The Journal of Educational Research

2012 - 2025

Current editor(s): Mary F. Heller

From Taylor & Francis Journals
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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

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