The Journal of Educational Research

2012 - 2025

Current editor(s): Mary F. Heller

From Taylor & Francis Journals
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Volume 109, issue 6, 2016

Influence of eye movements, auditory perception, and phonemic awareness in the reading process pp. 567-573

Laura Megino-Elvira, Pilar Martín-Lobo and Esperanza Vergara-Moragues

Students' level of boredom, boredom coping strategies, epistemic curiosity, and graded performance pp. 574-588

Altay Eren and Hamit Coskun

The power of student empowerment: Measuring classroom predictors and individual indicators pp. 589-595

Chris Michael Kirk, Rhonda K. Lewis, Kyrah Brown, Brittany Karibo and Elle Park

Exploratory two-level analysis of individual- and school-level factors on truant youth emotional/psychological functioning pp. 596-607

Richard Dembo, Jennifer Wareham, James Schmeidler and Ken C. Winters

The psychosocial experience of high school girls highly susceptible to stereotype threat: A phenomenological study pp. 608-623

Katherine Picho

Using performance methods to enhance students' reading fluency pp. 624-630

Chase Young, Corinne Valadez and Cori Gandara

Comparing dropout predictors for two state-level panels using Grade 6 and Grade 8 data pp. 631-639

Bobby J. Franklin and Stephen B. Trouard

Understanding number sequences leads to understanding mathematics concepts pp. 640-646

Robert Pasnak, Katrina Lea Schmerold, Melissa Fetterer Robinson, K. Marinka Gadzichowski, Allison M. Bock, Sarah Eva O'Brien, Julie K. Kidd and Deb A. Gallington

Relating aspects of motivation to facets of mathematical competence varying in cognitive demand pp. 647-657

Melissa C. Gilbert

“Better to be a pessimist”: A narrative inquiry into mathematics teachers' experience of the transition to the Common Core pp. 658-665

Sherri L. Martinie, Jeong-Hee Kim and Deborah Abernathy

Narrative transportability, leisure reading, and genre preference in children 9–13 years old pp. 666-674

Jakob D. Jensen, Katheryn Christy, Melinda Krakow, Kevin John and Nicole Martins

, by Mary Moss Brown and Alisa Berger pp. 675-676

Mary F. Roe

Closing the School Discipline Gap: Equitable Remedies for Excessive Exclusion pp. 677-677

Peter Bartanen

Volume 109, issue 5, 2016

Exploring the effects of project-based learning in secondary mathematics education pp. 449-463

Vicki-Lynn Holmes and Yooyeun Hwang

Gender differences in factors associated with how parents communicate with school in Korea pp. 464-477

Soyoung Kim and Meejung Chin

Executive functioning predicts academic achievement in middle school: A four-year longitudinal study pp. 478-490

William Ellery Samuels, Nelly Tournaki, Sheldon Blackman and Christopher Zilinski

Impacts of professional development in classroom assessment on teacher and student outcomes pp. 491-502

Bruce Randel, Helen Apthorp, Andrea D. Beesley, Tedra F. Clark and Xin Wang

Measuring and comparing academic language development and conceptual understanding via science notebooks pp. 503-517

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

Reciprocal teaching: Analyzing interactive dynamics in the co-construction of a text's meaning pp. 518-530

Christian Tarchi and Giuliana Pinto

Explaining the effects of communities of pastoral care for students pp. 531-540

Joseph Murphy and Linda Holste

Academic growth trajectories of ELLs in NAEP data: The case of fourth- and eighth-grade ELLs and non-ELLs on mathematics and reading tests pp. 541-553

Nihat Polat, Ashley Zarecky-Hodge and James B. Schreiber

Explaining parents' school involvement: The role of ethnicity and gender in the Netherlands pp. 554-565

Fenella Fleischmann and Annabel de Haas

Volume 109, issue 4, 2016

Parental involvement, children's aspirations, and achievement in new immigrant families pp. 333-350

Eunjoo Jung and Yue Zhang

Economic, social and embodied cultural capitals as shapers and predictors of boys' educational aspirations pp. 351-359

Shawanda Stockfelt

Beliefs systems and classroom practices: Identified typologies of elementary school teachers from the United States pp. 360-374

Margareta Maria Thomson and John L. Nietfeld

Deepening kindergarteners' science vocabulary: A design study pp. 375-390

Allison Ward Parsons and Camille Lawrence Bryant

Stable or situated understandings of adolescent reading engagement across readers and raters pp. 391-404

Sabina Neugebauer

Informal mentoring for lesbian, gay, bisexual, and transgender students pp. 405-412

Molly Mulcahy, Sarah Dalton, Jered Kolbert and Laura Crothers

A classroom observational study of Qatar's independent schools: Instruction and school reform pp. 413-423

Douglas J. Palmer, Hissa M. Sadiq, Patricia Lynch, Dawn Parker, Radhika Viruru, Stephanie Knight, Hersh Waxman, Beverly Alford, Danielle Bairrington Brown, Kayla Rollins, Jacqueline Stillisano, Abdullah M. Hamdan Abu-Tineh, Ramzi Nasser, Nancy Allen, Hessa Al-Binali, Maha Ellili, Haithem Al-Kateeb and Huda Al-Kubaisi

English language learners and kindergarten entry age: Achievement and social-emotional effects pp. 424-435

Michael Gottfried, Vi-Nhuan Le and Ashlesha Datar

A preliminary discourse analysis of constructivist-oriented mathematics instruction for a student with learning disabilities pp. 436-447

Yan Ping Xin, Jia Liu, Sarah R. Jones, Ron Tzur and Luo Si

Volume 109, issue 3, 2016

Do socio-motivational relationships predict achievement motivation in adolescents with high and low school self-concepts? pp. 219-231

Olga Bakadorova and Diana Raufelder

Promoting elementary school students' autonomous reading motivation: Effects of a teacher professional development workshop pp. 232-252

Jessie De Naeghel, Hilde Van Keer, Maarten Vansteenkiste, Leen Haerens and Nathalie Aelterman

Differences in students' metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners pp. 253-265

Yves Karlen

Career readiness: An analysis of text complexity for occupational reading materials pp. 266-274

Hua Wei, Ashley Melissa Cromwell and Katie Larsen McClarty

Educating the Orang Asli children: Exploring indigenous children's practices and experiences in schools pp. 275-285

Sumathi Renganathan

Parental cultural capital and student school performance in mathematics and science across nations pp. 286-295

Haigen Huang and Guodong Liang

Linking reform-oriented experiences to teacher identity: The case of an elementary mathematics teacher pp. 296-310

Cindy Jong

Who benefits from dyadic teacher–student interactions in whole-class settings? pp. 311-324

André Flieller, Annette Jarlégan and Youssef Tazouti

The acceptance and rejection of peers with ADHD and ASD in general secondary education pp. 325-332

Anke de Boer and Sip Jan Pijl

Volume 109, issue 2, 2016

Applying questioning or reading strategy to review technology enhanced coedited notes of elementary school students pp. 111-121

Chiung-Hui Chiu, Hsiao-Wei Cheng and Chiu-Yi Wu

Oral English language proficiency and reading mastery: The role of home language and school supports pp. 122-136

Natalia Palacios and Amanda Kibler

Navigating the complexities at an LGBTQQI-identified charter school: An ethnography of c/overt narratives pp. 137-147

Kristopher M. Goodrich and Melissa Luke

Modeling students' interest in mathematics homework pp. 148-158

Jianzhong Xu, Ruiping Yuan, Brian Xu and Melinda Xu

Teachers’ perceptions of bullying among youth pp. 159-168

Karen J. S. Bell and W. Grant Willis

Self-regulatory climate: A positive attribute of public schools pp. 169-180

Curt M. Adams, Jordan K. Ware, Ryan C. Miskell and Patrick B. Forsyth

Impact of sustained professional development in STEM on outcome measures in a diverse urban district pp. 181-196

Robert M. Capraro, Mary Margaret Capraro, James Joseph Scheurich, Meredith Jones, Jim Morgan, Kristin Shawn Huggins, M. Sencer Corlu, Rayya Younes and Sunyoung Han

The influence of reading literacy on mathematics and science achievement pp. 197-204

Elisa Caponera, Paolo Sestito and Paolo M. Russo

Effects of two combined methods on the teaching of basic astronomy concepts pp. 205-217

Fikret Korur, Gizem Enil and Gizem Göçer

Volume 109, issue 1, 2016

Peers and academic achievement: A longitudinal study on selection and socialization effects of in-class friends pp. 1-6

Janna Fortuin, Mitch van Geel and Paul Vedder

Supplemental reading strategy instruction for adolescents: A randomized trial and follow-up study pp. 7-26

Susan Chambers Cantrell, Janice F. Almasi, Margaret Rintamaa and Janis C. Carter

Instructional efficiency of different discussion approaches in an outreach laboratory: Teacher-guided versus student-centered pp. 27-36

Marlen Goldschmidt, Franz-Josef Scharfenberg and Franz X. Bogner

Endogenous peer effects: Fact or fiction? pp. 37-49

Ryan Yeung and Phuong Nguyen-Hoang

Inequality from the first day of school: The role of teachers' academic intensity and sense of responsibility in moderating the learning growth gap pp. 50-67

Minjong Youn

Acquisition of three word knowledge aspects through reading pp. 68-80

Nina Daskalovska

The Informational Text Structure Survey (ITS): An exploration of primary grade teachers’ sensitivity to text structure in young children's informational texts pp. 81-98

D. Ray Reutzel, Cindy D. Jones, Sarah K. Clark and Tamara Kumar

Effects of teacher professional learning activities on student achievement growth pp. 99-110

Motoko Akiba and Guodong Liang