While my bandwidth to peruse research has diminished this year (work has been busy, and I like spending time with my children) I have still encountered a fair number of compelling studies. In keeping with the tradition begun in 2023, and building on last year’s review, I am endeavoring to round up the research that has crossed my radar over the last 12 months.
This year presents a difficult juncture for research. Political aggression against academic institutions, the immigrants who power their PhD programs, and the federal contracts essential to their survival has disrupted research. Despite this, strong research continues to be published. Because research is a slow-moving endeavor, I suspect the full effects of these disruptions will manifest increasingly in future roundups; for now, the good work persists.
The research landscape of 2025 highlights a continued shift toward experience-dependent plasticity. This view treats the human mind as a dynamic ecosystem shaped by biological rhythms, cultural “software,” and technological catalysts. Learning is no longer seen as a linear accumulation of skills, but as a sophisticated orchestration of “statistical” internal models and external social and cultural and technological attunements.
Longtime readers will recognize this “ecosystem” view from my other blog on Schools as Ecosystems. It is validating to see the field increasingly adopting this ecological lens—viewing the learner not as an isolated machine, but as an organism deeply embedded in a biological and cultural context.
Our “big buckets” for this year have ended up mirroring the 2024 roundup, which means, methinks, that we have settled upon a perennial organizational structure:
The Science of Reading and Writing
Content Knowledge as an Anchor to Literacy
Studies on Language Development
Multilinguals and Multilingualism
Rhythm, Attention, and Memory
School, Social-Emotional, and Contextual Effects
The Frontier of Artificial Intelligence and Neural Modeling
Paper Citation: Philip Capin, Sharon Vaughn, Joseph E. Miller, Jeremy Miciak, Anna-Mari Fall, Greg Roberts, Eunsoo Cho, Amy E. Barth, Paul K. Steinle & Jack M. Fletcher (2023) Investigating the Reading Profiles of Middle School Emergent Bilinguals with Significant Reading Comprehension Difficulties, Scientific Studies of Reading, DOI: 10.1080/10888438.2023.2254871
A few months ago, a study crossed my radar that caused me to stop, print it out, mark it up, and then begin digging into related studies, which is what I do when a study grabs my attention.
Getting into research is akin to getting into Miles Davis—if you like a given song or album, you may start checking out the other musicians he plays with, and they'll lead you into a new and ever expanding fractal universe, because Davis had a knack for collaborating with musicians who were geniuses in their own right. A few examples: John Coltrane, Tony Williams, Keith Jarrett, Herbie Hancock, John McLaughlin, Wayne Shorter, Jack DeJohnette, the list goes on and on.
This has been a great year for education research. I thought it could be fun to review some of what has come across my own limited radar over the course of 2023.
The method I used to create this wrap-up was to go back through my Twitter timeline starting in January, and pull all research related tweets into a doc. I then began sorting those by theme and ended up with several high-level buckets, with further sub-themes within and across those buckets. Note that I didn’t also go through my Mastodon nor Bluesky feeds, as this was time-consuming enough!
The rough big ticket research items I ended up with were:
Multilinguals and multilingualism
Reading
Morphology
The influence of physical or cultural environment
The content of teaching and learning
The precedence of academic skills over soft skills
Gaining a clear picture of a student’s language and literacy abilities in both English and their home language is critically important in two scenarios:
the student has just entered your school and speaks another language at home (whether because he is entering the school system in kindergarten or is newly arrived from another country and entering in a later grade)
the student is in a bilingual program
Gaining information in both languages for bilingual students in these situations can portray a completely different spectrum of profiles than when assessing in English only.
There was a relatively recent Hechinger Report article by Jill Barshay, “PROOF POINTS: Researchers blast data analysis for teachers to help students” that seemed to indict any and all assessments and data use in schools as a royal waste of time. It bothered me because the only source cited explicitly in the article was a 2020 opinion piece by a professor who similarly vaguely discusses “interim assessment” and doesn’t provide explicit citations of her sources.
To Ms. Barshay’s great credit, she responded with equanimity and generosity to my tweet with multiple citations.
Since she took that time for me, I wanted to reciprocate by taking the time to review her sources with an open mind, as well as reflect on where I might land after doing so.
This has been a great year for education research. I thought it could be fun to review some of what has come across my own limited radar over the course of 2023.