The Journal of Educational Research

2012 - 2025

Current editor(s): Mary F. Heller

From Taylor & Francis Journals
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Volume 118, issue 3, 2025

Action research through art: Social studies in early childhood pp. 201-220

İlayda Kimzan and Dilek Acer

Effects of fundamentals of culture on teacher-student relationship: A quantitative correlation study pp. 221-232

Laura Chang

A cross-cultural study of school climate and student agency in literacy pp. 233-242

Margaret Vaughn, Kira J. Carbonneau, Consuelo Mameli, Oddny Judith Solheim, Catherine Lammert, Kyle Arlington, Johanne Ur Sæbø, Veronica O’Toole, Alison Arrow and Valentina Grazia

Predicting students’ engagement through (de)motivating teaching styles: A multi-perspective pilot approach pp. 243-256

Javier Coterón, Alba González-Peño, Laura Martín-Hoz and Evelia Franco

Review-based learning by teaching promoted deeper learning competencies of the challenged students pp. 257-267

Hongmei Cai, Qiyao Zhang, Jian Bai, Xuesong Yang and Xin Cheng

Teaching rational number concepts to fifth graders using the concrete-representational-abstract-integrated sequence pp. 268-280

Margaret M. Flores, Vanessa M. Hinton, Victoria M. Sanchez, Shalece Kohnke, Jihyun Lee, Margaret O. Podemski and Madeline G. Burdette

Comparing permanent and alternating teams in middle school mathematics: Impacts on student engagement and social connections pp. 281-298

Miriam Sanders, Karen Elizabeth Rambo-Hernandez and Candace Joswick

A case study on the mathematical communication competency of mathematically gifted and non-gifted students pp. 299-309

Nermin Bal Sarıaltın and Ayla Ata Baran

Learning while Black and queer: Understanding the educational experiences of Black LGBTQ+ youth pp. 310-310

Demere G. Woolway

Volume 118, issue 2, 2025

Examining differences between games and pictorial flashcards on multiplication basic fact fluency pp. 77-89

Drew Polly, Luke T. Reinke, Madelyn W. Colonnese and Adrianne Blackwelder

8th grade students’ experiences in the laboratory environment and metaverse environment pp. 90-99

Fatma Nur Özdemir, Hilal Karabulut and İ. Afşin Kariper

Bridging culture and science: Culturo-Techno-Contextual Approach in culturally relevant biology pedagogy pp. 100-115

Umar A. Adam, Musa Adekunle Ayanwale, Soladoye N. Lameed, Tunde Owolabi, Franklin U. Onowugbeda, Adekunle I. Oladejo, Peter A. Okebukola, Kehinde G. Ogolo and Maliq A. Adebowale

How the usage of the OK4R Reading Platform relates to learning efficacy, attitude, and cognitive development pp. 116-130

Hsiao-Ching Yang, Yu-Tseng Lee, Pao-Yin Lin and Jie-Sheng Shih

Feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention for multilingual English learners pp. 131-146

Jackie E. Relyea, Dennis Davis, Corrie Dobis, Becky Huang and Courtney Samuelson

Mitigating difficulty in Computer studies through Culturo-Techno-Contextual Approach pp. 147-155

Deborah O. Agbanimu, Peter A. Okebukola, Franklin U. Onowugbeda, Esther O. Peter, Adekunle I. Oladejo, Olasunkanmi A. Gbeleyi and Ibukunolu A. Ademola

Examining the effects of a diagnostic language test on learning pp. 156-168

Jiuliang Li and Noriko Iwashita

Promoting gifted students’ understanding of everyday life problems pp. 169-184

Fatma Coştu

Text-based discussion interactions and engagement with three different text types pp. 185-199

Kristin Keane

Volume 118, issue 1, 2025

Homework completion and academic achievement: A multilevel study in high school settings pp. 1-18

Süleyman Avcı and Mustafa Özgenel

Exploring augmented reality (AR) in science education: Perspectives from gifted students pp. 19-36

Fatma Coştu

Enhancing primary school learning through growth mindset and memory strategy interventions pp. 37-50

Rémi Dorgnier, Marie Mazerolle, François Maquestiaux and Laurence Picard

Complex text and fluency: Evaluating the read like us protocol with third and fourth grade students pp. 51-62

Jake Downs and Chase Young

Teachers’ and kindergartners’ perceptions of children’s participation in interactive book reading pp. 63-75

Paméla McMahon-Morin, Marie-Pier Gingras, Marie-Christine Hallé and Ingrid Verduyckt

Volume 117, issue 6, 2024

Hope longitudinally predicts achievement: Mediation of cognitive engagement, teacher, and peer support pp. 333-343

Crystal I. Bryce, Ashley M. J. Fraser, Brittany L. Alexander and Richard A. Fabes

Effect of reading attitudes on reading habits and writing tendencies: Structural equation modeling pp. 344-354

Tuğba Pürsün

The effects of cooperative learning on self-reported peer relations, peer support, and classroom engagement among students with disabilities pp. 355-364

Mark J. Van Ryzin, Christopher Murray and Cary J. Roseth

Children’s views on why environmental protection is important: Are nature-based schools enough? pp. 365-377

Berat Ahi, Gökhan Kaya and Deniz Kahriman-Pamuk

Effects of a classwide reading intervention on reading fluency and comprehension of content area text with students in middle school pp. 378-386

Matthew K. Burns, McKinzie D. Duesenberg-Marshall and Monica E. Romero

Fostering positive instruction of software development cycle through a culturally responsive pedagogy pp. 387-396

Uchenna Ugwuoke, Peter Okebukola, Ekwam Emmanuel, Franklin Onowugbeda and Benjamin Onuorah

Physical education-based intervention with activity wristbands to promote students’ weekly physical activity pp. 397-409

Santiago Guijarro-Romero, Daniel Mayorga-Vega, Carolina Casado-Robles and Jesús Viciana

Creativity in education: International perspectives pp. 410-410

Robert C. Kleinsasser

Volume 117, issue 5, 2024

Intervention for early literacy success: Phonological awareness and rapid automatized naming pp. 229-240

Halime Miray Sümer Dodur, Yasemin Yüzbaşioğlu, Özlem Altındağ Kumaş and Olcay Karaca

Learning together: A mixed methods analysis of team-based learning in mathematics pp. 241-254

Miriam Sanders, Milan Mathew, Ross Petty, Sofia Arredondo and Karen E. Rambo-Hernandez

Insight into students’ understanding of relational terminology through integrated compare and combine word problems pp. 255-266

Marijana Zeljić, Milana Dabić Boričić and Svetlana Ilić

Student-perceived parents’ and teachers’ expectancies and feedback influence homework motivation and effort pp. 267-283

Yao Wu, Katie Gilligan-Lee, Terry Ng-Knight and Harriet R. Tenenbaum

Effect of the development of precursor skills for literacy in Spanish on learning to read in English pp. 284-293

Raúl Gutiérrez-Fresneda, Teresa Pozo Rico, María José García Tárraga and Elena Jiménez-Pérez

Analyzing teacher audio: The contribution of classroom mathematics instruction to early numeracy pp. 294-307

Alexa Ellis and Pamela E. Davis-Kean

Teaching science through art studio methods: Impact on third-grade academic achievements pp. 308-315

Zohreh Ghasemzadeh Namaghi

Effect of a whole-group intervention on children’s participation in interactive book reading pp. 316-330

Paméla McMahon-Morin, Bouchra Nasri, Ingrid Verduyckt, Stefano Rezzonico and Marie-Pier Gingras

Core practices in teacher education: A global perspective pp. 331-332

Nakeiha Primus

Volume 117, issue 4, 2024

Effects of socioscientific issues-based teaching on attitudes: Students’ resources as moderator pp. 169-184

Lida T. Klaver, Laurence J. F. Guérin, Patrick H. M. Sins and Juliette H. Walma van der Molen

Reported and observed engagement in handwriting and keyboarding activities in elementary school: Are students as engaged as they say they are? pp. 185-197

Joane Deneault and Natalie Lavoie

Learning models and achievements of the most gifted students pp. 198-208

Lidija Ivanovic, Nemanja Lukic and Boza Miljkovic

Cooperation in primary school children: The role of cardiac vagal tone and cognitive control pp. 209-217

Benedetta Zagni, Libera Ylenia Mastromatteo and Sara Scrimin

Testing the potency of ethnoscience instruction on biology students’ critical thinking ability pp. 218-227

Umar A. Adam, Franklin U. Onowugbeda, Nur Islami and Kehinde G. Ogolo

Volume 117, issue 3, 2024

Assessment of phonological awareness: Effects of emotional words on preschoolers’ skills pp. 113-123

Johanne Belmon, Magali Noyer-Martin and Sandra Jhean-Larose

“I’ll do it Later”: Multilevel antecedents of homework procrastination pp. 124-136

Fuyi Yang, Jianzhong Xu, José Carlos Núñez, Chuang Wang and Luxi Pu

Developing student 21st-century skills through STEM engineering design learning cycle (STEM-EDELCY) model pp. 137-150

Herianto, Jaslin Ikhsan and Lusila Andriani Purwastuti

The nature and impact of literacy interest in preschool children: Comparing teacher, parent, and child report measures pp. 151-165

Ashley Silcox and Seung-Hee Claire Son

Bildung in the digital age: Exploring Bildung through digital media in education pp. 166-167

Chunpeng Cai and Haoda Feng

Volume 117, issue 2, 2024

A cultural, technological, and contextual pedagogy to enhance retention of biology concepts pp. 49-60

Franklin U. Onowugbeda, Peter A. Okebukola, Adeleke M. Ige, Saladoye N. Lameed, Deborah O. Agbanimu and Umar A. Adam

The effect of the mathematics bag early education program pp. 61-73

Abdülbaki Ergel and Yasemin Aydoğan

Preschool teachers’ beliefs about children, self-efficacy, classroom quality and children’s early language pp. 74-86

Jamlick Peter Ondieki Bosire

Examining students’ tripartite efficacy beliefs in physical education through a teaching personal and social responsibility intervention pp. 87-97

Min Pan and Wei-Ting Hsu

Student groups evaluating their group work and learning of critical online reading pp. 98-110

Timo Salminen, Minna Lakkala, Liisa Ilomäki and Miika Marttunen

Ecological perspectives in early language education: Parent, teacher, peer and child agency in interaction pp. 111-112

Yujie Huang and Peng Li

Volume 117, issue 1, 2024

“Summative evaluation” as a teaching method: An opportunity to reduce confirmation bias pp. 1-11

Reena Cheruvalath, Hajara Abdul Hameed and Geetha Bakilapadavu

Evaluating a Hypothetical Learning Trajectory for nets of rectangular prisms: A teaching experiment pp. 12-26

Faik Camci, Deniz Eroglu and Dilek Tanisli

Understanding the concept of energy through definitions, drawings, and metaphors pp. 27-38

Zeynep Başkan Takaoğlu

Comparative study of cooperative-learning and lecture-based-learning in teaching classification of living things among Senior High School students in Tamale pp. 39-46

Daniel Suuk, Dennis Wilmot and Peter T. Birteeb

Education lead(her)ship: Advancing women in K-12 administration pp. 47-48

Mary F. Roe