You are here:

International Journal of Educational Research

2013 Volume 62, Number 1

Search this issue

Table of Contents

Number of articles: 24

  1. School-wide positive behavior for learning: Effects of dual focus on boys’ and girls’ behavior and motivation for learning

    Alexander Seeshing Yeung, Katrina Barker, Danielle Tracey & Mary Mooney

    Positive Behavior for Learning (PBL) is a school-wide systemic approach to promoting both positive behaviors and student learning. A total of 827 boys and 888 girls from 4 Australian primary and 8 ... More

    pp. 1-10

    View Abstract
  2. The appearance of equity in understandings of academic excellence

    Lesley Williams, Graduate School of Education, The University of Western Australia, Australia; Grady Venville, The University of Western Australia, Australia; Sandy Gordon, Exercise, Health and Sport Psychology, The University of Western Australia, Australia

    The aim of this empirical study was to deepen understandings of academic excellence as it is conceptualized by high achieving secondary school students (n=22), their parents (n=20) and teachers (n=... More

    pp. 11-20

    View Abstract
  3. The role of reading comprehension in maths achievement growth: Investigating the magnitude and mechanism of the mediating effect on maths achievement in Australian classrooms

    Alvin Vista

    This study examined the role of reading comprehension skill in the relationship between problem solving ability and growth in maths achievement. Within this analysis framework, group differences... More

    pp. 21-35

    View Abstract
  4. Understanding the variation in bioscience students’ conceptions of learning in the 21st century

    Henna Asikainen, University of Helsinki, Faculty of Biological and Environmental Sciences, Finland; Viivi Virtanen, University of Helsinki, Faculty of Behavioural Sciences, Finland; Anna Parpala & Sari Lindblom-Ylänne, University of Helsinki, Faculty of Biological and Environmental Sciences, Finland

    Recent qualitative studies about students’ conceptions of learning have been scarce. The present study explores university students’ conceptions of learning in biosciences. The analysis was... More

    pp. 36-42

    View Abstract
  5. Building creative thinking in the classroom: From research to practice

    Emma Gregory, Department of Cognitive Science, Johns Hopkins University, United States; Mariale Hardiman, School of Education, Johns Hopkins University, United States; Julia Yarmolinskaya, Center for Language Education, Johns Hopkins University, United States; Luke Rinne, School of Education, Johns Hopkins University, United States; Charles Limb, Department of Otolaryngology-Head and Neck Surgery, Johns Hopkins University, United States

    Classroom instruction often overlooks the importance of encouraging and explicitly teaching students to think creatively. Yet classroom learning offers an ideal opportunity for students to master... More

    pp. 43-50

    View Abstract
  6. Public versus private education in primary science: The case of Abu Dhabi schools

    Merryn McKinnon, Centre for the Public Awareness of Science, The Australian National University, Australia; Lydia Barza & Jase Moussa-Inaty, Zayed University, College of Education, United Arab Emirates

    This study compares public and private science education in sixteen Abu Dhabi primary schools. A survey including open-ended questions was used to assess teachers’ perceived strengths and... More

    pp. 51-61

    View Abstract
  7. The interactional structure of explanations during shared reading at kindergarten

    Myrte N. Gosen, University of Groningen, Center for Language and Cognition Groningen (CLCG); Jan Berenst, NHL University of Applied Sciences; Kees de Glopper, University of Groningen, Center for Language and Cognition Groningen (CLCG)

    This study investigates explanatory discourse within the setting of shared reading at kindergarten. It reports on a qualitative study of 36 whole-class shared reading sessions at three Dutch... More

    pp. 62-74

    View Abstract
  8. Dropout and early unemployment

    Gro Ramsdal, Harstad University College and University of Tromsø, Norway; Rikke Gürgens Gjærum, Harstad University College, Norway; Rolf Wynn, University of Tromsø and University Hospital of North Norway, Norway

    Dropout from school and early unemployment represents increasing challenges in Western countries. In an effort to understand more about why young people in Norway drop out, we interviewed five men ... More

    pp. 75-86

    View Abstract
  9. Briefing and debriefing: Investigating the role of the teacher within group work science lessons

    Sarah MacQuarrie

    Although effective group work approaches have been established within research, such methodologies may be difficult for teachers to utilise, as group work remains under-researched in UK secondary... More

    pp. 87-99

    View Abstract
  10. Epistemic beliefs and comprehension in the context of reading multiple documents: Examining the role of conflict

    Leila E. Ferguson, Ivar Bråten, Helge I. Strømsø & Øistein Anmarkrud

    Tenth-graders responded to questionnaires assessing beliefs concerning the justification of knowledge claims in science and the certainty/simplicity of knowledge about a particular scientific issue... More

    pp. 100-114

    View Abstract
  11. Effectiveness of a Danish early year preschool program: A randomized trial

    Bente Jensen, Department of Education, Aarhus University, Denmark; Anders Holm, Department of Sociology, University of Copenhagen, Denmark; Sven Bremberg, Karolinska Institute, Sweden

    A significant number of studies indicate that early year preschool programs lead to positive long-term effects. Systematic quality improvement of early year preschool may enhance these outcomes.... More

    pp. 115-128

    View Abstract
  12. A randomised control trial evaluation of a literacy after-school programme for struggling beginning readers

    Andy Biggart, Karen Kerr, Liam O’Hare & Paul Connolly

    While there is evidence for effective in-school programmes for struggling beginning readers, the evidence in relation to after-school interventions focusing on academic outcomes is particularly... More

    pp. 129-140

    View Abstract
  13. The journey to becoming professionals: Student teachers’ experiences of teaching practice in a rural South African context

    Tabitha Grace Mukeredzi, School of Education University of KwaZulu-Natal, Pietermaritzburg Campus, South Africa; April R. Mandrona, Department of Art Education, Concordia University

    This article reports on the experiences of 14 Bachelor of Education (B.Ed.) students who took part in a four-week teaching practice in a rural South African school. Drawing on a socio... More

    pp. 141-151

    View Abstract
  14. “I don’t feel as embarrassed because we’re all learning”: Discursive positioning among adolescents becoming multilingual

    Melinda Martin-Beltran

    This study examined interaction among language-minority and language-majority youth participating in one secondary school program that aimed to promote reciprocal learning and teaching of... More

    pp. 152-161

    View Abstract
  15. Youth movements as educational settings promoting personal development: Comparing motivation and identity formation in formal and non-formal education contexts

    Nir Madjar & Maya Cohen-Malayev

    Identity formation is a dominant aspect of adolescents’ development. Based on the Self-Determination Theory, we hypothesized that supporting basic psychological needs will explain identity... More

    pp. 162-174

    View Abstract
  16. Healthcare facilitators’ and students’ conceptions of teaching and learning – An international case study

    Tuulikki Keskitalo & Heli Ruokamo, University of Lapland, Faculty of Education, Center for Media Pedagogy (CMP), Finland; Olli Väisänen, Arcada Patient Safety and Learning Center, Arcada University of Applied Sciences, Finland; David Gaba, Stanford University, School of Medicine, United States

    Conceptions of teaching and learning affect approaches to teaching, learning and learning outcomes, and they therefore need to be made explicit. This study addresses how healthcare simulation... More

    pp. 175-186

    View Abstract
  17. Differentiation versus homogenisation of education systems in Europe: Political aims and welfare regimes

    Luísa Veloso & Sérgio Estevinha, Centre for Research and Studies in Sociology of the ISCTE – University Institute of Lisbon, Portugal

    pp. 187-198

    View Abstract
  18. Teachers’ perceptions of the school goal structure: Relations with teachers’ goal orientations, work engagement, and job satisfaction

    Einar M. Skaalvik & Sidsel Skaalvik, Norwegian University of Science and Technology, Norway

    Research on goal theory has almost exclusively focused on students’ goals and their perception of the classroom goal structure. The purpose of this study was to explore teachers’ perception of the ... More

    pp. 199-209

    View Abstract
  19. University accreditation and benchmarking: Pedagogy that increases student achievement

    Kenneth David Strang, State University of New York, United States

    High stakes standardized exams are expensive and not related to program learning (instead, most researchers found they could be predicted by prior ability). The researcher used customized pedagogy ... More

    pp. 210-219

    View Abstract
  20. Schooling the World: Exploring the critical course on sustainable development through an anthropological lens

    Helen Kopnina

    This article reflects on formal education for sustainable development (ESD), demonstrating how critical course on culturally diverse ways of relating to nature can contribute both to an... More

    pp. 220-228

    View Abstract