The Journal of Educational Research

2012 - 2025

Current editor(s): Mary F. Heller

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Volume 111, issue 6, 2018

Supportive classrooms for Latino English language learners: Grit, ELL status, and the classroom context pp. 645-656

Holland Banse and Natalia Palacios

Read Two Impress and the Neurological Impress Method: Effects on elementary students’ reading fluency, comprehension, and attitude pp. 657-665

Chase Young, Daniel Pearce, Jeannette Gomez, Rosalynn Christensen, Bethanie Pletcher and Kathleen Fleming

Examining the influence of a STEM certification model on female, minority science outcomes pp. 666-677

Jillian L. Wendt, Amanda Rockinson-Szapkiw and Megan Cordes

Cogenerated understandings of mindfulness-based breathing in elementary mathematics classrooms pp. 678-689

Joanna Higgins and Raewyn Eden

The effect of a strategy training on reading comprehension in fourth-grade students pp. 690-703

Marloes Muijselaar, Nicole Swart, Esther Steenbeek-Planting, Mienke Droop, Ludo Verhoeven and Peter de Jong

Improving cognitive and affective learning outcomes of students through mathematics instructional tasks of high cognitive demand pp. 704-719

Yujing Ni, De-Hui Ruth Zhou, Jinfa Cai, Xiaoqing Li, Qiong Li and Iris X. Sun

Processing instruction in helping map forms and meaning in second language acquisition of English simple past pp. 720-732

Mable Chan

A path analytic test of the reading strategies mediation model: Relating cognitive competences and motivational influences to individual differences in fifth-grade students' reading comprehension pp. 733-745

Vanessa A. Völlinger, Nadine Spörer, Dirk Lubbe and Joachim C. Brunstein

School motivation: A comparison between Kenya and Italy pp. 746-755

Barbara Sini, Barbara Muzzulini, Susanna Schmidt and Carla Tinti

Students' engagement in a science classroom: Does knowledge diversity matter? pp. 756-763

Jian Zhao, Lijia Lin, Jiangshan Sun, Xudong Zheng and Jia Yin

Teaching second-grade students to write sequential text pp. 764-772

Sarah K. Clark and John Neal

Acknowledgments pp. 773-774

Mary Heller

Editorial Board EOV pp. 775-775

The Editors

Volume 111, issue 5, 2018

The effects of developing English language and literacy on Spanish reading comprehension pp. 517-529

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

How individual interest influences situational interest and how both are related to knowledge acquisition: A microanalytical investigation pp. 530-540

Jerome I. Rotgans and Henk G. Schmidt

The effects of dyad reading and text difficulty on third-graders’ reading achievement pp. 541-553

Lisa Trottier Brown, Kathleen A. J. Mohr, Bradley R. Wilcox and Tyson S. Barrett

The rule counts! Acquisition of mathematical competencies with a number board game pp. 554-563

Johanna Skillen, Valérie-D. Berner and Katja Seitz-Stein

Fostering the academic success of their children: Voices of Mexican immigrant parents pp. 564-573

Jill S. Goldsmith and Sharon E. Robinson Kurpius

Parent involvement in school and Chinese American children's academic skills pp. 574-583

Catherine Anicama, Qing Zhou and Jennifer Ly

Examining the influence of teacher behavior and curriculum-based movement breaks pp. 584-593

Alicia L. Fedewa, Colleen Cornelius, Heather E. Erwin, Soyeon Ahn and Claire Stai

School Integration Matters: Research-based Strategies to Advance Equity, edited by Erica Frankenberg, Liliana M. Garces, and Megan Hopkins, New York, NY, Teachers College Press, 2016, 244 pp., $38.95 (paperback), ISBN-13: 978-0-80775-755-0 pp. 594-594

Iesha Jackson

A model of the role of error detection and self-regulation in academic performance pp. 595-602

Ángela Zamora, José Manuel Súarez and Diego Ardura

Immigrant background and gender differences in primary students' motivations toward studying pp. 603-611

Fabio Alivernini, Sara Manganelli, Elisa Cavicchiolo, Laura Girelli, Valeria Biasi and Fabio Lucidi

Motives, beliefs, and perceptions among learners affect preparatory learning strategies pp. 612-619

Keito Shinogaya

Teacher's aides in kindergarten: Effects on achievement for students with disabilities pp. 620-630

Michael A. Gottfried

Representation visuals' impacts on science interest and reading comprehension of adolescent English learners pp. 631-643

Yuliya Ardasheva, Zhe Wang, Anna Karin Roo, Olusola O. Adesope and Judith A. Morrison

Erratum pp. 644-644

The Editors

Volume 111, issue 4, 2018

Influences of reading online texts in Korean English language learners' cultural identities pp. 385-397

Ho-Ryong Park

Family preparation for school entry and the role of transition practices pp. 398-403

Annie Bérubé, Julie Ruel, Johanne April and André C. Moreau

What contributes to low achievement of middle school students: Evidence from multigroup structural equation modeling pp. 404-416

Yujeong Park, Dong Gi Seo, Eric J. Moore and Byungkeon Kim

Rural adolescents' reading motivation, achievement and behavior across transition to high school pp. 417-428

Susan Chambers Cantrell, Margaret Rintamaa, Eric M. Anderman and Lynley H. Anderman

The role of academic ability indicators in big-fish-little-pond effect research: A comparison study pp. 429-438

Katharina Vogl, Isabelle Schmidt and Franzis Preckel

Personal responsibility and behavioral disengagement in innocent bystanders during classroom management events: The moderating effect of teacher aggressive tendencies pp. 439-445

Paul Montuoro and Ramon Lewis

Psychosocial factors impacting STEM career selection pp. 446-458

Richard Lamb, Leonard Annetta, David Vallett, Jonah Firestone, Maureen Schmitter-Edgecombe, Heather Walker, Nicole Deviller and Douglas Hoston

Exploring learning culture in Finnish and South Korean classrooms pp. 459-472

Heeok Heo, Irja Leppisaari and Okhwa Lee

The influence of race–ethnicity and physical activity levels on elementary school achievement pp. 473-486

Stephen J. Caldas and Monique S. Reilly

Pedagogical differences during a science and language intervention for English language learners pp. 487-496

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

Elementary school–wide implementation of a blended learning program for reading intervention pp. 497-506

Jen Elise Prescott, Kristine Bundschuh, Elizabeth R. Kazakoff and Paul Macaruso

The magic of hope: Hope mediates the relationship between socioeconomic status and academic achievement pp. 507-515

Dante D. Dixson, Dacher Keltner, Frank C. Worrell and Zena Mello

Volume 111, issue 3, 2018

A group randomized controlled trial evaluating parent involvement in whole-school actions to reduce bullying pp. 255-267

Donna Cross, Leanne Lester, Natasha Pearce, Amy Barnes and Shelley Beatty

Gender differences in reading achievement and enjoyment of reading: The role of perceived teaching quality pp. 268-283

Jan Hochweber and Svenja Vieluf

Do Black students misbehave more? Investigating the differential involvement hypothesis and out-of-school suspensions pp. 284-294

Francis L. Huang

Multilevel analysis of student civics knowledge scores pp. 295-309

Chris Gregory and Yasuo Miyazaki

The impact of criteria-referenced formative assessment on fifth-grade students’ theater arts achievement pp. 310-319

Fei Chen and Heidi Andrade

A school-based motivational intervention to promote physical activity from a self-determination theory perspective pp. 320-330

David González-Cutre, Ana C. Sierra, Vicente J. Beltrán-Carrillo, Manuel Peláez-Pérez and Eduardo Cervelló

Migrant preschool children's school readiness and early elementary school performance pp. 331-344

Tanya Tavassolie, Claudia López, Jessica De Feyter, Suzanne C. Hartman and Adam Winsler

Academic hardiness: Mediator between sense of belonging to school and academic achievement? pp. 345-351

Abbas Abdollahi and Amity Noltemeyer

Assessing resilience in students who are deaf or blind: Supplementing standardized achievement testing pp. 352-362

Michelle A. Butler, Andrew D. Katayama, Casey Schindling and Katherine Dials

Scaffolding in problem-based learning for low-achieving learners pp. 363-370

Sanit Haruehansawasin and Paiboon Kiattikomol

Comparing task-based instruction and traditional instruction on task engagement and vocabulary development in secondary language education pp. 371-381

Merve Halici Page and Enisa Mede

The sociology of teaching pp. 382-383

Robert C. Kleinsasser

The enlightened eye: Qualitative inquiry and the enhancement of educational practice pp. 384-384

Mary F. Roe

Volume 111, issue 2, 2018

Meaning of parental involvement among Korean immigrant parents: A mixed-methods approach pp. 127-138

Yanghee Anna Kim, Sohyun An, Hyun Chu Leah Kim and Jihye Kim

Learning illustrated: An exploratory cross-sectional drawing analysis of students' conceptions of learning pp. 139-150

Wen-Min Hsieh and Chin-Chung Tsai

Impacts of a university–school partnership on middle school students' fractional knowledge: A quasiexperimental study pp. 151-162

Utkun Aydın, Zelha Tunç-Pekkan, Rukiye Didem Taylan, Bengi Birgili and Mustafa Özcan

Understanding student behavioral engagement: Importance of student interaction with peers and teachers pp. 163-174

Tuan Dinh Nguyen, Marisa Cannata and Jason Miller

Error detection and self-assessment as mechanisms to promote self-regulation of learning among secondary education students pp. 175-185

Ángela Zamora, José Manuel Suárez and Diego Ardura

The impact of high school exit exams on graduation rates and achievement pp. 186-200

Katherine Caves and Simone Balestra

A multilevel study of self-beliefs and student behaviors in a group problem-solving task pp. 201-212

José Hanham and John McCormick

Early parenting and the reduction of educational inequality in childhood and adolescence pp. 213-231

Emily K. Penner

Sixth-grade students’ engagement in academic tasks pp. 232-245

Seth A. Parsons, Jacquelynn A. Malloy, Allison Ward Parsons, Erin E. Peters-Burton and Sarah Cohen Burrowbridge

Teaching STEM after school: Correlates of instructional comfort pp. 246-255

Benjamin Cohen

Volume 111, issue 1, 2018

Emotion regulation in mathematics homework: An empirical study pp. 1-11

Jianzhong Xu

Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students pp. 12-27

Nancy E. Hill, Dawn P. Witherspoon and Deborah Bartz

The effects of preliteracy knowledge, schooling, and summer vacation on literacy acquisition pp. 28-42

Shanthi Tiruchittampalam, Tom Nicholson, Joel R. Levin and John M. Ferron

Are young dual language learners homogeneous? Identifying subgroups using latent class analysis pp. 43-57

Do-Hong Kim, Richard G. Lambert and Diane C. Burts

An investigation of the stability and variability in young children's self-regulated learning behaviors in kindergarten pp. 58-65

Carin Neitzel and Lisa Connor

Writing with peer response using different types of genre knowledge: Effects on linguistic features and revisions of sixth-grade writers pp. 66-80

Mariette Hoogeveen and Amos van Gelderen

Teacher support, instructional practices, student motivation, and mathematics achievement in high school pp. 81-94

Rongrong Yu and Kusum Singh

An intensification approach to double-block algebra: A pilot implementation of Intensified Algebra in a large urban school district pp. 95-107

Simon T. Tidd, Timothy M. Stoelinga, Angela M. Bush-Richards, Donna L. De Sena and Theodore J. Dwyer

A mixed methods comparison of teachers' lunar modeling lesson implementation and student learning outcomes pp. 108-123

Mary F. Lamar, Jennifer Anne Wilhelm and Merryn Cole

Understanding the school curriculum: Theory, politics and principles pp. 124-124

Mark Ellner

Inside graduate admissions: Merit, diversity, and faculty gatekeeping pp. 125-125

Sandie G. Nadelson

Uncommonly good ideas: Teaching writing in the common core era pp. 126-126

Terri L. Rodriguez