal for the Study of Education and Development, 43(1), 9–18. https://doi.org/10.1080/02103702.2020.1723987
   Google Scholar
• Monereo, C., & Scheuer, N. (2017). Assessment of a fertile dialogue (2012–17). Infancia y Aprendizaje, 40(4), 812–825. https://doi.org/10.1080/02103702.2017.1376826
   Web of Science ®Google Scholar
• Patel, F., & Lynch, H. (2013). Glocalization as an alternative to internationalization in higher education: Embedding positive glocal learning perspectives. International Journal of Teaching and Learning in Higher Education, 25(2), 223–230. https://files.eric.ed.gov/fulltext/EJ1016539.pdf
   Google Scholar
• Pawson, R. (2019). Pragmatic trials and implementation science: Grounds for divorce? BMC Medical Research Methodology, 19(1), 1–14. https://doi.org/10.1186/s12874-019-0814-9
   PubMed Web of Science ®Google Scholar
• Rouet, J. F., & Potocki, A. (2018). From reading comprehension to document literacy: Learning to search for, evaluate and integrate information across texts. Infancia y Aprendizaje, 41(3), 415–446. https://doi.org/10.1080/02103702.2018.1480313
   Web of Science ®Google Scholar
• Scheuer, N., Bautista, A., Martín, E., & Pozo, J. I. (2009). “Tras una lectura atenta de su manuscrito … ” Un análisis de los procesos de revisión en Infancia y Aprendizaje. Infancia y Aprendizaje, 32(3), 243–264. https://doi.org/10.1174/021037009788964213
   Web of Science ®Google Scholar
• Schön, D. A. (1983). The Reflective Practitioner. How Professionals Think in Action. Basic Books.
   Google Scholar
• Seligman, M. (2011). Flourish: A visionary new understanding of happiness and well-being. Atria.
   Google Scholar
• Soler-Gallart, M., & Flecha, R. (2022). Researchers’ perceptions about methodological innovations in research oriented to social impact: Citizen evaluation of social impact. International Journal of Qualitative Methods, 21, 160940692110676. https://doi.org/10.1177/16094069211067654
   Web of Science ®Google Scholar
• Sun, H., & Yin, B. (2020). Multimedia input and bilingual children’s language learning. Frontiers in Psychology, 11(2023). https://doi.org/10.3389/fpsyg.2020.02023
   Web of Science ®Google Scholar
• Su, J., Yang, W., & Zhong, Y. (2022). Influences of gender and socioeconomic status on children’s use of robotics in early childhood education: A systematic review. Early Education and Development, 1–17. https://doi.org/10.1080/10409289.2022.2078617
   Google Scholar
• Wineburg, S., & McGrew, S. (2019). Lateral reading and the nature of expertise: Reading less and learning more when evaluating digital information. Teachers College Record: The Voice of Scholarship in Education, 121(11), 1–40. https://doi.org/10.1177/016146811912101102
   PubMed Web of Science ®Google Scholar
• Yang, W., Li, H., & Ang, L. (2021). Early childhood curriculum policies and practices in Singapore: The case of glocalisation. Policy Futures in Education, 19(2), 131–138. https://doi.org/10.1177/1478210320987689
   Web of Science ®Google Scholar
• Yang, W., Ng, D. T. K., & Gao, H. (2022). Robot programming versus block play in early childhood education: Effects on computational thinking, sequencing ability, and self-regulation. British Journal of Educational Technology, 1–25. https://doi.org/10.1111/bjet.13215
   Google Scholar