The Journal of Educational Research

2012 - 2025

Current editor(s): Mary F. Heller

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Volume 116, issue 6, 2023

Do mathematical thinking processes influence visual estimation skills in students? pp. 325-335

Emel Çilingir Altiner and M. Cihangir Doğan

Examining students’ mathematical modeling competences in video-based modeling tasks pp. 336-348

Hande Aytemiz and Zeynep Çakmak Gürel

Effects of EthnoSTEM-based mathematics modular instruction on Sama students’ mathematical thinking pp. 349-355

Aljemedin S. Jaudinez and Ma. Nympha B. Joaquin

Structure and associations of science vocabulary, general academic vocabulary, and science knowledge pp. 356-370

Sofie Henschel, Birgit Heppt and Ilonca Hardy

Redefining autonomy in low-achieving high-school students: Collaborative learning in Taiwan-context classrooms pp. 371-385

Thi-Gam Phan and Wei-Yu Liu

A multidimensional approach to the study of school climate and student engagement pp. 386-395

Valentina Grazia and Luisa Molinari

Educational neuroscience for literacy teachers: Research-backed methods and practices for effective reading instruction pp. 396-397

Yujie Huang

Volume 116, issue 5, 2023

Investigating the predictive relations between self-efficacy and achievement goals on procedural and conceptual science learning pp. 241-253

Kelly Boden, Eric Kuo, Timothy J. Nokes-Malach, Tanner Wallace and Muhsin Menekse

Texting and tutoring: Short-term K-3 reading interventions during the pandemic pp. 254-267

Rebecca D. Silverman, Kristin Keane, Hsiaolin Hsieh, Emily Southerton, Renee C. Scott and Emma Brunskill

Impact of educational game development on students’ achievement and attitudes toward science pp. 268-279

Sevda Korkmaz, Ayla Cetin-Dindar and Ferhunde Kucuksen Oner

Middle school students’ reflections on process oriented guided inquiry learning (POGIL®)1 pp. 280-292

Müge Özkanbaş and Özgecan Taştan Kırık

Exploration of middle school students’ scientific epistemological beliefs and their engagement in argumentation pp. 293-308

Mehmet Şen, Semra Sungur and Ceren Öztekin

Factors impacting reading motivation: Insights from the bioecological model of human development pp. 309-321

Hitomi Kambara and Yu-Cheng Lin

The Wiley handbook on violence in education: Forms, factors, and preventions pp. 322-323

Sigrid Roman

Volume 116, issue 4, 2023

Enhancing literacy acquisition through spelling exercises: Comparing tasks for first graders pp. 187-197

Cynthia Boggio, Marie-Line Bosse, Alexis Favre-Félix, Céline Pobel-Burtin, Morgane Burnel and Maryse Bianco

Impacts of maker technologies on classroom learning outcomes: A mixed methods explanatory study pp. 198-205

Colby Tofel-Grehl, David Feldon, Soojeong Jeong, Kristin Searle, Tyler Hansen and Brenda Bennett

Teaching rational number concepts and skills to students receiving tier two interventions pp. 206-215

Margaret M. Flores, Vanessa M. Hinton, Laura Shadoan and Callye Monroe

An investigation of eighth-graders’ mathematical communication competency and mathematical literacy performance pp. 216-229

Ayla Ata Baran and Tangül Kabael

The effects of online enactive education on secondary school students pp. 230-239

Deborah R. Vivo

Executive skills and reading comprehension: A guide for educators pp. 240-240

Shelya Chabibah and St. Nurbaya

Volume 116, issue 3, 2023

Exploratory study of the efficacy of the Culturo-Techno-Contextual Approach (CTCA) in student’s understanding of biology pp. 125-133

Fred Awaah, Peter Okebukola, Juma Shabani, Hussein Abdul Azeez Taiwo, Olansunkanmi Gbeleyi, Andrew Tetteh, Jessie Foli and Dorcas Adomaa Addo

Norms and collaboration in hybrid making-spaces pp. 134-146

Amber Simpson, Signe Kastberg and Caro Williams-Pierce

Promoting first graders’ scientific thinking through picture books with the 5E model pp. 147-158

Fu-Pei Hsieh, Yun-An Chen, Hui-Ju Wu and Chun-Yen Tsai

Role-play experience’s effect on students’ 21st century skills propensity pp. 159-170

Isabella Aura, Simo Järvelä, Lobna Hassan and Juho Hamari

New Zealand primary school students’ motivation and strategy use for learning Chinese-as-a-foreign-language pp. 171-185

Peijian Paul Sun, Qing Yang and Xiaoming Hou

Promising pedagogies for teacher inquiry and practice: Teaching out loud pp. 186-186

Robert C. Kleinsasser

Volume 116, issue 2, 2023

Junior high school students’ self-confidence during transition to above-grade-level mathematics courses pp. 61-76

Kathy L. Schuh, Amanda J. Meiners, Cheryl Ferguson, Kara Hageman, Salim George, Michala Cox, Yuqing Zou and Chang-Jen Lin

Investigating the dialogic patterns of mathematics lessons in different stages of education pp. 77-89

Yu Song, Shu Zhang and Bingman Liu

Technology and early mathematics skills: Effectiveness of I Love Math with Robots pp. 90-99

Meltem Emen-Parlatan, Seval Ördek-İnceoğlu, İrem Gürgah-Oğul and Durmuş Aslan

Perceived instructional environment and English achievement: The mediating role of student engagement pp. 100-112

Zeynep Yılmaz Bodur, Abdullah Faruk Kılıç and Sümer Aktan

Learning science through the Artec robotics program for preschools in Singapore pp. 113-123

Kok Chung-Oi

Volume 116, issue 1, 2023

The impacts of two curricula on middle-level students’ engineering understanding pp. 1-16

Emily P. Driessen, Jennifer Wilhelm, Merryn Cole, Ashley Dunn and Kameisha Anderson

Developing rural Chinese children’s computational thinking through ­game-based learning and parental involvement pp. 17-32

Xiangling Zhang, Ahmed Tlili, Junhong Guo, David Griffiths, Ronghuai Huang, Chee-Kit Looi and Daniel Burgos

The aesthetic effects of a new lesson design approach: Mathematical stories pp. 33-47

Leslie Dietiker, Meghan Riling, Rashmi Singh, Hector I. Nieves and Erin Barno

Improving financial literacy through interactive read-aloud with children’s picture books pp. 48-59

Fatih Çetin Çetinkaya, Kasım Yıldırım, Halil İbrahim Öksüz, Muhammet Sönmez, Dudu Kaya Tosun, Timothy Rasinski and Abbey Galeza

Breaking down silos for equity, diversity, and inclusion (EDI): Teaching and collaboration across disciplines pp. 60-60

Demere G. Woolway

Volume 115, issue 6, 2022

The effects of a collaborative argumentation intervention on Chinese students’ socioscientific issues decision-making pp. 317-332

Yucheng Zhu and Aiwen He

Factors explaining students’ engagement and self-reported outcomes in a project-based learning case pp. 333-348

Ramón Tirado-Morueta, Yolanda Ceada-Garrido, Antonio J. Barragán, Juan M. Enrique and José M. Andujar

The effects of collaborative reasoning strategies on improving primary school students’ argumentative decision-making skills pp. 349-358

Mohsen Bayat, Seyyed Kazem Banihashem and Omid Noroozi

Improvement in action: Advancing quality in America’s schools pp. 359-360

Robert C. Kleinsasser

Volume 115, issue 5, 2022

Promoting UAE entrepreneurs using E-STEM model pp. 273-284

Marwa Eltanahy and Nasser Mansour

Effects of providing domain information on facilitating hypothesis generation in inquiry learning pp. 285-297

Xiulin Kuang, Tessa H. S. Eysink and Ton de Jong

Difficulties scatter plots pose for 11th grade students pp. 298-314

Funda Aydın-Güç, Zeynep Medine Özmen and Bülent Güven

A new canon: Designing culturally sustaining humanities curriculum pp. 315-316

Robert C. Kleinsasser and Paula T. G. Veach

Volume 115, issue 4, 2022

Critical thinking dispositions and decision making as predictors of high school students’ perceived problem solving skills pp. 235-245

Ali Orhan

The effect of the use of concept cartoons on students’ success in mathematics (time measurement) pp. 246-257

Halil Önal and Emel Çilingir Altiner

Do cognitive processes and motives for argumentative writing converge in writer profiles? pp. 258-270

Fien De Smedt, Yana Landrieu, Bram De Wever and Hilde Van Keer

Correction pp. 271-272

The Editors

Volume 115, issue 3, 2022

Implementation of technology-supported personalized learning—its impact on instructional quality pp. 187-198

Regina Schmid, Christine Pauli, Rita Stebler, Kurt Reusser and Dominik Petko

Cooperation between preschool peers in relation to their math learning pp. 199-208

Lindsay J. Clements

Design and implementation of the performance arts enhanced three-stage instructional model pp. 209-222

Adenike Julianah Oladipo and Jeremiah Nosakhare Akhigbe

The effect of using mnemonics on success in social studies† pp. 223-233

Kerem Çolak and Rahman İbrahim Aydın

Volume 115, issue 2, 2022

A practice-based approach toward school dropout: Support workers’ perspectives on supporting students pp. 99-110

Lana Van Den Berghe, Sarah De Pauw and Stijn Vandevelde

Against sedentary school environment: Rethinking the aims of education through physical education pp. 111-121

Jodie Leiss and Jeong-Hee Kim

Force and motion misconceptions’ pliability, the case of Moroccan high school students pp. 122-132

Tariq Bouzid, Fatiha Kaddari and Hassane Darhmaoui

Effects of cognitive control strategies on coding learning outcomes in early childhood pp. 133-145

Lin Wang, Donglin Shi, Fengji Geng, Xiaoxin Hao, Fu Chanjuan and Yan Li

Using peer assessment to improve middle school mathematical communication pp. 146-160

Melissa M. Patchan, Karen E. Rambo-Hernandez, Brianna N. Deitz and Joseph McNeill

Investigation of effects of negotiations of sociomathematical norms on mathematical process skills pp. 161-172

Mehmet Gülburnu and Ramazan Gürbüz

Measuring the Rothko experience in school visitors to modern art museums pp. 173-186

Carmen Urpí, Charo Reparaz and Fernando Echarri

Volume 115, issue 1, 2022

Children’s geometric skills: Any ties to self-regulation skills? pp. 1-10

Asiye İvrendi, Ahmet Erol and Abdullah Atan

Science reading and self-regulated learning: Evidence from eye movements of middle-school readers pp. 11-24

Tzu-Ning Wang, Yu-Cin Jian, Chao-Jung Wu and Ping Li

Implementation of PCM in a Singapore school: Impact on students’ learning outcomes pp. 25-36

Yian Hoon Lim, Joon Kiat Lee, Weiliang Ng and Tang Wee Teo

Academic vocabulary instruction and socio-scientific issue discussion in urban sixth-grade science classrooms pp. 37-50

Jackie Eunjung Relyea, Jie Zhang, Sissy S. Wong, Courtney Samuelson and Ma. Glenda Lopez Wui

A reading model of young EFL learners regarding attention, cognitive-load and auditory-assistance pp. 51-63

Juan Yang, Xiaofei Qi, Ling Wang, Bo Sun and Mengxue Zheng

The relation between the questions teachers ask and children’s language competence pp. 64-74

Femke van der Wilt, Chiel van der Veen and Sarah Michaels

Words belong to ourselves: Multiliteracies pedagogy in English language education pp. 75-86

Seyyed-Abdolhamid Mirhosseini and Azadeh Emadi

Spelling performance of 6- and 8-year-old Irish children; Is it or ? pp. 87-97

Helen Spruhan, Georgia Niolaki, Janet Vousden, Aris Terzopoulos and Jackie Masterson