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International Journal of Educational Research

2019 Volume 93, Number 1

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Table of Contents

Number of articles: 20

  1. Language and cultural reproduction in Malawi: Unpacking the relationship between linguistic capital and learning outcomes

    Shunsuke Nishioka, Centre for International Education, United Kingdom; Naureen Durrani, Graduate School of Education, Kazakhstan

    This paper applies Bourdieu’s cultural reproduction theory to household survey data in Malawi to engage with emerging debates regarding the relationship between language and equitable education.... More

    pp. 1-12

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  2. ‘No one in our family ever went to college’: Parents’ orientations towards their children’s post-secondary education and future occupations

    Margaret Scanlon, Fred Powell, Pat Leahy & Hilary Jenkinson, School of Applied Social Studies, Ireland; Olive Byrne, UCC Plus Programme, Ireland

    This article presents an analysis of parents’ expectations and aspirations regarding their children’s education and future occupations. Drawing on interviews with parents from disadvantaged... More

    pp. 13-22

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  3. A randomized controlled efficacy trial of a smoking prevention programme with Grade 8 students in high schools

    Allen Thurston, Zhengzhou University, China; Laura Dunne, Centre for Evidence & Social Innovation, United Kingdom; Frank Kee, Centre for Public Health, United Kingdom; Aidean Gildea, Nicole Craig, Patrick Stark & Anne Lazenbatt, Centre for Evidence & Social Innovation, United Kingdom

    The study undertook a Level 3 efficacy trial of a smoking prevention programme in Grade 8 high-school classrooms. A smoking prevention programme, ‘Dead Cool’, was tested in a randomized controlled ... More

    pp. 23-32

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  4. Parental involvement in schools in Spain and Germany: Evidence from PISA 2015

    Charo Reparaz & María Angeles Sotés-Elizalde

    This article analyses parental involvement in schools in Germany and Spain based on the results of PISA 2015. The authors examine the SPSS and Excel databases for the responses of the school... More

    pp. 33-52

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  5. Studying mathematics teachers interactions with curriculum materials through different lenses: Towards a deeper understanding of the processes at stake

    Luc Trouche, French Institute of Education, France; Verônica Gitirana, Laboratório de Ensino de Matemática e Tecnologias, Brazil; Takeshi Miyakawa, Department of Mathematics, Japan; Birgit Pepin, Eindhoven School of Education (ESoE); Chongyang Wang, French Institute of Education, China

    In this study we explore the interactions between teachers and resources during lesson preparation from different perspectives. We ask in which ways the crossing of perspectives help to develop... More

    pp. 53-67

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  6. Design and use of curriculum resources for teachers and teacher educators: Example of the Chinese abacus at primary school

    Ghislaine Gueudet & Caroline Poisard, Université de Brest, France

    In this paper we discuss a particular perspective on the design and use of curriculum resources brought through applying the documentational approach to didactics. We present this theoretical... More

    pp. 68-78

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  7. Identifying the key source of deteriorating educational equity in Sweden between 1998 and 2014

    Kajsa Yang Hansen & Jan-Eric Gustafsson, Department of Education and Special Education, Sweden

    Educational equity has deteriorated in Sweden from the late 1980s onwards. However, it is not clear what the main sources behind this trend are. The present study aims therefore to investigate the ... More

    pp. 79-90

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  8. Teachers’ perceptions of the official curriculum: Problem solving and rigor

    Jon D. Davis, Professor of Mathematics Education, United States; Amy Roth McDuffie, Professor of Mathematics Education and Associate Dean for Research and External Funding, United States; Corey Drake, Professor and Director of Teacher Preparation, United States; Amanda L. Seiwell, Western Michigan University, United States

    This contribution to curriculum ergonomics focuses on teachers’ perceptions of problem solving and rigor in the Common Core State Standards for Mathematics, the curricular aims and objectives... More

    pp. 91-100

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  9. What is the point? Examining how curriculum materials articulate mathematical goals and how teachers steer instruction

    Janine T. Remillard, University of Pennsylvania, United States; Luke T. Reinke, University of North Caroline at Charlotte, United States; Radhika Kapoor, University of Pennsylvania, United States

    This study examined how authors of four different elementary mathematics curriculum materials articulate the mathematical goals of the lesson and orient the activities toward the goals, as well as ... More

    pp. 101-117

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  10. The Arc of Learning framework: An ergonomic resource for design and enactment of problem-based curriculum

    Alden J. Edson, Elizabeth Phillips, Yvonne Slanger-Grant & Jacqueline Stewart

    This article explores students’ development of deep, connected mathematical understanding through the lens of curriculum design and teacher enactment of problem-based curriculum materials. Rather... More

    pp. 118-135

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  11. Barriers to effective management of diversity in classroom contexts: The out-of-field teaching phenomenon

    Anna Elizabeth Du Plessis

    The expectation that teachers’ professional practice will effectively accommodate diversity in their classrooms has drawn attention to issues that impact teachers’ ability to manage these... More

    pp. 136-152

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  12. Planning with curriculum materials: Interactions between prospective secondary mathematics teachers’ attention, interpretations and responses

    Lorraine M. Males & Ariel Setniker

    This paper reports a study of four prospective secondary mathematics teachers’ (PSTs) attention to different sets of curriculum materials when planning lessons. Specifically, it addresses how this ... More

    pp. 153-167

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  13. Cultivating healing by implementing restorative practices for youth: Protocol for a cluster randomized trial

    Amy E. Green, Department of Psychiatry, United States; Cathleen E. Willging & Kim Zamarin, Pacific Institute for Research and Evaluation, United States; Layla M. Dehaiman, School of Education, United States; Patricio Ruiloba, United States

    Restorative practices, non-punitive approaches to discipline focused on developing relationships and healing harm, have emerged as an alternative to exclusionary disciplinary actions, such as... More

    pp. 168-176

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  14. Schooling responses to income changes: Evidence from unconditional cash transfers in Rwanda

    Ricardo Sabates, University of Cambridge, United Kingdom; Aditi Bhutoria, Harvard Kennedy School, United Kingdom; Rachel Sabates-Wheeler & Stephen Devereux, Institute of Development Studies, United Kingdom

    This paper explores the short and medium term impacts of unconditional cash transfers on school-related choices for children of beneficiary households in Rwanda. We draw on an independent... More

    pp. 177-187

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  15. Research protocol: Evaluating the impact of Eedi formative assessment online platform (formerly Diagnostic Questions or DQ) on attainment in mathematics at GCSE and teacher workload

    Stephen P. Morris, Manchester Metropolitan University, United Kingdom; Kathy Seymour & Hayley Limmer, AlphaPlus Consultancy, United Kingdom

    This paper describes a cluster randomised controlled trial designed to test the efficacy of Eedi, a formative question setting and diagnostic digital platform, on attainment in mathematics at GCSE ... More

    pp. 188-196

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  16. Personality traits and basic psychological need satisfaction: Their relationship to apprentices’ life satisfaction and their satisfaction with vocational education and training

    Anna Volodina, University of Bamberg, Germany; Christoph Lindner, Leibniz Institute for Science and Mathematics Education, Germany; Jan Retelsdorf, University of Hamburg, Germany

    The present study investigated the role that personality traits and basic psychological need satisfaction (BPNS) play in apprentices’ satisfaction with vocational education and training (VET) and... More

    pp. 197-209

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  17. The association between students mathematic knowledge and factors related to students, parents, and school: A cross-cultural comparison study

    Yuyang Zhao & Cody Ding

    Few studies have examined how factors predict students’ mathematic knowledge/literacy. By using the data from the United States and China from PISA 2012, 11 factors were constructed and used to... More

    pp. 210-217

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  18. Intercultural group work in higher education: Costs and benefits from an expectancy-value theory perspective

    Irene Poort, Ellen Jansen & Adriaan Hofman

    Intercultural group work (IGW) is a promising learning strategy to enable university students to benefit from diversity among their peers. However, cultural diversity does not automatically lead to... More

    pp. 218-231

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  19. Are leaders leading the way with inclusion? Teachers’ perceptions of systemic support and barriers towards inclusion

    Stuart Woodcock, Faculty of Human Sciences, Australia; Lisa Marks Woolfson, School of Psychological Sciences and Health, United Kingdom

    This study explored teachers’ views of systemic support for inclusion and barriers to its success at school and classroom levels. The research employed a thematic analysis of the insights of 120... More

    pp. 232-242

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  20. Simulation for communication skills training in medical students: Protocol for a systematic scoping review

    Angelos Bakogiannis, Jonathan C. Darling, Vania Dimitrova & Trudie E. Roberts, Leeds Institute of Medical Education, United Kingdom

    Empirical research has produced inconclusive, and occasionally contradictory, evidence relating to the extent to which improvements in medical communication skills taught through simulation can be ... More

    pp. 243-249

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