The Journal of Educational Research

2012 - 2025

Current editor(s): Mary F. Heller

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Volume 110, issue 6, 2017

Relationship between language proficiency and growth during reading interventions pp. 581-588

Matthew K. Burns, Amy Frederick, Lori Helman, Sandra M. Pulles, Jennifer J. McComas and Lisa Aguilar

Interest in school and educational success in Portugal pp. 589-603

Pedro Goulart and Arjun Bedi

Influence of teachers and schools on students' civic outcomes in Latin America pp. 604-618

Ernesto Treviño, Consuelo Béjares, Cristóbal Villalobos and Eloísa Naranjo

Using modeled writing to support English-only and English-learner second-grade students pp. 619-633

Kathleen A. J. Mohr

Complex problem solving in L1 education: Senior high school students' knowledge of the language problem-solving process pp. 634-641

Joke H. van Velzen

Trajectories from academic intrinsic motivation to need for cognition and educational attainment pp. 642-652

Adele Eskeles Gottfried, Karen Nylund-Gibson, Allen W. Gottfried, Diane Morovati and Amber M. Gonzalez

Episodic and individual effects of elementary students' optimal experience: An HLM study pp. 653-664

Chao-Yang Cheng, Sherry Y. Chen and Sunny S. J. Lin

Mediation in the relationship among EL status, vocabulary, and science reading comprehension pp. 665-674

Yuliya Ardasheva, Sarah N. Newcomer, Jonah B. Firestone and Richard L. Lamb

School engagement mediates well-being differences in students attending specialized versus regular classes pp. 675-682

Hod Orkibi and Hila Tuaf

The public understanding of assessments pp. 683-684

Joshua Matsuoka

Is technology good for education? pp. 685-685

Michele Garabedian Stork

Acknowledgments pp. 686-686

The Editors

Editorial Board EOV pp. ebi-ebi

The Editors

Volume 110, issue 5, 2017

The impact of scaffolding and nonscaffolding strategies on the EFL learners' listening comprehension development pp. 447-456

Mohammad Ahmadi Safa and Fatemeh Rozati

Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices pp. 457-466

Angela Pyle and Christopher DeLuca

Self-regulation of mathematics homework behavior: An empirical investigation pp. 467-477

Jianzhong Xu, Jianxia Du and Xitao Fan

Positive teacher–student relationships go beyond the classroom, problematic ones stay inside pp. 478-493

Luce C. A. Claessens, Jan van Tartwijk, Anna C. van der Want, Helena J. M. Pennings, Nico Verloop, Perry J. den Brok and Theo Wubbels

Measuring senior high school students’ self-induced self-reflective thinking pp. 494-502

Joke H. van Velzen

Strategy use, listening problems, and motivation of high- and low-proficiency Chinese listeners pp. 503-514

Kit-Ling Lau

The role of teachers’ comments during book reading in children's vocabulary growth pp. 515-527

Erica M. Barnes, David K. Dickinson and Jill F. Grifenhagen

Preschool writing and premathematics predict Grade 3 achievement for low-income, ethnically diverse children pp. 528-537

Louis Manfra, Christina Squires, Laura H. B. Dinehart, Charles Bleiker, Suzanne C. Hartman and Adam Winsler

Exploring the impact of written reflections on learning in the elementary mathematics classroom pp. 538-553

Christie S. Martin, Drew Polly and Brian Kissel

Working memory load and automaticity in relation to mental multiplication pp. 554-564

Yi Ding, Ru-De Liu, Le Xu, Jia Wang and Dake Zhang

The contribution of school-related parental monitoring, self-determination, and self-efficacy to academic achievement pp. 565-574

Gaetana Affuso, Dario Bacchini and Maria Concetta Miranda

Academic motivation in children with dyslexia pp. 575-580

Ewa Łodygowska, Magdalena Chęć and Agnieszka Samochowiec

Volume 110, issue 4, 2017

Do interim assessments reduce the race and SES achievement gaps? pp. 319-330

Spyros Konstantopoulos, Wei Li, Shazia R. Miller and Arie van der Ploeg

Cultural discontinuity between home and school and American Indian and Alaska Native children's achievement pp. 331-347

D. Diego Torres

Elementary school parent engagement efforts: Relations with educator perceptions and school characteristics pp. 348-365

Philippa S. McDowall and Elizabeth Schaughency

Writing to learn in science: Effects on Grade 4 students' understanding of balance pp. 366-379

Amy Gillespie Rouse, Steve Graham and Donald Compton

Involvement of working memory in mental multiplication in Chinese elementary students pp. 380-390

Ru-De Liu, Yi Ding, Le Xu and Jia Wang

Effects of a multimedia enhanced reading buddies program on kindergarten and Grade 4 vocabulary and comprehension pp. 391-404

Rebecca Silverman, Young-Suk Kim, Anna Hartranft, Stephanie Nunn and Daniel McNeish

The relationship between personal epistemology and self-regulation among Turkish elementary school students pp. 405-414

Muhammet Mustafa Alpaslan

Factors related to Taiwanese adolescents' academic procrastination, time management, and perfectionism pp. 415-424

Shu-Shen Shih

Schools and emotional and behavioral problems: A comparison of school-going and homeschooled children pp. 425-432

Oz Guterman and Ari Neuman

The effect of an instructional intervention on elementary students' science process skills pp. 433-445

Hüsnüye Durmaz and Seçkin Mutlu

Volume 110, issue 3, 2017

Integrated STEM defined: Contexts, challenges, and the future pp. 221-223

Louis S. Nadelson and Anne L. Seifert

National academies piece on integrated STEM pp. 224-226

Greg Pearson

The best laid plans: Educational innovation in elementary teacher generated integrated STEM lesson plans pp. 227-238

Christina M. Sias, Louis S. Nadelson, Stephanie M. Juth and Anne L. Seifert

Changes in science teachers' conceptions and connections of STEM concepts and earthquake engineering pp. 239-254

Baki Cavlazoglu and Carol Stuessy

Advancing integrated STEM learning through engineering design: Sixth-grade students’ design and construction of earthquake resistant buildings pp. 255-271

Lyn D. English, Donna King and Joanna Smeed

Threading mathematics through symbols, sketches, software, silicon, and wood: Teachers produce and maintain cohesion to support STEM integration pp. 272-293

Mitchell J. Nathan, Matthew Wolfgram, Rachaya Srisurichan, Candace Walkington and Martha W. Alibali

Comparative analyses of discourse in specialized STEM school classes pp. 294-307

Colby Tofel-Grehl, Carolyn M. Callahan and Louis S. Nadelson

Speedometry: A vehicle for promoting interest and engagement through integrated STEM instruction pp. 308-316

Gale M. Sinatra, Ananya Mukhopadhyay, Taylor N. Allbright, Julie A. Marsh and Morgan S. Polikoff

STEM road map: A framework for integrated STEM education pp. 317-317

Christine Schnittka

Volume 110, issue 2, 2017

The challenge of promoting self-regulated learning among primary school children with a low socioeconomic and immigrant background pp. 113-139

Sabrina Vandevelde, Hilde Van Keer and Emmelien Merchie

A qualitative inquiry on sources of teacher efficacy in teaching low-achieving students pp. 140-150

Li-Yi Wang, Liang-See Tan, Jen-Yi Li, Irene Tan and Xue-Fang Lim

Effects of extracurricular activities on postsecondary completion for students with disabilities pp. 151-158

Ashley N. Palmer, William Elliott and Gregory A. Cheatham

Strategic development of multiplication problem solving: Patterns of students' strategy choices pp. 159-170

Dake Zhang, Yi Ding, Soo Lee and Jinsong Chen

Primary prevention of reading failure: Effect of universal peer tutoring in the early grades pp. 171-176

Giavana Jones, Dragana Ostojic, Jessica Menard, Erin Picard and Carlin J. Miller

When children move: Behavior and achievement outcomes during elementary school pp. 177-187

Christy Lleras and Mary McKillip

Joint trajectories of behavioral, affective, and cognitive engagement in elementary school pp. 188-198

Isabelle Archambault and Véronique Dupéré

Scaffolding English language learners' mathematical talk in the context of Calendar Math pp. 199-208

Holland W. Banse, Natalia A. Palacios, Eileen G. Merritt and Sara E. Rimm-Kaufman

Science and mathematics Advanced Placement exams: Growth and achievement over time pp. 209-217

Eugene Judson

Inspiring teaching: Preparing teachers to succeed in mission-driven schools pp. 218-219

J. Mitchell O'Toole

I can learn from you: Boys as relational learners pp. 220-220

Sandra Deemer

Volume 110, issue 1, 2017

The effects of school-based parental involvement on academic achievement at the child and elementary school level: A longitudinal study pp. 1-16

Sira Park and Susan D. Holloway

Teaching practices in Grade 5 mathematics classrooms with high-achieving English learner students pp. 17-31

Eileen G. Merritt, Natalia Palacios, Holland Banse, Sara E. Rimm-Kaufman and Micela Leis

Epistemic beliefs and achievement goal orientations: Relations between constructs versus personal profiles pp. 32-49

Nir Madjar, Michael Weinstock and Avi Kaplan

The predictive validity of kindergarten readiness judgments: Lessons from one state pp. 50-60

Jessica Goldstein, D. Betsy McCoach and HuiHui Yu

The impact of three years of professional development on knowledge and implementation pp. 61-71

Kimberly A. Wolbers, Hannah M. Dostal, Paulson Skerrit and Brenda Stephenson

Behavior problems in elementary school among low-income boys: The role of teacher–child relationships pp. 72-84

Brian Andrew Collins, Erin Eileen O'Connor, Lauren Supplee and Daniel S. Shaw

Conceptual understanding of acids and bases concepts and motivation to learn chemistry pp. 85-97

Ayla Cetin-Dindar and Omer Geban

Examining a motivational treatment and its impact on adolescents' reading comprehension and fluency pp. 98-109

Christopher A. Wolters, Marcia A. Barnes, Paulina A. Kulesz, Mary York and David J. Francis

Learning in landscapes of practice: Boundaries, identity, and knowledgeability in practice-based learning pp. 110-110

Nathalie Reid and Janice Huber

Necessary conditions of learning pp. 111-111

Philip M. Reeves, Rayne A. Sperling, D. Jake Follmer, Wik Hung Pun, Christa E. Oeder and Alexander L. Towle

Acknowledgments pp. 112-112

Mary Heller