000			01730nam a2200217Ia 4500
008			240826s9999||||xx |||||||||||||| ||und||
022			_a0034-6543
100			_a2024
100			_aWagner, Christopher J. _9120765
245		0	_aToward a Shared Conception of Children's Content Area Identities in Literacy, Math, and Science: A Systematic Integrative Review
260			_bReview of Educational Research
260			_c2024
300			_a343-375
520			_aThe concept of identity has been used to interrogate a wide range of topics about children's learning in the content areas, including learning in literacy, math, and science. Despite this, there is a paucity of attention to how the construct of identities is conceptualized across content areas. This systematic integrative review aims to develop an empirically grounded view of how identities are conceptualized in childhood across content areas and to consider the feasibility of a shared conception of content area identities. To do this, the review examines 66 articles on content area identities in early childhood and childhood (birth through Grade 5). Findings show diverse theories are used to examine content area identities in children and at the same time significant consensus in the underlying assumptions about what content area identities are and how they develop. These findings suggest that researchers move away from the current siloed approach to content area identity research and toward a more connected field of study.
650			_a Content Areas _9120766
650			_a Early Childhood _914467
650			_a Elementary Education
650			_a Identity
650			_aLiteracy _99421
856			_uhttps://doi.org/10.3102/00346543231184888
999			_c133780 _d133780