The Journal of Educational Research

2012 - 2025

Current editor(s): Mary F. Heller

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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

Volume 114, issue 6, 2021

Unlocking the potential of STEAM education: How exemplary teachers navigate assessment challenges pp. 513-525

Michelle Dubek, Christopher DeLuca and Nathan Rickey

The effect on high school drop-out of a middle school relevance intervention pp. 526-536

Roderick A. Rose and Natasha K. Bowen

Multifaceted vocabulary instruction in second-grade dual-immersion classes: quantitative findings pp. 537-549

Patrick C. Manyak and Ellen M. Kappus

Classroom activities as predictors of control, value, and state emotions in science pp. 550-561

Patrick N. Beymer, Kristy A. Robinson and Jennifer A. Schmidt

Effects of computer-based training on children’s executive functions and academic achievement pp. 562-571

Pedro Javier Conesa and Jon Andoni Duñabeitia

Volume 114, issue 5, 2021

The effects of HEROES on the achievement levels of beginning readers with individualized education programs pp. 433-444

Jerome V. D’Agostino, Emily Rodgers and Spyros Konstantopoulos

Effects of transdisciplinary STEAM lessons on student critical and creative thinking pp. 445-457

Hope E. Wilson, HwanHee Song, Julie Johnson, Lucinda Presley and Kimberly Olson

Linking critical thinking disposition, cognitive flexibility and achievement: Math anxiety’s mediating role pp. 458-473

Pınar Güner and Semirhan Gökçe

Effect of the GeoGebra software-supported collaborative learning environment on seventh grade students’ geometry achievement, retention and attitudes pp. 474-494

Osman Birgin and Faden Topuz

Closing the gender gap in reading with readers theater pp. 495-511

Chase Young, Patricia Durham, Timothy Victor Rasinski, Amber Godwin and Melinda Miller

Volume 114, issue 4, 2021

Comparison of the effect of online teaching during COVID-19 and pre-pandemic traditional teaching in compulsory education pp. 307-316

Xiaoying Feng, Neacsu Ioan and Yan Li

The acquisition of English as a foreign language among different levels of learners with dyslexia pp. 317-331

Salim Abu Rabia and Abed Salfety

Gifted eighth, ninth, tenth and eleventh graders’ strategic flexibility in non-routine problem solving pp. 332-345

Taliha Keleş and Yeliz Yazgan

Ecological correlates of bullying and peer victimization among urban African American adolescents pp. 346-356

Jeoung Min Lee, Jun Sung Hong, Stella M. Resko, A. Antonio Gonzalez-Prendes and Dexter R. Voisin

Modeling the relations among task value, strategies, social factors, and English achievement pp. 357-366

Mu-Hsuan Chou

An investigation of eighth grade students’ mathematical communication competency and affective characteristics pp. 367-380

Ayla Ata Baran and Tangül Kabael

Assessing climate knowledge and perceptions among adolescents. An exploratory study in Portugal pp. 381-393

Antonio García-Vinuesa, Sara Carvalho, Pablo Ángel Meira Cartea and Ulisses M. Azeiteiro

Patterns of situational engagement and task values in science lessons pp. 394-403

Katja Upadyaya, Patricio Cumsille, Beatrice Avalos, Sebastian Araneda, Jari Lavonen and Katariina Salmela-Aro

Personalizing learning through connecting students’ learning experiences: an exploratory study pp. 404-417

Judith Oller, Anna Engel and Maria José Rochera

Elementary school children’s perspectives on distributive justice in trade pp. 418-430

Sofia Guichard, Gil Nata and Joana Cadima

Johnson, S.M. (2019). where teachers thrive: Organizing schools for success, Harvard Education Press. 296 pp. $34.00. ISBN-13: 978-1-68253-358-1 pp. 431-432

Robert C. Kleinsasser

Volume 114, issue 3, 2021

Predicting high school students’ argumentation skill using information literacy and trace data pp. 211-221

Brian R. Belland and Nam Ju Kim

Middle school students’ understanding of energy in health and fitness pp. 222-232

Tan Zhang, Anqi Deng, Yubing Wang and Ang Chen

A multi-sensory tutoring program for students at risk of reading difficulties: Evidence from a randomized field experiment pp. 233-251

Martin Bøg, Jens Dietrichson and Anna A. Isaksson

Developing fluency and comprehension with the secondary fluency routine pp. 252-262

Shelly J. Landreth and Chase Young

Antecedents of science anxiety in elementary school pp. 263-277

Sofie Henschel

Supplemental intervention improves writing of first-grade students: Single case experimental design evaluation pp. 278-293

Meaghan McKenna, Howard Goldstein, Xigrid Soto-Boykin, Ke Cheng, Gary A. Troia and John Ferron

Student evaluations of the credibility and argumentation of online sources pp. 294-305

Miika Marttunen, Timo Salminen and Jukka Utriainen

Unconscious bias in schools: A developmental approach to exploring race and racism pp. 306-306

Demere G. Woolway

Volume 114, issue 2, 2021

Makerspaces for rethinking teaching and learning in K–12 education: Introduction to research on makerspaces in K–12 education special issue pp. 105-107

Louis S. Nadelson

Identifying the potential roles of virtual reality and STEM in Maker education pp. 108-118

Yu Shu and Tien-Chi Huang

Making progress: Engaging maker education in science classrooms to develop a novel instructional metaphor for teaching electric potential pp. 119-129

Colby Tofel-Grehl, Douglas Ball and Kristin Searle

Collective creativity in STEAM Making activities pp. 130-138

Stella Timotheou and Andri Ioannou

Growth mindset development in design-based makerspace: a longitudinal study pp. 139-154

Vanessa W. Vongkulluksn, Ananya M. Matewos and Gale M. Sinatra

Ideation to implementation: A 4-year exploration of innovating education through maker pedagogy pp. 155-170

Kate Shively, Krista Stith and Lisa DaVia Rubenstein

Teaching & learning in makerspaces: equipping teachers to become justice-oriented maker-educators pp. 171-182

Sara C. Heredia and Edna Tan

Understanding students’ social interactions during making activities designed to promote computational thinking pp. 183-195

Danielle Herro, Cassie Quigley, Holly Plank and Oluwadara Abimbade

Interest, flow and learning strategies how the learning context affects the moderating function of flow pp. 196-209

Sabine Schweder and Diana Raufelder

Volume 114, issue 1, 2021

Factors related to Taiwanese adolescents’ academic engagement and achievement goal orientations pp. 1-12

Shu-Shen Shih

Judging books by covers: Exploring antiblackness and Asian and Hispanic children preferences pp. 13-28

JaNay E. Brown-Wood and Emily J. Solari

Perceptions of teachers regarding the perceived implementation of creative pedagogy in “making” activities pp. 29-39

Hao-Yue Jin, Chien-Yuan Su and Cheng-Huan Chen

Exploring the relationship between metacognitive awareness, motivation, and L1 students’ critical listening skills pp. 40-51

Heleen Bourdeaud’hui, Koen Aesaert and Johan van Braak

Classroom discourse and disability: Interactional opportunities for development of self-determination beliefs pp. 52-63

Rebecca Louick and Min Wang

The impact of diacritic marking on listening comprehension skills in Arabic orthography pp. 64-73

Salim Abu Rabia and Amani Haj

Examining the impacts of extended vocabulary instruction in mixed-English-proficiency science classrooms pp. 74-88

Dustin S. J. Van Orman, Yuliya Ardasheva, Kira J. Carbonneau and Jonah B. Firestone

“What if…it never ends?”: Examining challenges in primary teachers' experience during the wholly online teaching pp. 89-103

Zhuo Wang, Hui Pang, Jia Zhou, Yubin Ma and Zhonghou Wang

Correction pp. 104-104

The Editors