The Journal of Educational Research

2012 - 2025

Current editor(s): Mary F. Heller

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Volume 118, issue 6, 2025

Correction pp. i-iii

The Editors

The use of generative artificial intelligence in K-12 education: An introduction to the special issue of the Journal of Educational Research pp. 531-534

Louis S. Nadelson

Generative artificial intelligence in teaching and learning: Concerns, practices, and supporting students use pp. 535-546

Louis S. Nadelson, Brandy Walthall, Evan W. Faidley and Janet Filer

Effectiveness and guidance of artificial intelligence chatbots in diagnosing exponential expression errors pp. 547-567

Nezihe Korkmaz Güler and Bahadır Yıldız

Teaching elementary artificial intelligence: Can the CTCA improve students’ learning outcomes? pp. 568-580

Andrew Tetteh, Michael Armah, Jessie Foli and Felicia Nkrumah

Artificial intelligence (AI) as a new trajectory in education pp. 581-595

Mehmet Fatih Döğer and Ahmet Göçen

EFL secondary students’ use of ChatGPT for writing task completion pathways pp. 596-609

David James Woo, Kai Guo and Hengky Susanto

Generative artificial intelligence in education: Initial principles developed from practitioner reflexive research pp. 610-621

Vince Wall, Alison Bedford and Petrea Redmond

Impact of artificial intelligence and technology leadership on professional teacher development pp. 622-631

Metin Işik

Facilitating student engagement through ChatGPT pp. 632-642

E. Meşe, Ö. Kuru and D. Atay

Analysis of the use of artificial intelligence (AI) by elementary and secondary school students in the context of completing school assignments pp. 643-662

Izabela Bieńkowska, Małgorzata Przybysz-Zaremba, Jolanta Konieczny, Joanna Góźdź, Małgorzata Kitlińska-Król, Krzysztof Polok and Louis S. Nadelson

Teachers’ opinions on the application of corpora in ICT and AI-aided foreign language education pp. 663-673

Krzysztof Polok, Aleksandra Drózd and Małgorzata Przybysz-Zaremba

Exploring the application potential of generative artificial intelligence in high school geography teaching: Scenarios, limitations, and improvement strategies pp. 674-687

Binglin Liu, Weijiang Liu, Weijia Zeng and Yi Peng

Generative AI-powered arts-based learning in middle school history: Impact on achievement, motivation, and cognitive load pp. 688-700

Jing Chen, Nur Azlina Mohamed Mokmin and Shen Qi

Introducing generative AI with Markov Chains: Gendered patterns of competence in English Language Arts classrooms pp. 701-715

Daria Smyslova, Shiyan Jiang, Carolyn P. Rosé, Rebecca Ellis, Jie Chao and Qiuqing Li

Utilization of AI-aided vocabulary teaching in K-12: A case study pp. 716-723

Gürkan Temiz and Elif Nazlı Kafadar

Middle school students’ perspectives on adopting generative AI in K-12 education pp. 724-735

Ibrahim Oluwajoba Adisa and Adenike Omolara Adefisayo

Teaching high school students about generative AI: Cases of teacher lesson design pp. 736-751

Victoria Delaney, Ibrahim Oluwajoba Adisa, Christopher Mah and Victor R. Lee

A global perspective on artificial intelligence in educational leadership pp. 752-770

Ahmet Göçen and Mehmet Fatih Döğer

Help of ChatGPT about math skills on the subjects of social studies pp. 771-782

Sibel Oğuz Haçat and İbrahim Kepceoğlu

Empowering K-12 education with AI pp. 783-783

Yoyada Nufninu, Maria G. Halim and Maria S. Fobia

Volume 118, issue 5, 2025

Overcoming the gap in technology integration in limited conditions in rural classrooms pp. 413-424

Hailin Pan, Qian Lin and Wenfang Zhu

A digital boost of the home literacy environment positively impacts early reading and vocabulary development of Indonesian 1st graders at-risk pp. 425-436

Patricia Adam, Tijs Kleemans, Mienke Droop, Américo N. Amorim and Eliane Segers

The effect of argumentation-based activities on the development of moral reasoning pp. 437-449

Yakup Işıker and Mehmet Akif Sözer

Enhancing motivation and conceptual understanding in synchronous distance education: A simple electrical circuit analogy tailored to students’ cognitive and motivational needs pp. 450-474

A. Hachmi, A. El Moussaouy and A. Ouariach

Creative self-efficacy, attitudes, creative style, and environmental literacy: Promoting mathematical creative thinking pp. 475-485

Suherman Suherman and Tibor Vidákovich

Positive effects of the Letterland curriculum on kindergarteners’ word reading skills and engagement behaviors: A comparison of two programs pp. 486-499

Theresa A. Roberts and Keith Smolkowski

The effect of family-involved STEM education on girls’ engineering habits of mind pp. 500-516

Mustafa Erol, Rasime Demir and Ahmet Erol

Enhancing mathematics achievement through teacher support: The mediating role of student feedback literacy pp. 517-527

Junsheng Wu, Zi Yan, Genghua Yu, Guiying Xie, Lin Li, Yongle Yang and Jinyu Zhu

Learning together: Organizing schools for teacher and student learning pp. 528-529

Robert C. Kleinsasser

Volume 118, issue 4, 2025

Teaching reasoning strategies to dyscalculic students with low working memory level1 pp. 311-328

Tuğba Kargın and Kübra Polat

Effects of technologically mediated flipped classroom instruction on students’ learning experiences pp. 329-341

Girma Moti Geletu and Remla Sherefa Seid

A remodeled cognitive vocabulary approach to assessing writing achievement in EFL education pp. 342-354

Souhair Hassan Koubar

Evaluating the effectiveness of the writing skills curriculum developed for gifted students pp. 355-367

Derya Acar Başeğmez, Kemal Oğuz Er and Ahmet Kurnaz

Metacognitive skills in collaborative problem solving: Case of secondary mathematics in Rwanda pp. 368-375

Satoshi Kusaka and Jean Claude Habimana

Effects of biology design thinking, moderated by resilience, in enhancing cognitive flexibility pp. 376-385

Joelash R. Honra and Sheryl Lyn C. Monterola

Investigation and implementation of the hybrid teaching model in geography education at senior high schools pp. 386-400

Baolong Wang, Zhaochen Li and Xuqiang He

Is immersing blended-problem-based learning fostering students’ higher-order thinking skills? pp. 401-407

Laili Mei Sulistiyani, Habiddin Habiddin, Yahmin Yahmin, Tamara Roncevic and Sheikha Majid

School communities of strength: Strategies for educating children living in deep poverty pp. 408-409

Susan N. Kushner Benson

An emergent curriculum for the early years in Malta: Stories of professional and pedagogical transformation pp. 410-411

Yujie Huang

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