The Journal of Educational Research

2012 - 2025

Current editor(s): Mary F. Heller

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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

Volume 112, issue 6, 2019

Exploring epistemological approaches and beliefs of middle school students in problem-based learning pp. 643-655

Brian R. Belland, Jiangyue Gu, Nam Ju Kim, David Jaden Turner and David Mark Weiss

Effects of different balance interventions for primary school students pp. 656-662

Josune Rodríguez-Negro, Lavinia Falese and Javier Yanci

Examining the use of multiple writing and discourse tasks in 5th grade mathematics pp. 663-675

Christie Lynn Martin and Drew Polly

The professional student program for educational resilience: Enhancing momentary engagement in classwork pp. 676-692

Benjamin M. Torsney and Jennifer E. Symonds

Peer tutoring in algebra: A study in Middle school pp. 693-699

Francisco Alegre, Lidon Moliner, Ana Maroto and Gil Lorenzo-Valentin

Integrating philosophy into English curriculum: The development of thinking and language competence pp. 700-709

Chi-Ming Lam

Putting writing into perspective: Cultivating empathy through high-intensity writing practice pp. 710-720

Işıl Çelimli and Julia Higdon

Volume 112, issue 5, 2019

Technical drawing course, video games, gender, and type of school on spatial ability pp. 575-589

Babalola Ogunkola and Carlos Knight

Children encountering each other through storytelling: Promoting intercultural learning in schools pp. 590-603

Oona Piipponen and Liisa Karlsson

How the learning context affects adolescents’ goal orientation, effort, and learning strategies pp. 604-614

Sabine Schweder, Diana Raufelder, Stefan Kulakow and Tino Wulff

Improving reading comprehension with readers theater pp. 615-626

Chase Young, Patricia Durham, Melinda Miller, Timothy Victor Rasinski and Forrest Lane

Facilitating fourth-grade students’ written argumentation: The use of an argumentation graphic organizer pp. 627-639

Liwei Wei, Carla M. Firetto, P. Karen Murphy, Mengyi Li, Jeffrey A. Greene and Rachel M. V. Croninger

Who you know: Unlocking innovations that expand students’ networks pp. 640-640

Mary F. Roe

Understanding narrative inquiry pp. 641-641

Brianne W. Morettini

Volume 112, issue 4, 2019

Elementary-age children’s conceptions about mathematics utility and their home-based mathematics engagement pp. 431-446

Shari R. Metzger, Susan Sonnenschein and Claudia Galindo

Longitudinal literacy professional development in an urban elementary charter school pp. 447-462

Allison Ward Parsons, Seth A. Parsons, Stephanie L. Dodman, Leila Richey Nuland, Melissa Pierczynski and Erin M. Ramirez

More student trust, more self-regulation strategy? Exploring the effects of self-regulatory climate on self-regulated learning pp. 463-472

John Chi Kin Lee, Zhi Hong Wan, Sammy King Fai Hui and Po Yuk Ko

Testing a circular, feedback model in physical education from self-determination theory pp. 473-482

José A. Cecchini, Alejandro Carriedo and Antonio Méndez-Giménez

The (non)effect of Joint Construction in a genre-based approach to teaching writing pp. 483-494

Carina Hermansson, Bert Jonsson, Maria Levlin, Anna Lindhé, Berit Lundgren and Annika Norlund Shaswar

Interest-enhancing approaches to mathematics curriculum design: Illustrations and personalization pp. 495-511

Virginia Clinton and Candace Walkington

Expository text difficulty for elementary emerging bilingual students: Does it matter? pp. 512-527

Laura Beth Kelly

Complex patterns for kindergartners pp. 528-534

Robert Pasnak, Brittany N. Thompson, Katrina M. Gagliano, Matthew T. Righi and K. Marinka Gadzichowski

Harnessing the power of fantastic attempts: Kindergarten teacher perspectives on student mistakes pp. 535-549

Maleka Donaldson

Academic motivations of Yi youths in China: Classmate support and ethnic identity pp. 550-563

Angel Hor Yan Lai, Cheryl Hiu-Kwan Chui, Kin-Yu Wong and Cecilia Lai Wan Chan

Effects of question stem on pupils’ online questioning, science learning, and critical thinking pp. 564-573

Hsin-Wen Hu, Chiung-Hui Chiu and Guey-Fa Chiou

Volume 112, issue 3, 2019

Project-based geometry learning: Knowledge and attitude of field-dependent/independent cognitive style students pp. 285-300

Behiye Ubuz and Yurdagül Aydınyer

Working toward integrated practice: Understanding the interaction among formative assessment strategies pp. 301-314

Christine J. Lyon, Leslie Nabors Oláh and E. Caroline Wylie

The effects of teaching mental calculation in the development of mathematical abilities pp. 315-326

Carola Ruiz and Alejandra Balbi

Does student-centered instruction engage students differently? The moderation effect of student ethnicity pp. 327-341

Eli Talbert, Tara Hofkens and Ming-Te Wang

Situated learning, professional development, and early reading intervention: A mixed methods study pp. 342-356

Steven J. Amendum and Meghan D. Liebfreund

Cultivating morphological awareness improves reading skills in fifth-grade Hebrew readers pp. 357-366

Vered Vaknin-Nusbaum and Michal Raveh

The structure of phonological awareness in European Portuguese: A study of preschool children pp. 367-376

Ângela Meira, Irene Cadime and Fernanda Leopoldina Viana

A survival analysis of a language-infused science inquiry intervention for English learners pp. 377-384

Tiberio Garza, Margarita Huerta, Fuhui Tong, Rafael Lara-Alecio and Beverly J. Irby

Learner profiles in secondary education: Occurrence and relationship with performance and student characteristics pp. 385-396

Amélie Rogiers, Emmelien Merchie and Hilde Van Keer

Examining relations between physics-related personal epistemology and motivation in terms of gender pp. 397-410

Muhammet Mustafa Alpaslan

Rural classroom environments as contexts for teacher-child relationships pp. 411-420

Cheryl Varghese, Lynne Vernon-Feagans and Mary Bratsch-Hines

Developing a mathematics curriculum to improve learning behaviors and mathematics competency of children pp. 421-428

Nahid Shirani Bidabadi, Ahmad Reza Nasr Esfahani, Ebrahim Mirshah Jafari and Ahmad Abedi

Research as resistance: Revisiting critical, Indigenous, and anti-oppressive approaches pp. 429-429

Demere Woolway

Volume 112, issue 2, 2019

Evaluating the effectiveness of a mindfulness coloring activity for test anxiety in children pp. 143-151

Dana Carsley and Nancy L. Heath

The bright and dark side of writing motivation: Effects of explicit instruction and peer assistance pp. 152-167

Fien de Smedt, Steve Graham and Hilde Van Keer

The association among literacy proficiency, effortful control, and frustration pp. 168-178

Su-Ying Huang and Li-Li Yeh

Longitudinal algebra prediction for early versus later takers pp. 179-191

Paul T. Cirino, Tammy D. Tolar and Lynn S. Fuchs

A longitudinal comparison of learning outcomes in full-day and half-day kindergarten pp. 192-210

Janette Patricia Pelletier and James E. Corter

Small fingers, big data: Preschoolers’ subitizing speed and accuracy during interactions with multitouch technology pp. 211-222

Michael Broda, Stephen Tucker, Eric Ekholm, Teri N. Johnson and Qiao Liang

The role of autonomy supportive activities on students’ motivation and beliefs toward out-of-school activities pp. 223-233

Angeliki Mavropoulou, Vassilis Barkoukis, Styliani Douka, Konstantinos Alexandris and Dimitris Hatzimanouil

Classroom age composition and the early learning of preschoolers pp. 234-242

Arya Ansari and Robert Pianta

A computational model of student cognitive processes while solving a critical thinking problem in science pp. 243-254

Richard Lamb, Jonah Firestone, Maureen Schmitter-Edgecombe and Brian Hand

Reading Rescue: A follow-up on effectiveness of an intervention for struggling readers pp. 255-269

Katharine Pace Miles, Mark D. Lauterbach, Dana M. Murano and Ginny A. Dembek

Why do students drop out? Turning points and long-term experiences pp. 270-282

Elana R. McDermott, Alice E. Donlan and Jonathan F. Zaff

Leading against the grain: Lessons for creating just and equitable schools pp. 283-283

Nakeiha Primus Smith

Supporting Muslim students: A guide to understanding the diverse issues of today’s classrooms pp. 284-284

Demere Woolway

Volume 112, issue 1, 2019

The relationship among students' reading performance, their classroom behavior, and teacher skills pp. 1-11

Saskia K. Brokamp, Antonia A. M. Houtveen and Willem J. C. M. van de Grift

Cooperative methods and self-regulated strategies development for argumentative writing pp. 12-27

Maria José Prata, Bruno de Sousa, Isabel Festas and Albertina L. Oliveira

Children's learning preferences for the development of conservation education programs in Mexican communities pp. 28-37

Montserrat Franquesa-Soler, Laura Barraza and Juan Carlos Serio-Silva

Cross-ethnic friendship and prosocial behavior's potential significance to elementary children's academic competence pp. 38-45

Göran Jutengren and Eva Medin

Immigrant and nonimmigrant children's social interactions and peer responses in mainstream preschool classrooms pp. 46-60

Carin Neitzel, Kelley Drennan and Hillary N. Fouts

Predicting self-efficacy in test preparation: Gender, value, anxiety, test performance, and strategies pp. 61-71

Mu-Hsuan Chou

Comprehension in disciplinary learning: An examination of elementary readers' processing and recall pp. 72-85

Nicole M. Martin and Joy Myers

Beliefs about educational acceleration: Students in inclusive classes conceptualize benefits, feelings, and barriers pp. 86-97

Lynn Dare and Elizabeth Nowicki

Teaching primary mathematics with challenging tasks: How should lessons be structured? pp. 98-109

James Russo and Sarah Hopkins

A path analytic model linking foundational skills to Grade 3 state reading achievement pp. 110-120

David D. Paige, Grant S. Smith, Timothy Victor Rasinski, William H. Rupley, Theresa Magpuri-Lavell and William D. Nichols

Increased frequency and planning: A more effective approach to guided reading in Grade 2 pp. 121-130

Chase Young

Middle school students' conceptual perceptions of the social studies course, and their transfer of the outcomes to daily life pp. 131-139

Zafer Ibrahimoğlu

Why knowledge matters: Rescuing our children from failed educational theories pp. 140-141

Jeffrey K. Smith

Self-regulation in learning: The role of language and formative assessment pp. 142-142

Siti Zulaiha