The Journal of Educational Research

2012 - 2025

Current editor(s): Mary F. Heller

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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

Volume 113, issue 6, 2020

The development of secondary students’ feedback literacy: Peer assessment as an intervention pp. 407-417

Laura Ketonen, Pasi Nieminen and Markus Hähkiöniemi

Teaching moves and preschoolers’ arithmetical accuracy pp. 418-430

Holland W. Banse, Douglas H. Clements, Crystal Day-Hess, Julie Sarama, Marisa Simoni and Julia Ratchford

Effects and retention of different physical exercise programs on children’s cognitive and motor development pp. 431-437

Josune Rodríguez-Negro, J. Arto Pesola and Javier Yanci

The writing abilities of juvenile justice youths: A confirmatory factor analysis pp. 438-451

Derek B. Rodgers, Deborah K. Reed, David E. Houchins and Ariel M. Aloe

Reframing genre-based pedagogy in a Chinese as a Foreign Language classroom: A transdisciplinary perspective pp. 452-461

Wen Xu

A brief school-based intervention on Gypsy culture: A longitudinal cluster randomized trial pp. 462-474

Pedro Rosário, Beatriz Pereira, Paula Magalhães, Tânia Moreira, Sandra Mesquita, Sonia Fuentes, José Carlos Núñez and Guillermo Vallejo

Upper secondary school students’ conceptions of learning, learning strategies, and academic achievement pp. 475-485

Giulia Vettori, Claudio Vezzani, Lucia Bigozzi and Giuliana Pinto

Volume 113, issue 5, 2020

YouTube audio-visual documentaries: Effect on Nigeria students’ achievement and interest in history curriculum pp. 317-326

Richard Ojinnakaeze Azor, Uche Donatus Asogwa, Edna Nwanyiuzor Ogwu and Anselm Apex Apeh

An adolescent English learner's expression of self and identity through multiliteracy practices pp. 327-334

Oksana Vorobel, Deoksoon Kim and Ho-Ryong Park

Information literacy capabilities of lower secondary school students in Slovenia pp. 335-342

Kosta Dolenc and Andrej Šorgo

Impact of the KWL reading strategy on mathematical problem-solving achievement of primary school 4th graders pp. 343-363

Neslihan Usta and Muamber Yılmaz

Evaluating scientific thinking among Shanghai’s students of high and low performing schools pp. 364-373

Irfan Ahmed Rind and Bo Ning

High school students’ agentic responses to modeling during problem-based learning pp. 374-383

Brian R. Belland, D. Mark Weiss and Nam Ju Kim

Social-ecological pathways to school motivation and future orientation of African American adolescents in Chicago pp. 384-395

Jun Sung Hong, Jungup Lee, Robert Thornberg, Anthony A. Peguero, Tyreasa Washington and Dexter R. Voisin

A study in contradictions: Exploring standards-based making in elementary classrooms pp. 396-403

Robin Jocius, Jennifer Albert, Ashley Andrews and Melanie Blanton

Teaching with a social, emotional, and cultural lens pp. 404-405

Honggang Liu

Correction pp. 406-406

D. Ray Reutzel

Volume 113, issue 4, 2020

Examining the engagement of career academy and comprehensive high school students in the United States pp. 247-261

Edward C. Fletcher, Amber D. Dumford, Victor M. Hernandez-Gantes and Nicholas Minar

Sport education-based irregular teaching unit and students’ physical activity during school recess pp. 262-274

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

Examining how parent and teacher enthusiasm influences motivation and achievement in STEM pp. 275-282

Tomas Jungert, Shelby Levine and Richard Koestner

The effects of cooperative learning on peer relations, academic support, and engagement in learning among students of color pp. 283-291

Mark J. Van Ryzin, Cary J. Roseth and Heather McClure

Evaluation of patterning instruction for kindergartners pp. 292-302

Lauren I. Strauss, Matthew S. Peterson, Julie K. Kidd, Jihyae Choe, Hans Christian Lauritzen, Allyson B. Patterson, Courtney A. Holmberg, Debbie A. Gallington and Robert Pasnak

Collaborative learning with scientific approach and multiple intelligence: Its impact toward math learning achievement pp. 303-316

Rizqona Maharani, Marsigit Marsigit and Ariyadi Wijaya

Volume 113, issue 3, 2020

Exploring the Potential for Students to Develop Self-Awareness through Personalized Learning pp. 165-176

Jessica DeMink-Carthew, Steven Netcoh and Katy Farber

A yearlong, professional development model on genre-based strategy instruction on writing pp. 177-190

Zoi A. Traga Philippakos

Effects of implementing an integrative drama-inquiry learning model in a science classroom pp. 191-203

Maria Kolovou and Nam Ju Kim

Student-designed games in secondary education. Effects and perspectives from students and teachers pp. 204-212

Javier Fernandez-Rio and Pablo Morales-Sallés

What about research and evidence? Teachers’ perceptions and uses of education research to inform STEM teaching pp. 213-225

Loi Booher, Louis S. Nadelson and Sandra G. Nadelson

An examination of differences in linguistic and meta-linguistic skills in English (FL) and Hebrew (L1): English intervention program for dyslexic, poor and normal readers pp. 226-243

Liat Feder and Salim Abu-Rabia

The promise and practice of next generation assessment pp. 244-244

Siti Zulaiha

Knowings and knots: Methodologies and ecologies in research-creation pp. 245-246

Robert C. Kleinsasser

Volume 113, issue 2, 2020

A promising science and literacy instructional model with Hispanic fifth grade students pp. 79-92

Julie K. Jackson, Margarita Huerta and Tiberio Garza

The effect of financial education on pupils’ financial knowledge and skills: Evidence from a Solomon four-group design pp. 93-107

Shekinah E. Dare, Wilco W. van Dijk, Eric van Dijk, Lotte F. van Dillen, Marcello Gallucci and Olaf Simonse

Teacher perceptions of facilitators and barriers to implementing classroom physical activity breaks pp. 108-119

Amanda L. Campbell and Jill W. Lassiter

Determining the academic and affective outcomes of dyad reading among third graders pp. 120-132

Jacob D. Downs, Kathleen A. J. Mohr and Tyson S. Barrett

Project-based learning groups of friends and acquaintances: The role of efficacy beliefs pp. 133-144

José Hanham, John McCormick and Adam Hendry

Achievement goals and classroom goal structures: Do they need to match? pp. 145-162

Anders Hofverberg and Mikael Winberg

Correction pp. 163-163

The Editors

Volume 113, issue 1, 2020

Improving teacher questioning in science using ICAP theory pp. 1-12

Joshua Morris and Michelene T. H. Chi

How autonomy support mediates the relationship between self-efficacy and approaches to learning pp. 13-25

Stefan Kulakow

Learner profile stability and change over time: the impact of the explicit strategy instruction program “learning light” pp. 26-45

Amelie Rogiers, Emmelien Merchie and Hilde Van Keer

Effect of productive discussion on written argumentation in earth science classrooms pp. 46-58

Rachel A. Short, Marina Y. Van der Eb and Susan R. McKay

Relationship of creativity and critical thinking to pattern recognition among Singapore private school students pp. 59-76

Meng Kay Daniel Ling and Sau Cheong Loh

Correction pp. 77-77

The Editors