ABSTRACT.

Template-Type: ReDIF-Article 1.0 Author-Name: Vivien S. Huan Author-X-Name-First: Vivien S. Author-X-Name-Last: Huan Author-Name: Lay See Yeo Author-X-Name-First: Lay See Author-X-Name-Last: Yeo Author-Name: Rebecca P. Ang Author-X-Name-First: Rebecca P. Author-X-Name-Last: Ang Author-Name: Wan Har Chong Author-X-Name-First: Wan Har Author-X-Name-Last: Chong Title: Concerns and Coping in Asian Adolescents-Gender as a Moderator Abstract: The authors investigated the role of gender in moderating the type of coping strategies employed by intellectually gifted adolescents in Singapore when confronted with different types of concerns. A total of 1,791 adolescents participated in this study, and data were obtained using self-report measures. Initial findings indicated that boys and girls did not differ in their use of problem-solving coping strategies in dealing with different areas of concerns. However, further findings showed that intellectually gifted girls were more likely to employ nonproductive strategies in coping with school concerns than were gifted boys. These girls were also less likely to seek social support in coping with peer concerns compared with their male counterparts. Possible explanations for the results are suggested and implications of findings are discussed. Journal: The Journal of Educational Research Pages: 151-160 Issue: 3 Volume: 105 Year: 2012 Month: 4 X-DOI: 10.1080/00220671.2010.544341 File-URL: http://hdl.handle.net/10.1080/00220671.2010.544341 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:3:p:151-160 Template-Type: ReDIF-Article 1.0 Author-Name: Carol S. Parke Author-X-Name-First: Carol S. Author-X-Name-Last: Parke Author-Name: Gibbs Y. Kanyongo Author-X-Name-First: Gibbs Y. Author-X-Name-Last: Kanyongo Title: Student Attendance, Mobility, and Mathematics Achievement in an Urban School District Abstract: The authors aim to describe student attendance--mobility within a large urban district in ways that are meaningful and useful to schools and the community. First, the prevalence of mobility and nonattendance in Grades 1--12 across all students and by gender, ethnicity, and socioeconomic subgroups is presented. Second, the impact on student mathematics achievement is examined. Results show that nonattendance--mobility negatively impact mathematics achievement as measured by the state's assessment, even after controlling for socioeconomic status and gender. Interestingly, there is not a differential impact across ethnicities. Black and White subgroups show similar patterns of achievement across attendance and mobility levels. Finally, the authors take a closer look at the 10 district high schools to determine where nonattendance--mobility is of particular concern. Implications for districts are discussed in terms of targeting the extent of the problem and where it is occurring, using that information to improve attendance and reduce mobility, and finally, instituting systematic approaches to deal with student movement in and out of schools. Journal: The Journal of Educational Research Pages: 161-175 Issue: 3 Volume: 105 Year: 2012 Month: 4 X-DOI: 10.1080/00220671.2010.547231 File-URL: http://hdl.handle.net/10.1080/00220671.2010.547231 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:3:p:161-175 Template-Type: ReDIF-Article 1.0 Author-Name: Alex J. Bowers Author-X-Name-First: Alex J. Author-X-Name-Last: Bowers Author-Name: Ryan Sprott Author-X-Name-First: Ryan Author-X-Name-Last: Sprott Title: Examining the Multiple Trajectories Associated with Dropping Out of High School: A Growth Mixture Model Analysis Abstract: Historically, students who fail to graduate from secondary school are considered as a single category of school dropouts. However, emerging literature indicates that there may be multiple subgroups of high school dropouts, termed a dropout typology. The authors' purpose was to assess the extent to which a typology of dropouts was present in a large national dataset and to estimate the influence of the known covariates of dropping out on each of the subgroups. A growth mixture model was estimated using the Education Longitudinal Study 2002 (National Center for Education Statistics, n.d.) dataset and noncumulative grade point average during the first 3 semesters of high school. The model identified 2 main subgroups associated with dropping out, which accounted for 24.6% of the sample but contained 91.8% of the dropouts. Journal: The Journal of Educational Research Pages: 176-195 Issue: 3 Volume: 105 Year: 2012 Month: 4 X-DOI: 10.1080/00220671.2011.552075 File-URL: http://hdl.handle.net/10.1080/00220671.2011.552075 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:3:p:176-195 Template-Type: ReDIF-Article 1.0 Author-Name: Huy P. Phan Author-X-Name-First: Huy P. Author-X-Name-Last: Phan Title: The Development of English and Mathematics Self-Efficacy: A Latent Growth Curve Analysis Abstract: Empirical research has provided evidence supporting the validation and prediction of 4 major sources of self-efficacy: enactive performance accomplishments, vicarious experiences, verbal persuasion, and emotional states. Other research studies have also attested to the importance and potency of self-efficacy in academic learning and achievement. Despite this emphasis, very few, if any, research has explored the impact of the 4 sources of information on self-efficacy from a developmental perspective. The author used latent growth modeling to explore the impact of the 4 sources of information on self-efficacy over 4 occasions. This methodological approach, similar to recent studies (Caprara et al., 2008), is significant, as it allowed the author to trace the developmental trajectories of elementary school children's self-efficacy beliefs in English and mathematics over time. Three hundred and thirty-nine 3rd- and 4th-grade students (147 girls, 192 boys) took part in this study. Two Likert-type inventories were administered and the data collected were analyzed with the statistical software SPSS AMOS 18. Causal modeling analyses indicated that children's self-efficacy for English and mathematics learning increased over time. Furthermore, of the 4 informational sources, enactive performance accomplishments associated closely with the growth of change of English and mathematics self-efficacy beliefs. Children's emotional states also associated negatively with the growth of change of mathematics self-efficacy. Enactive performance accomplishments and verbal persuasion associated positively with the initial levels of English and mathematics self-efficacy. Finally, the results provide methodological support for the psychometric properties of the inventories used. Journal: The Journal of Educational Research Pages: 196-209 Issue: 3 Volume: 105 Year: 2012 Month: 4 X-DOI: 10.1080/00220671.2011.552132 File-URL: http://hdl.handle.net/10.1080/00220671.2011.552132 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:3:p:196-209 Template-Type: ReDIF-Article 1.0 Author-Name: Marytza A. Gawlik Author-X-Name-First: Marytza A. Author-X-Name-Last: Gawlik Title: Moving Beyond the Rhetoric: Charter School Reform and Accountability Abstract: The author examined how local charter school educators respond to the accountability measures being imposed on them. Encouraged by early indications of increased test scores, state and federal policymakers continue to support accountability as an effective means to improve schools. Surprisingly, there has been little research on local educators' experiences with and responses to such reforms. This lack of research is striking because teachers, principals, and superintendents are directly responsible for the implementation of accountability mandates, including administering tests, teaching to the state standards, and implementing state-approved curriculum packages. In an effort to understand teachers' and administrators' experiences with public school accountability, the author explores how educators in 4 charter schools in Michigan understand recent accountability mandates with respect to school reform. Journal: The Journal of Educational Research Pages: 210-219 Issue: 3 Volume: 105 Year: 2012 Month: 4 X-DOI: 10.1080/00220671.2011.559492 File-URL: http://hdl.handle.net/10.1080/00220671.2011.559492 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:3:p:210-219 Template-Type: ReDIF-Article 1.0 Author-Name: Louis S. Nadelson Author-X-Name-First: Louis S. Author-X-Name-Last: Nadelson Author-Name: J. Richard Jordan Author-X-Name-First: J. Richard Author-X-Name-Last: Jordan Title: Student Attitudes Toward and Recall of Outside Day: An Environmental Science Field Trip Abstract: Field trips are effective because they situate learning and facilitate knowledge transfer, thereby influencing students learning attitudes, interests, and motivation. Variations in field trip configurations and the subsequent affective and cognitive influences provided the motivation for this study of Outside Day-an environmental education field trip for 6th-grade students. The participants were immediately postassessed on their attitudes toward the event and 1 month later assessed on their event activity recall. Results indicate the students held positive attitudes toward the field trip and recalled a hands-on orienteering activity most frequently. The discussion provides explanations and implications of findings. Journal: The Journal of Educational Research Pages: 220-231 Issue: 3 Volume: 105 Year: 2012 Month: 4 X-DOI: 10.1080/00220671.2011.576715 File-URL: http://hdl.handle.net/10.1080/00220671.2011.576715 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:3:p:220-231 Template-Type: ReDIF-Article 1.0 Author-Name: Sherry Sanden Author-X-Name-First: Sherry Author-X-Name-Last: Sanden Title: A Review of "Researching Young Children's Perspectives: Debating the Ethics and Dilemmas of Educational Research with Children" Journal: The Journal of Educational Research Pages: 232-233 Issue: 3 Volume: 105 Year: 2012 Month: 4 X-DOI: 10.1080/07448481.2011.649140 File-URL: http://hdl.handle.net/10.1080/07448481.2011.649140 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:3:p:232-233 Template-Type: ReDIF-Article 1.0 Author-Name: Martin Scanlan Author-X-Name-First: Martin Author-X-Name-Last: Scanlan Title: A Review of "The Wallpaper Effect: Data Strategies to Uncover and Eliminate Hidden Inequities" Journal: The Journal of Educational Research Pages: 233-234 Issue: 3 Volume: 105 Year: 2012 Month: 4 X-DOI: 10.1080/00220671.2012.654753 File-URL: http://hdl.handle.net/10.1080/00220671.2012.654753 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:3:p:233-234 Template-Type: ReDIF-Article 1.0 Author-Name: Jianzhong Xu Author-X-Name-First: Jianzhong Author-X-Name-Last: Xu Author-Name: Hongyun Wu Author-X-Name-First: Hongyun Author-X-Name-Last: Wu Title: Self-Regulation of Homework Behavior: Homework Management at the Secondary School Level Abstract: The authors examined empirical models of variables posited to predict homework management at the secondary school level. The participants were 866 eighth-grade students from 61 classes and 745 eleventh-grade students from 46 classes. Most of the variance in homework management occurred at the student level, with affective attitude and homework interest appearing as 2 significant predictors at the class level. At the student level, homework management was positively associated with learning-oriented reasons, affective attitude, self-reported grade, family homework help, homework interest, teacher feedback, and adult-oriented reasons. On the other hand, homework management was negatively associated with time spent watching television. In addition, Black girls, compared with Black boys, were more likely to manage their homework assignments. Journal: The Journal of Educational Research Pages: 1-13 Issue: 1 Volume: 106 Year: 2013 Month: 1 X-DOI: 10.1080/00220671.2012.658457 File-URL: http://hdl.handle.net/10.1080/00220671.2012.658457 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:1:p:1-13 Template-Type: ReDIF-Article 1.0 Author-Name: Anna Potocki Author-X-Name-First: Anna Author-X-Name-Last: Potocki Author-Name: Jean Ecalle Author-X-Name-First: Jean Author-X-Name-Last: Ecalle Author-Name: Annie Magnan Author-X-Name-First: Annie Author-X-Name-Last: Magnan Title: Narrative Comprehension Skills in 5-Year-Old Children: Correlational Analysis and Comprehender Profiles Abstract: This study was designed to examine whether a variety of cognitive and linguistic factors theoretically considered to be predictive of reading comprehension skills in elementary school children were also predictive of listening comprehension skills in 131 five-year-old children. The results showed that the predictors of young children's listening comprehension performance are indeed similar to those identified in the literature as predictive of reading comprehension performance. The involvement of sentence comprehension skills, updating capacities, vocabulary, and syntactic and morphological knowledge was therefore confirmed in young children. Furthermore, a cluster analysis provided evidence of early profiles of comprehenders who differed in their ability to respond to either literal or inferential questions in a comprehension test. The skills that make it possible to distinguish between these profiles are identified. Journal: The Journal of Educational Research Pages: 14-26 Issue: 1 Volume: 106 Year: 2013 Month: 1 X-DOI: 10.1080/00220671.2012.667013 File-URL: http://hdl.handle.net/10.1080/00220671.2012.667013 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:1:p:14-26 Template-Type: ReDIF-Article 1.0 Author-Name: Dennis K. Orthner Author-X-Name-First: Dennis K. Author-X-Name-Last: Orthner Author-Name: Hinckley Jones-Sanpei Author-X-Name-First: Hinckley Author-X-Name-Last: Jones-Sanpei Author-Name: Patrick Akos Author-X-Name-First: Patrick Author-X-Name-Last: Akos Author-Name: Roderick A. Rose Author-X-Name-First: Roderick A. Author-X-Name-Last: Rose Title: Improving Middle School Student Engagement Through Career-Relevant Instruction in the Core Curriculum Abstract: The authors assessed the effect of career-relevant instruction on school valuing and engagement of middle school students in a southern U.S. school district. Previous research and theory indicate students learn best when new knowledge is provided within the context of information students consider to be of value. The data come from a school-based randomized trial of the CareerStart intervention that was introduced in 7 of 14 middle schools, and include the initial 3 years of data for 3,493 students. The authors examined the effect of the CareerStart intervention and student-reported career-relevant instruction on psychosocial measures of school engagement and school valuing. After controlling for previous school engagement, demographic, socioeconomic, and academic factors, the analysis confirms that students in the treatment schools reported significantly higher levels of school valuing than students in the control schools, and students reporting greater career-relevant instruction indicated significantly higher levels of school engagement and valuing. Journal: The Journal of Educational Research Pages: 27-38 Issue: 1 Volume: 106 Year: 2013 Month: 1 X-DOI: 10.1080/00220671.2012.658454 File-URL: http://hdl.handle.net/10.1080/00220671.2012.658454 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:1:p:27-38 Template-Type: ReDIF-Article 1.0 Author-Name: Barbara A. Marinak Author-X-Name-First: Barbara A. Author-X-Name-Last: Marinak Title: Courageous Reading Instruction: The Effects of an Elementary Motivation Intervention Abstract: In an attempt to more clearly understand the erosion of engagement in some readers, a number of researchers (J. Brophy, 2008; J. Guthrie, 2010; K. Mohr, 2006) and organizations (Education Alliance, 2010) have called for the investigation of strategies to improve elementary reading motivation. Consequently this mixed-methods investigation focused on a motivation intervention for fifth-grade readers. Two constructs consistent with expectancy-value theory (J. Eccles, 1983), self-concept as a reader and value of reading, were examined. A pretest--posttest design was utilized following a motivation intervention arranged during participatory action research. The results suggest that a curricular considerate intervention comprised 3 practices had a significant impact on the reading motivation of 5th-grade students. Journal: The Journal of Educational Research Pages: 39-48 Issue: 1 Volume: 106 Year: 2013 Month: 1 X-DOI: 10.1080/00220671.2012.658455 File-URL: http://hdl.handle.net/10.1080/00220671.2012.658455 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:1:p:39-48 Template-Type: ReDIF-Article 1.0 Author-Name: Alina Reznitskaya Author-X-Name-First: Alina Author-X-Name-Last: Reznitskaya Author-Name: Monica Glina Author-X-Name-First: Monica Author-X-Name-Last: Glina Title: Comparing Student Experiences with Story Discussions in Dialogic Versus Traditional Settings Abstract: The authors examined the testimonials of 60 elementary school students about their experience during class discussions of assigned readings. They randomly assigned 12 classrooms to 2 treatments: Philosophy for Children (P4C) and Regular Instruction. P4C is an alternative educational environment that places dialogue at the center of its pedagogy. Ten students from each classroom were interviewed. According to the results, significantly more P4C students stated that they enjoyed expressing disagreement with peers, taking on new responsibilities, and explaining their thinking to others. More P4C students complained about the difficulties with getting the floor to speak, and suggested that changes are needed to better balance group participation. The authors discuss these findings and suggest implications for research and teaching. Journal: The Journal of Educational Research Pages: 49-63 Issue: 1 Volume: 106 Year: 2013 Month: 1 X-DOI: 10.1080/00220671.2012.658458 File-URL: http://hdl.handle.net/10.1080/00220671.2012.658458 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:1:p:49-63 Template-Type: ReDIF-Article 1.0 Author-Name: Anna-Katharina Praetorius Author-X-Name-First: Anna-Katharina Author-X-Name-Last: Praetorius Author-Name: Val�rie-Danielle Berner Author-X-Name-First: Val�rie-Danielle Author-X-Name-Last: Berner Author-Name: Horst Zeinz Author-X-Name-First: Horst Author-X-Name-Last: Zeinz Author-Name: Annette Scheunpflug Author-X-Name-First: Annette Author-X-Name-Last: Scheunpflug Author-Name: Markus Dresel Author-X-Name-First: Markus Author-X-Name-Last: Dresel Title: Judgment Confidence and Judgment Accuracy of Teachers in Judging Self-Concepts of Students Abstract: Accurate teacher judgments of student characteristics are considered to be important prerequisites for adaptive instruction. A theoretically important condition for putting these judgments into operation is judgment confidence. Using a German sample of 96 teachers and 1,388 students, the authors examined how confident teachers are in their judgments of students' mathematic and verbal self-concepts, and whether judgment confidence is related to judgment accuracy. Judgment confidence was largely student specific, and the majority of teachers were overconfident of their judgments. Moreover, teacher confidence was higher for extreme judgments. In the subject of mathematics, judgment confidence was moderately associated with judgment accuracy. The findings challenge the efficacy of adapting instruction to student characteristics, as it is obvious that many teachers are not aware of their judgment inaccuracy. Journal: The Journal of Educational Research Pages: 64-76 Issue: 1 Volume: 106 Year: 2013 Month: 1 X-DOI: 10.1080/00220671.2012.667010 File-URL: http://hdl.handle.net/10.1080/00220671.2012.667010 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:1:p:64-76 Template-Type: ReDIF-Article 1.0 Author-Name: Pei-Fen Sung Author-X-Name-First: Pei-Fen Author-X-Name-Last: Sung Author-Name: Meng-Li Yang Author-X-Name-First: Meng-Li Author-X-Name-Last: Yang Title: Exploring Disciplinary Background Effect on Social Studies Teachers' Knowledge and Pedagogy Abstract: Case studies have pointed out that teachers' disciplinary knowledge affects their pedagogy; however, the results are not consistent. There is a need for quantitative research to examine the relationship between teacher knowledge and practice, particularly in social studies where content-specific studies are mostly qualitative. The authors used history as an example and surveyed all public and private junior high school social studies teachers in Taiwan to examine if disciplinary backgrounds significantly affect teachers' knowledge, conceptions about the discipline, and their teaching practices. Hierarchical linear modeling analyses show that disciplinary backgrounds significantly affect teachers' subject matter knowledge and pedagogy. Evaluations of effect sizes suggest that academic backgrounds can serve as useful proxies for teacher recruitment. The results also indicate that nature-revealing courses affect teachers' subject matter knowledge and pedagogy. Journal: The Journal of Educational Research Pages: 77-88 Issue: 1 Volume: 106 Year: 2013 Month: 1 X-DOI: 10.1080/00220671.2012.658453 File-URL: http://hdl.handle.net/10.1080/00220671.2012.658453 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:1:p:77-88 Template-Type: ReDIF-Article 1.0 Author-Name: Hope E. Wilson Author-X-Name-First: Hope E. Author-X-Name-Last: Wilson Title: A Review of "Assessing Teacher Quality: Understanding Teacher Effects on Instruction and Achievement" Journal: The Journal of Educational Research Pages: 89-90 Issue: 1 Volume: 106 Year: 2013 Month: 1 X-DOI: 10.1080/00220671.2012.712490 File-URL: http://hdl.handle.net/10.1080/00220671.2012.712490 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:1:p:89-90 Template-Type: ReDIF-Article 1.0 Author-Name: Cathy Stafford Author-X-Name-First: Cathy Author-X-Name-Last: Stafford Author-Name: Michelle E. Jordan Author-X-Name-First: Michelle E. Author-X-Name-Last: Jordan Title: A Review of "Inquiry: A Districtwide Approach to Staff and Student Learning" Journal: The Journal of Educational Research Pages: 90-91 Issue: 1 Volume: 106 Year: 2013 Month: 1 X-DOI: 10.1080/00220671.2012.712492 File-URL: http://hdl.handle.net/10.1080/00220671.2012.712492 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:1:p:90-91 Template-Type: ReDIF-Article 1.0 Author-Name: Huy P. Phan Author-X-Name-First: Huy P. Author-X-Name-Last: Phan Title: Examination of Self-Efficacy and Hope: A Developmental Approach Using Latent Growth Modeling Abstract: Recent research studies have indicated that self-efficacy and hope explain a significant, independent portion of the variability in academic performance (D. H. Adelabu, 2008). Despite this recognition, there is an absence of research outlining the developmental trajectories of the aforementioned constructs over time. The author used latent growth modeling (LGM) procedures to investigate the developmental course of these 2 constructs over 4 occasions. Participants were 196 students (89 girls and 107 boys) from 3 secondary schools. Likert-type scale inventories were used to elicit relevant data from students. LGM analyses using SPSS AMOS 17 indicated significant individual differences in initial levels and change in individuals' self-efficacy beliefs and hope. The intercept mean and slope mean values revealed that self-efficacy and hope changed over time. The author discusses the findings ascertained with reference to applied teaching practices and continuing research development. Journal: The Journal of Educational Research Pages: 93-104 Issue: 2 Volume: 106 Year: 2013 Month: 2 X-DOI: 10.1080/00220671.2012.667008 File-URL: http://hdl.handle.net/10.1080/00220671.2012.667008 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:2:p:93-104 Template-Type: ReDIF-Article 1.0 Author-Name: Sira Park Author-X-Name-First: Sira Author-X-Name-Last: Park Author-Name: Susan D. Holloway Author-X-Name-First: Susan D. Author-X-Name-Last: Holloway Title: No Parent Left Behind: Predicting Parental Involvement in Adolescents' Education Within a Sociodemographically Diverse Population Abstract: Numerous studies have investigated the utility of the Hoover-Dempsey and Sandler (HDS) model for predicting parents' involvement in students' education. Yet, the model has yet to be thoroughly evaluated with respect to youth who are (a) in high school and (b) from sociodemographically diverse families. Using a nationally representative sample of 3,248 parents drawn from the 2007 National Household Educational Survey, the authors examined the relationship of high school outreach efforts, parent satisfaction with the school, and parental beliefs to 3 types of parent involvement. The analysis largely confirmed the power of the HDS model. Furthermore, the findings suggest that school outreach efforts are particularly important in promoting historically disenfranchised parents' involvement in the schools, whereas enhancing parenting self-efficacy is crucial for supporting their engagement at home. Journal: The Journal of Educational Research Pages: 105-119 Issue: 2 Volume: 106 Year: 2013 Month: 2 X-DOI: 10.1080/00220671.2012.667012 File-URL: http://hdl.handle.net/10.1080/00220671.2012.667012 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:2:p:105-119 Template-Type: ReDIF-Article 1.0 Author-Name: Elaine Carlson Author-X-Name-First: Elaine Author-X-Name-Last: Carlson Author-Name: Frank Jenkins Author-X-Name-First: Frank Author-X-Name-Last: Jenkins Author-Name: Tiandong Li Author-X-Name-First: Tiandong Author-X-Name-Last: Li Author-Name: Mary Brownell Author-X-Name-First: Mary Author-X-Name-Last: Brownell Title: The Interactions of Vocabulary, Phonemic Awareness, Decoding, and Reading Comprehension Abstract: The authors used data from a large, national sample to examine the interaction of various literacy measures among young children with disabilities. Using structural equation modeling, they examined the relationships among measures of phonemic awareness, decoding, vocabulary, and reading comprehension. Child and family factors, including sex, severity of disability, race/ethnicity, household income, and mother's education were used as covariates. The model supported the notion of 2 unique paths to reading comprehension, one through decoding and a second through vocabulary. Journal: The Journal of Educational Research Pages: 120-131 Issue: 2 Volume: 106 Year: 2013 Month: 2 X-DOI: 10.1080/00220671.2012.687791 File-URL: http://hdl.handle.net/10.1080/00220671.2012.687791 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:2:p:120-131 Template-Type: ReDIF-Article 1.0 Author-Name: Cody Ding Author-X-Name-First: Cody Author-X-Name-Last: Ding Author-Name: Lloyd Richardson Author-X-Name-First: Lloyd Author-X-Name-Last: Richardson Author-Name: Thomas Schnell Author-X-Name-First: Thomas Author-X-Name-Last: Schnell Title: A Developmental Perspective on Word Literacy from Kindergarten Through the Second Grade Abstract: Utilizing latent transition analysis and multidimensional scaling growth analysis, the authors studied the emerging developmental trajectories in word literacy (i.e., word-reading competence) of a group of 1,503 kindergarteners. Specifically, 3 hypotheses with respect to growth patterns in word literacy from kindergarten to Grade 2 were examined: (a) children come into kindergarten with different word literacy levels, and emerging differences would be likely to remain stable over time; (b) the differences in word literacy latent status would lead to differences in word literacy trajectories over time; and (c) students with a low growth level would lead to lower achievement in reading achievement at a later time. The results of the dynamic analyses support the hypotheses and are discussed in the context of word literacy development. Journal: The Journal of Educational Research Pages: 132-145 Issue: 2 Volume: 106 Year: 2013 Month: 2 X-DOI: 10.1080/00220671.2012.667009 File-URL: http://hdl.handle.net/10.1080/00220671.2012.667009 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:2:p:132-145 Template-Type: ReDIF-Article 1.0 Author-Name: Xin Ma Author-X-Name-First: Xin Author-X-Name-Last: Ma Author-Name: Jianping Shen Author-X-Name-First: Jianping Author-X-Name-Last: Shen Author-Name: Xuejin Lu Author-X-Name-First: Xuejin Author-X-Name-Last: Lu Author-Name: Karen Brandi Author-X-Name-First: Karen Author-X-Name-Last: Brandi Author-Name: Jeff Goodman Author-X-Name-First: Jeff Author-X-Name-Last: Goodman Author-Name: Grace Watson Author-X-Name-First: Grace Author-X-Name-Last: Watson Title: Can Quality Improvement System Improve Childcare Site Performance in School Readiness? Abstract: The authors evaluated the effectiveness of the Quality Improvement System (QIS) developed and implemented by Children's Services Council of Palm Beach County (Florida) as a voluntary initiative to improve the quality of childcare and education. They adopted a growth model approach to investigate whether childcare sites that participated in QIS showed greater growth in school readiness of their children than childcare sites that did not participate in QIS over a period of 3 years. After control for site characteristics, the authors found that (a) QIS sites grew significantly faster than non-QIS sites in initial sound fluency and (b) non-QIS sites grew significantly faster than QIS sites in terms of the probability of becoming a low-performing provider. Journal: The Journal of Educational Research Pages: 146-156 Issue: 2 Volume: 106 Year: 2013 Month: 2 X-DOI: 10.1080/00220671.2012.667015 File-URL: http://hdl.handle.net/10.1080/00220671.2012.667015 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:2:p:146-156 Template-Type: ReDIF-Article 1.0 Author-Name: Louis S. Nadelson Author-X-Name-First: Louis S. Author-X-Name-Last: Nadelson Author-Name: Janet Callahan Author-X-Name-First: Janet Author-X-Name-Last: Callahan Author-Name: Patricia Pyke Author-X-Name-First: Patricia Author-X-Name-Last: Pyke Author-Name: Anne Hay Author-X-Name-First: Anne Author-X-Name-Last: Hay Author-Name: Matthew Dance Author-X-Name-First: Matthew Author-X-Name-Last: Dance Author-Name: Joshua Pfiester Author-X-Name-First: Joshua Author-X-Name-Last: Pfiester Title: Teacher STEM Perception and Preparation: Inquiry-Based STEM Professional Development for Elementary Teachers Abstract: Student foundational knowledge of science, technology, engineering, and mathematics (STEM) is formed in their elementary education. Paradoxically, many elementary teachers have constrained background knowledge, confidence, and efficacy for teaching STEM that may hamper student STEM learning. The association between teacher preparation to teach STEM and student achievement in STEM motivated the authors' professional development program. The authors created and implemented a professional development program to address K--5 teacher confidence for, attitudes toward, knowledge of, and efficacy for teaching inquiry-based STEM. Using data from 2 independent cohorts the authors found significant and consistent increases in pre- to postinstitute assessments of teacher confidence, efficacy, and perceptions of STEM. Further, they found increased participant attention toward linking STEM curriculum and instruction to learning standards. Implications and suggestions for future research are discussed. Journal: The Journal of Educational Research Pages: 157-168 Issue: 2 Volume: 106 Year: 2013 Month: 2 X-DOI: 10.1080/00220671.2012.667014 File-URL: http://hdl.handle.net/10.1080/00220671.2012.667014 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:2:p:157-168 Template-Type: ReDIF-Article 1.0 Author-Name: Melissa B. Rivers Author-X-Name-First: Melissa B. Author-X-Name-Last: Rivers Title: A Review of "Teacher Leader Stories: The Power of Case Methods" Journal: The Journal of Educational Research Pages: 169-170 Issue: 2 Volume: 106 Year: 2013 Month: 2 X-DOI: 10.1080/00220671.2012.742315 File-URL: http://hdl.handle.net/10.1080/00220671.2012.742315 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:2:p:169-170 Template-Type: ReDIF-Article 1.0 Author-Name: Susan N. Kushner Benson Author-X-Name-First: Susan N. Author-X-Name-Last: Kushner Benson Title: A Review of "Multi-dimensional Education: A Common Sense Approach to Data-Driven Thinking" Journal: The Journal of Educational Research Pages: 170-171 Issue: 2 Volume: 106 Year: 2013 Month: 2 X-DOI: 10.1080/00220671.2012.748616 File-URL: http://hdl.handle.net/10.1080/00220671.2012.748616 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:2:p:170-171 Template-Type: ReDIF-Article 1.0 Author-Name: Melisa S. Valle Author-X-Name-First: Melisa S. Author-X-Name-Last: Valle Author-Name: Hersh C. Waxman Author-X-Name-First: Hersh C. Author-X-Name-Last: Waxman Author-Name: Zulmaris Diaz Author-X-Name-First: Zulmaris Author-X-Name-Last: Diaz Author-Name: Yolanda N. Padr�n Author-X-Name-First: Yolanda N. Author-X-Name-Last: Padr�n Title: Classroom Instruction and the Mathematics Achievement of Non-English Learners and English Learners Abstract: The authors, in a nonexperimental randomized study, used national data from the Early Childhood Longitudinal Study--Kindergarten Cohort (ECLS-K) to examine present instructional practices for Grade 5 mathematics classrooms and its impact on achievement for White non-Hispanic non--English language learners (ELLs), Hispanic non-ELLs, and Hispanic English language learners. The following research questions were addressed: (a) Were there significant differences in mathematics instructional practices among White non-Hispanic non-ELLs, Hispanic non-ELLs, and Hispanic-ELLs? (b) What were the effects of the mathematical instructional practices on fifth-grade mathematics achievement for these groups? Findings reveal that students' mathematics achievement in previous grades directly impacted students' achievement in future grades. Findings also demonstrated limited variance in the instructional practices used by teachers. Journal: The Journal of Educational Research Pages: 173-182 Issue: 3 Volume: 106 Year: 2013 Month: 5 X-DOI: 10.1080/00220671.2012.687789 File-URL: http://hdl.handle.net/10.1080/00220671.2012.687789 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:3:p:173-182 Template-Type: ReDIF-Article 1.0 Author-Name: Sabine Poehnl Author-X-Name-First: Sabine Author-X-Name-Last: Poehnl Author-Name: Franz X. Bogner Author-X-Name-First: Franz X. Author-X-Name-Last: Bogner Title: Cognitive Load and Alternative Conceptions in Learning Genetics: Effects from Provoking Confusion Abstract: Only recently has cognitive load theory been applied in conceptual change approaches. To the authors' knowledge, theirs is the first study to examine the effects on students' cognitive load of an approach contrary to a refutation text design. The authors combined computer and textbook instruction with involving alternative conceptions (ACs) to instruct 398 ninth-grade students. They determined the number of scientific conceptions learned within a pretest, posttest, and retention test design while measuring the students' mental effort during the instruction. The groups whose instruction involved ACs did not show any significant long-term increase in the number of scientific conceptions learned compared to the control group. The textbook instruction with ACs resulted in the students unnecessarily investing higher mental effort. Further research is needed to clarify the effect. Journal: The Journal of Educational Research Pages: 183-196 Issue: 3 Volume: 106 Year: 2013 Month: 5 X-DOI: 10.1080/00220671.2012.687790 File-URL: http://hdl.handle.net/10.1080/00220671.2012.687790 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:3:p:183-196 Template-Type: ReDIF-Article 1.0 Author-Name: Michael A. Gottfried Author-X-Name-First: Michael A. Author-X-Name-Last: Gottfried Author-Name: Juliana McGene Author-X-Name-First: Juliana Author-X-Name-Last: McGene Title: The Spillover Effects of Having a Sibling with Special Educational Needs Abstract: The influence that students with special educational needs may exert on the schooling outcomes of their siblings without special educational needs has been given minimal attention in published research. Hence, the authors bring forth a unique contribution by evaluating the within-family effects of being a child without special educational needs in a family with a sibling with special educational needs. To do so, the authors utilized quasi-experimental methods on a sample of siblings in the Philadelphia School District over 6 years of observations. Because individual student data can be linked to home address information as well as classroom, school, grade, and year identifiers, the authors identified children in the same household over time and subsequently employs multilevel fixed effects models to evaluate achievement and nonachievement schooling outcomes. The results indicate that having a sibling with special educational needs is positively related to standardized achievement compared with those children whose siblings do not have special educational needs. This supports a positive spillover hypothesis. On the other hand, nonsignificance permeates the effects on nonachievement schooling results, including attendance, truancy, tardiness, and behavior. Journal: The Journal of Educational Research Pages: 197-215 Issue: 3 Volume: 106 Year: 2013 Month: 5 X-DOI: 10.1080/00220671.2012.667011 File-URL: http://hdl.handle.net/10.1080/00220671.2012.667011 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:3:p:197-215 Template-Type: ReDIF-Article 1.0 Author-Name: Paula Fitzpatrick Author-X-Name-First: Paula Author-X-Name-Last: Fitzpatrick Author-Name: Nanho Vander Hart Author-X-Name-First: Nanho Author-X-Name-Last: Vander Hart Author-Name: Cathryn Cortesa Author-X-Name-First: Cathryn Author-X-Name-Last: Cortesa Title: The Influence of Instructional Variables and Task Constraints on Handwriting Performance Abstract: Handwriting is used throughout the school day and is important to demonstrate knowledge. This research evaluated how handwriting instructional practices and intrinsic and extrinsic factors in actual classroom settings impacted learning handwriting over the course of the school year. Findings indicated that extrinsic factors (educational instructional practices, spatial constraints) and intrinsic factors (task cognitive complexity) influenced handwriting performance, but not always in the same way for writing product and process measures. In addition, stronger relationships were found between writing process measures and handwriting fluency than legibility. Even though handwriting improved over the school year, some instructional practices resulted in a widening performance gap as the school year progressed. The impact of these findings for implementing and differentiating handwriting instruction and guiding future research is discussed. Journal: The Journal of Educational Research Pages: 216-234 Issue: 3 Volume: 106 Year: 2013 Month: 5 X-DOI: 10.1080/00220671.2012.692730 File-URL: http://hdl.handle.net/10.1080/00220671.2012.692730 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:3:p:216-234 Template-Type: ReDIF-Article 1.0 Author-Name: Cristi�n Bellei Author-X-Name-First: Cristi�n Author-X-Name-Last: Bellei Title: Supporting Instructional Improvement in Low-Performing Schools to Increase Students' Academic Achievement Abstract: This is an impact evaluation of the Technical Support to Failing Schools Program, a Chilean compensatory program that provided 4-year in-school technical assistance to low-performing schools to improve students' academic achievement. The author implemented a quasi-experimental design by using difference-in-differences estimation combined with propensity scores matching procedures to estimate treatment effects. The main findings were the following: (a) the program had positive effects on fourth-grade students' achievement in both language and mathematics; (b) program effect size was 0.23 standard deviations, and not sensitive to control for covariates; (c) there were larger effects for students in the middle part of the students' test-score distribution; (d) after the intervention had ceased, the program impact declined rapidly; and (e) the program reduced grade retention by 1.5 percentage points. Journal: The Journal of Educational Research Pages: 235-248 Issue: 3 Volume: 106 Year: 2013 Month: 5 X-DOI: 10.1080/00220671.2012.687788 File-URL: http://hdl.handle.net/10.1080/00220671.2012.687788 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:3:p:235-248 Template-Type: ReDIF-Article 1.0 Author-Name: Robert Croker Author-X-Name-First: Robert Author-X-Name-Last: Croker Author-Name: Juanita Heigham Author-X-Name-First: Juanita Author-X-Name-Last: Heigham Title: A Review of "Reclaiming Our Teaching Profession: The Power of Educators Learning in Community" Journal: The Journal of Educational Research Pages: 249-249 Issue: 3 Volume: 106 Year: 2013 Month: 5 X-DOI: 10.1080/00220671.2012.748620 File-URL: http://hdl.handle.net/10.1080/00220671.2012.748620 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:3:p:249-249 Template-Type: ReDIF-Article 1.0 Author-Name: Lisa J. Vernon-Dotson Author-X-Name-First: Lisa J. Author-X-Name-Last: Vernon-Dotson Title: A Review of "Doing Case Study Research: A Practical Guide for Beginning Researchers" Journal: The Journal of Educational Research Pages: 250-250 Issue: 3 Volume: 106 Year: 2013 Month: 5 X-DOI: 10.1080/00220671.2012.750135 File-URL: http://hdl.handle.net/10.1080/00220671.2012.750135 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:3:p:250-250 Template-Type: ReDIF-Article 1.0 Author-Name: Jordan H. Rickles Author-X-Name-First: Jordan H. Author-X-Name-Last: Rickles Title: Examining Heterogeneity in the Effect of Taking Algebra in Eighth Grade Abstract: Increased access to algebra was a focal point of the National Mathematics Advisory Panel's 2008 report on improving mathematics learning in the United States. Past research found positive effects for early access to algebra, but the focus on average effects may mask important variation across student subgroups. The author addresses whether these positive effects hold up when the analysis is expanded to examine effect heterogeneity. Using a nationally representative sample of eighth-grade students in 1988, the author examined sensitivity of findings to methods for selection bias adjustment, heterogeneity across the propensity to take algebra in Grade 8, and across schools. The findings support past research regarding positive benefits to Grade 8 algebra and are consistent with policies that increase access to algebra in middle school. Journal: The Journal of Educational Research Pages: 251-268 Issue: 4 Volume: 106 Year: 2013 Month: 7 X-DOI: 10.1080/00220671.2012.692731 File-URL: http://hdl.handle.net/10.1080/00220671.2012.692731 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:4:p:251-268 Template-Type: ReDIF-Article 1.0 Author-Name: Shu-Shen Shih Author-X-Name-First: Shu-Shen Author-X-Name-Last: Shih Title: Autonomy Support Versus Psychological Control, Perfectionism, and Taiwanese Adolescents' Achievement Goals Abstract: The author attempted to explore potential antecedents of achievement goals and relations of teacher and parental autonomy support versus psychological control to Taiwanese adolescents' perfectionistic tendencies. A total of 512 eighth-grade students completed self-reported questionnaires assessing variables of interest. Results indicated that perceived autonomy support versus psychological control together with perfectionistic tendencies play a role in predicting Taiwanese adolescents' achievement goal orientations. In addition, the present findings replicated effects of autonomy-supportive versus controlling social environment consistently found in Western cultures. The author also documented profiles of adolescents with different perfectionistic tendencies. Adaptive perfectionists reported higher levels of teachers' autonomy support and lower levels of parental psychological control than did maladaptive perfectionists. Also, adaptive perfectionists were more likely to adopt approach-oriented goals. Journal: The Journal of Educational Research Pages: 269-279 Issue: 4 Volume: 106 Year: 2013 Month: 7 X-DOI: 10.1080/00220671.2012.692734 File-URL: http://hdl.handle.net/10.1080/00220671.2012.692734 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:4:p:269-279 Template-Type: ReDIF-Article 1.0 Author-Name: Sevda Yerdelen-Damar Author-X-Name-First: Sevda Author-X-Name-Last: Yerdelen-Damar Author-Name: Haki Pesman Author-X-Name-First: Haki Author-X-Name-Last: Pesman Title: Relations of Gender and Socioeconomic Status to Physics Through Metacognition and Self-Efficacy Abstract: The authors explored how gender and socioeconomic status (SES) predicted physics achievement as mediated by metacognition and physics self-efficacy. Data were collected from 338 high school students. The model designed for exploring how gender and SES-related differences in physics achievement were explained through metacognition and physics self-efficacy was tested. The result showed that metacognition and physics self-efficacy could explain gender- and SES-related differences in physics achievement. In addition, it was observed that physics self-efficacy mediated the relation of metacognition to physics achievement whereas metacognition did not. This finding means that metacognition contributed to physics achievement through physics self-efficacy. Journal: The Journal of Educational Research Pages: 280-289 Issue: 4 Volume: 106 Year: 2013 Month: 7 X-DOI: 10.1080/00220671.2012.692729 File-URL: http://hdl.handle.net/10.1080/00220671.2012.692729 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:4:p:280-289 Template-Type: ReDIF-Article 1.0 Author-Name: Sungok Serena Shim Author-X-Name-First: Sungok Serena Author-X-Name-Last: Shim Author-Name: Sarah M. Kiefer Author-X-Name-First: Sarah M. Author-X-Name-Last: Kiefer Author-Name: Cen Wang Author-X-Name-First: Cen Author-X-Name-Last: Wang Title: Help Seeking Among Peers: The Role of Goal Structure and Peer Climate Abstract: With a sample of 373 middle school students, the present longitudinal study examined the role of the classroom peer climate in mediating the relation between perceptions of classroom goal structures and academic help seeking among peers. Classroom goal structures were measured in the fall and classroom peer climate and help seeking among peers were assessed in the spring. Structural equation modeling indicated classroom mastery goal structure directly predicted desirable help-seeking behavior among peers (i.e., high adaptive help seeking and low expedient and avoidance of help seeking). A positive classroom peer climate mediated the effects of classroom mastery goal structure on expedient and avoidance of help seeking. A negative classroom peer climate mediated the effects of classroom performance goal structure on avoidance of help seeking. Theoretical and practical implications are discussed. Journal: The Journal of Educational Research Pages: 290-300 Issue: 4 Volume: 106 Year: 2013 Month: 7 X-DOI: 10.1080/00220671.2012.692733 File-URL: http://hdl.handle.net/10.1080/00220671.2012.692733 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:4:p:290-300 Template-Type: ReDIF-Article 1.0 Author-Name: M. M. J. French Author-X-Name-First: M. M. J. Author-X-Name-Last: French Author-Name: Arabella Blood Author-X-Name-First: Arabella Author-X-Name-Last: Blood Author-Name: N. D. Bright Author-X-Name-First: N. D. Author-X-Name-Last: Bright Author-Name: Dez Futak Author-X-Name-First: Dez Author-X-Name-Last: Futak Author-Name: M. J. Grohmann Author-X-Name-First: M. J. Author-X-Name-Last: Grohmann Author-Name: Alex Hasthorpe Author-X-Name-First: Alex Author-X-Name-Last: Hasthorpe Author-Name: John Heritage Author-X-Name-First: John Author-X-Name-Last: Heritage Author-Name: Remy L. Poland Author-X-Name-First: Remy L. Author-X-Name-Last: Poland Author-Name: Simon Reece Author-X-Name-First: Simon Author-X-Name-Last: Reece Author-Name: Jennifer Tabor Author-X-Name-First: Jennifer Author-X-Name-Last: Tabor Title: Changing Fonts in Education: How the Benefits Vary with Ability and Dyslexia Abstract: Previous research has shown that presenting educational materials in slightly harder to read fonts than is typical engenders deeper processing. This leads to better retention and subsequent recall of information. Before this extremely simple-to-implement and cost-effective adaptation can be made routinely to educational materials, it needs to be shown to benefit all students, or at the very least not to hinder any particular group. The authors found that students across the ability spectrum demonstrate a significant improvement in retention and recall when presented with information in a disfluent font. Significantly, those students with dyslexia are also found to greatly benefit. Journal: The Journal of Educational Research Pages: 301-304 Issue: 4 Volume: 106 Year: 2013 Month: 7 X-DOI: 10.1080/00220671.2012.736430 File-URL: http://hdl.handle.net/10.1080/00220671.2012.736430 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:4:p:301-304 Template-Type: ReDIF-Article 1.0 Author-Name: Mary E. M. McKillip Author-X-Name-First: Mary E. M. Author-X-Name-Last: McKillip Author-Name: Anita Rawls Author-X-Name-First: Anita Author-X-Name-Last: Rawls Title: A Closer Examination of the Academic Benefits of AP Abstract: The authors sought to better understand the relationship between students participating in the Advanced Placement (AP) program and subsequent performance on the Scholastic Aptitude Test (SAT). Focusing on students graduating from U.S. public high schools in 2010, the authors used propensity scores to match junior year AP examinees in 3 subjects to similar students who did not take any AP exams in high school. Multilevel regression models with these matched samples demonstrate a mostly positive relationship between AP exam participation and senior year SAT performance, particularly for students who score a 3 or higher. Students who enter into the AP year with relatively lower initial achievement are predicted to perform slightly better on later SAT tests than students with similar initial achievement who do not participate in AP. Journal: The Journal of Educational Research Pages: 305-318 Issue: 4 Volume: 106 Year: 2013 Month: 7 X-DOI: 10.1080/00220671.2012.692732 File-URL: http://hdl.handle.net/10.1080/00220671.2012.692732 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:4:p:305-318 Template-Type: ReDIF-Article 1.0 Author-Name: Cheryl R. Ellerbrock Author-X-Name-First: Cheryl R. Author-X-Name-Last: Ellerbrock Author-Name: Sarah M. Kiefer Author-X-Name-First: Sarah M. Author-X-Name-Last: Kiefer Title: Extending a Community of Care Beyond the Ninth Grade: A Follow-Up Study Abstract: This qualitative within-site case study (N = 10) is a follow-up study to a 2006--2007 investigation that analyzed how 1 high school created a community of care for its ninth-grade students through the implementation of a ninth-grade transition program-Freshman Focus. All participants were interviewed again 3 years later during students' senior year to investigate how Freshman Focus might have fostered a long-lasting community of care that extended throughout students' high school years. Findings suggest teacher--student and program--student relationships served as ways to foster a community of care that promoted a positive school experience for students. While findings indicate that Freshman Focus fostered a community of care that lasted throughout these students' high school years, it is unclear whether this caring community extended to the broader school community. Journal: The Journal of Educational Research Pages: 319-331 Issue: 4 Volume: 106 Year: 2013 Month: 7 X-DOI: 10.1080/00220671.2012.692728 File-URL: http://hdl.handle.net/10.1080/00220671.2012.692728 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:4:p:319-331 Template-Type: ReDIF-Article 1.0 Author-Name: J. Mitchell O'Toole Author-X-Name-First: J. Mitchell Author-X-Name-Last: O'Toole Title: A Review of "The High Quality Teacher: What Is Teacher Quality and How Do We Measure It?" Journal: The Journal of Educational Research Pages: 332-333 Issue: 4 Volume: 106 Year: 2013 Month: 7 X-DOI: 10.1080/00220671.2013.764666 File-URL: http://hdl.handle.net/10.1080/00220671.2013.764666 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:4:p:332-333 Template-Type: ReDIF-Article 1.0 Author-Name: Laura M. Crothers Author-X-Name-First: Laura M. Author-X-Name-Last: Crothers Author-Name: Jered B. Kolbert Author-X-Name-First: Jered B. Author-X-Name-Last: Kolbert Title: A Review of "The Bully Society" Journal: The Journal of Educational Research Pages: 334-335 Issue: 4 Volume: 106 Year: 2013 Month: 7 X-DOI: 10.1080/00220671.2013.764670 File-URL: http://hdl.handle.net/10.1080/00220671.2013.764670 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:4:p:334-335 Template-Type: ReDIF-Article 1.0 Author-Name: Jennifer Wilhelm Author-X-Name-First: Jennifer Author-X-Name-Last: Wilhelm Author-Name: Christa Jackson Author-X-Name-First: Christa Author-X-Name-Last: Jackson Author-Name: Amber Sullivan Author-X-Name-First: Amber Author-X-Name-Last: Sullivan Author-Name: Ronald Wilhelm Author-X-Name-First: Ronald Author-X-Name-Last: Wilhelm Title: Examining Differences Between Preteen Groups' Spatial-Scientific Understandings: A Quasi-experimental Study Abstract: The authors examined differences between 2 groups of students' spatial-scientific reasoning from pre- to postimplementation of an Earth/Space unit. Using a quasi-experimental design, researchers explored how instructional method and gender affected learning. Treatment teachers employed an integrated science, technology, engineering, and mathematics curriculum while the control teacher implemented her regular Earth/Space unit. The Geometric Spatial Assessment (GSA), the Purdue-Spatial Visualization Rotation Test, and the Lunar Phases Concept Inventory (LPCI) were used to assess learning. Experimental groups made gains on periodicity LPCI domains while the control made gains on geometric spatial visualization LPCI domains. Only girls made gains on GSA items. This is the first quasi-experimental study to examine students' spatial reasoning as they participate in Earth/Space units and to discover gender's role in this spatial development. Journal: The Journal of Educational Research Pages: 337-351 Issue: 5 Volume: 106 Year: 2013 Month: 9 X-DOI: 10.1080/00220671.2012.753858 File-URL: http://hdl.handle.net/10.1080/00220671.2012.753858 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:5:p:337-351 Template-Type: ReDIF-Article 1.0 Author-Name: Robin R. Mellecker Author-X-Name-First: Robin R. Author-X-Name-Last: Mellecker Author-Name: Lisa Witherspoon Author-X-Name-First: Lisa Author-X-Name-Last: Witherspoon Author-Name: Tom Watterson Author-X-Name-First: Tom Author-X-Name-Last: Watterson Title: Active Learning: Educational Experiences Enhanced Through Technology-Driven Active Game Play Abstract: Recent developments in technology have resulted in innovative learning tools that couple physical activity elements with learning objectives. We aimed to determine whether Footgaming in the classroom results in learning nutritional concepts. The experiences of student participation and teachers' perceptions of using active gaming in the classroom were reported. A total of 57 students played computerized nutritional games utilizing their feet to control mouse functions on a Footgaming pad (Cobalt Flux, Salt Lake City, UT). Nutritional knowledge was assessed at baseline and following 10 weeks of Footgaming. These preliminary findings suggest children can learn nutritional concepts and teachers and students value the educational experience when using Footgaming in the classroom. These findings are an important step in improving the understanding of physical activity--based technologies in the classroom setting. Journal: The Journal of Educational Research Pages: 352-359 Issue: 5 Volume: 106 Year: 2013 Month: 9 X-DOI: 10.1080/00220671.2012.736429 File-URL: http://hdl.handle.net/10.1080/00220671.2012.736429 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:5:p:352-359 Template-Type: ReDIF-Article 1.0 Author-Name: Karen How Author-X-Name-First: Karen Author-X-Name-Last: How Author-Name: Rebecca F. Larkin Author-X-Name-First: Rebecca F. Author-X-Name-Last: Larkin Title: Descriptive Writing in Primary School: How Useful Are Linguistic Predictors of Reading? Abstract: Numerous linguistic factors predict children's reading ability, yet it is unclear whether these same factors predict descriptive writing performance. A model of established single word reading predictors, namely phonological processing, automaticity, morphological awareness, and orthographic knowledge, was constructed. Children between the ages of 6 years 9 months and 10 years 7 months (N = 58) completed the linguistic measures alongside a picture-prompted prose-writing task. Quality of written content was scored based on 6 elements including ideas and generation and grammar and usage. Regression analyses confirmed the model as a strong predictor of word reading and a weaker but significant predictor of writing. Results are discussed in relation to the effects of instruction and experience on writing development and classroom implications. Journal: The Journal of Educational Research Pages: 360-371 Issue: 5 Volume: 106 Year: 2013 Month: 9 X-DOI: 10.1080/00220671.2012.753864 File-URL: http://hdl.handle.net/10.1080/00220671.2012.753864 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:5:p:360-371 Template-Type: ReDIF-Article 1.0 Author-Name: Brian V. Carolan Author-X-Name-First: Brian V. Author-X-Name-Last: Carolan Title: School Transitions and Students' Achievement in the Fifth Grade Abstract: Although separate schools that attend to the specific needs of students are generally considered to be beneficial, the school-to-school transitions they necessitate are often harmful. Drawing on cumulative stress theory, the author examined the relationship between school transitions and students' Grade 5 achievement. Propensity score matching methods are used on data from 2 panel-waves of the Early Childhood Longitudinal Study to test the hypothesis that these transitions result in adverse academic outcomes. Estimates from matched samples indicate that transitions between Grades 3 and 5 are not significantly associated with decreases in mathematics, reading, or science achievement. The results of this study directly challenge extant research and demonstrate a critical methodological perspective on the relationship between school transitions and students' achievement. Journal: The Journal of Educational Research Pages: 372-383 Issue: 5 Volume: 106 Year: 2013 Month: 9 X-DOI: 10.1080/00220671.2012.736432 File-URL: http://hdl.handle.net/10.1080/00220671.2012.736432 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:5:p:372-383 Template-Type: ReDIF-Article 1.0 Author-Name: Faria Sana Author-X-Name-First: Faria Author-X-Name-Last: Sana Author-Name: Barbara Fenesi Author-X-Name-First: Barbara Author-X-Name-Last: Fenesi Title: Grade 12 Versus Grade 13: Benefits of an Extra Year of High School Abstract: With more students pursuing university, it becomes essential for high schools to provide training that maximizes their graduates' success. There is debate over whether an extra year of high school better prepares students for university. The authors used a nationally representative survey to contrast academic and employment outcomes between high school graduates of Grade 12 and Grade 13. Results suggest that Grade 13 graduates obtain higher grades in high school, are more likely to pursue university, and are less likely to be employed full time compared with Grade 12 graduates. Among students enrolled in university, Grade 13 graduates report higher grades in university and satisfaction with their program and do not transfer out of their programs compared to Grade 12 graduates. These findings highlight the importance of an additional year of high school to produce better prepared and more satisfied graduates. Journal: The Journal of Educational Research Pages: 384-392 Issue: 5 Volume: 106 Year: 2013 Month: 9 X-DOI: 10.1080/00220671.2012.736433 File-URL: http://hdl.handle.net/10.1080/00220671.2012.736433 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:5:p:384-392 Template-Type: ReDIF-Article 1.0 Author-Name: John R. Chapin Author-X-Name-First: John R. Author-X-Name-Last: Chapin Title: I Know You Are, but What Am I? Adolescents' Third-Person Perception Regarding Dating Violence Abstract: A survey of adolescents (N = 1,646) documented third-person perception regarding media depictions of dating/relationship violence. It also contributes to the growing literature documenting optimistic bias as a strong predictor of third-person perception and draws from the optimistic bias literature considering new variables including self-esteem, self-efficacy, and experience with violence. Journal: The Journal of Educational Research Pages: 393-398 Issue: 5 Volume: 106 Year: 2013 Month: 9 X-DOI: 10.1080/00220671.2012.736428 File-URL: http://hdl.handle.net/10.1080/00220671.2012.736428 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:5:p:393-398 Template-Type: ReDIF-Article 1.0 Author-Name: Chang Zhu Author-X-Name-First: Chang Author-X-Name-Last: Zhu Title: Students' and Teachers' Thinking Styles and Preferred Teacher Interpersonal Behavior Abstract: In the learning environment, teacher--student interaction plays a major role in influencing the cognitive and affective development of students. Teacher--student interaction is also an important parameter of educational quality. Teachers' and students' preferences of teacher interpersonal behavior are linked to their individual characteristics and styles. The author examined students' and teachers' thinking styles and their preferences for teacher--student interpersonal behaviors. A total of 325 students and 146 teachers from 2 secondary schools were involved in this study. The results show that there were divergences between students' and teachers' thinking styles and their preferences of teacher interpersonal behavior. Convergences between students and teachers were also found, as both had preferences for cooperative teacher interpersonal behavior. Journal: The Journal of Educational Research Pages: 399-407 Issue: 5 Volume: 106 Year: 2013 Month: 9 X-DOI: 10.1080/00220671.2012.736431 File-URL: http://hdl.handle.net/10.1080/00220671.2012.736431 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:5:p:399-407 Template-Type: ReDIF-Article 1.0 Author-Name: Laura C. Engel Author-X-Name-First: Laura C. Author-X-Name-Last: Engel Author-Name: Alison Kington Author-X-Name-First: Alison Author-X-Name-Last: Kington Author-Name: Agata Mleczko Author-X-Name-First: Agata Author-X-Name-Last: Mleczko Title: The Influence of Education on Community Cohesion: Adaptation of Policy to Practice Abstract: In the last 15 years, social and community cohesion have become key concepts in European social, migration, and education policy. Although their definitions often remain ambiguous, social and community cohesion typically refer to harmonious coexistence of individuals of all cultural backgrounds within a community. Frequently connected with education at the elementary and secondary level, they are regarded a desirable outcome of compulsory schooling. Drawing on longitudinal data from 2 schools in England, the authors analyze the interplay between national policies of community cohesion and local level practices. In a discussion of the findings, the authors show that, despite the gaps between national policy and local practice, parental and community members' involvement in school and family education are efficient tools to enhance community cohesion at the local level. Journal: The Journal of Educational Research Pages: 408-418 Issue: 5 Volume: 106 Year: 2013 Month: 9 X-DOI: 10.1080/00220671.2012.753862 File-URL: http://hdl.handle.net/10.1080/00220671.2012.753862 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:5:p:408-418 Template-Type: ReDIF-Article 1.0 Author-Name: Rayne A. Sperling Author-X-Name-First: Rayne A. Author-X-Name-Last: Sperling Author-Name: Philip M. Reeves Author-X-Name-First: Philip M. Author-X-Name-Last: Reeves Title: A Review of "Effective Questioning Strategies in the Classroom: A Step-by-Step Approach to Engaged Thinking and Learning, K--8" Journal: The Journal of Educational Research Pages: 419-419 Issue: 5 Volume: 106 Year: 2013 Month: 9 X-DOI: 10.1080/00220671.2013.775096 File-URL: http://hdl.handle.net/10.1080/00220671.2013.775096 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:5:p:419-419 Template-Type: ReDIF-Article 1.0 Author-Name: Mary F. Roe Author-X-Name-First: Mary F. Author-X-Name-Last: Roe Title: A Review of "Carrots, Sticks, and the Bully Pulpit: Lessons from a Half-Century of Federal Efforts to Improve America's Schools" Journal: The Journal of Educational Research Pages: 419-420 Issue: 5 Volume: 106 Year: 2013 Month: 9 X-DOI: 10.1080/00220671.2013.787233 File-URL: http://hdl.handle.net/10.1080/00220671.2013.787233 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:5:p:419-420 Template-Type: ReDIF-Article 1.0 Author-Name: James B. Schreiber Author-X-Name-First: James B. Author-X-Name-Last: Schreiber Title: Informal Environments Journal: The Journal of Educational Research Pages: 421-422 Issue: 6 Volume: 106 Year: 2013 Month: 11 X-DOI: 10.1080/00220671.2013.836874 File-URL: http://hdl.handle.net/10.1080/00220671.2013.836874 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:6:p:421-422 Template-Type: ReDIF-Article 1.0 Author-Name: Valerie J. Shute Author-X-Name-First: Valerie J. Author-X-Name-Last: Shute Author-Name: Matthew Ventura Author-X-Name-First: Matthew Author-X-Name-Last: Ventura Author-Name: Yoon Jeon Kim Author-X-Name-First: Yoon Jeon Author-X-Name-Last: Kim Title: Assessment and Learning of Qualitative Physics in Newton's Playground Abstract: Digital games are very popular in modern culture. The authors are examining ways to leverage these engaging environments to assess and support student competencies. The authors examine gameplay and learning using a physics game they developed called Newton's Playground. The sample consisted of 167 eighth- and ninth-grade students who played Newton's Playground for about 4 hr over the course of 1.5 weeks. Findings include significant pretest--posttest physics gains, and significant relations between in-game indicators and learning. Journal: The Journal of Educational Research Pages: 423-430 Issue: 6 Volume: 106 Year: 2013 Month: 11 X-DOI: 10.1080/00220671.2013.832970 File-URL: http://hdl.handle.net/10.1080/00220671.2013.832970 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:6:p:423-430 Template-Type: ReDIF-Article 1.0 Author-Name: Gregor Damnik Author-X-Name-First: Gregor Author-X-Name-Last: Damnik Author-Name: Antje Proske Author-X-Name-First: Antje Author-X-Name-Last: Proske Author-Name: Susanne Narciss Author-X-Name-First: Susanne Author-X-Name-Last: Narciss Author-Name: Hermann K�rndle Author-X-Name-First: Hermann Author-X-Name-Last: K�rndle Title: Informal Learning with Technology: The Effects of Self-Constructing Externalizations Abstract: Especially in the context of technology-enhanced informal learning, it is crucial to understand how to design information sources in such a way that learners are not overwhelmed by the demands of the learning process, but at the same time are engaged in higher order thinking processes. Guidance aids learners in dealing with the demands of a learning process. The authors examined the effects of different levels of guidance provided by an information source. To this end, the effects of a preconstructed externalization are compared to a self-constructed externalization. Thirty-eight students participated in the study. The results revealed no significant differences between the groups with respect to posttest retention. However, performance in application tasks was promoted by the condition associated with a lower level of guidance. This suggests that having learners self-construct an externalization might be a suitable means to elicit learners' higher order thinking processes in technology-enhanced informal learning. Journal: The Journal of Educational Research Pages: 431-440 Issue: 6 Volume: 106 Year: 2013 Month: 11 X-DOI: 10.1080/00220671.2013.832978 File-URL: http://hdl.handle.net/10.1080/00220671.2013.832978 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:6:p:431-440 Template-Type: ReDIF-Article 1.0 Author-Name: Fengfeng Ke Author-X-Name-First: Fengfeng Author-X-Name-Last: Ke Author-Name: Tami Im Author-X-Name-First: Tami Author-X-Name-Last: Im Title: Virtual-Reality-Based Social Interaction Training for Children with High-Functioning Autism Abstract: Employing the multiple-baseline across-subjects design, the authors examined the implementation and potential effect of a virtual-reality-based social interaction program on the interaction and communication performance of children with high functioning autism. The data were collected via behavior observation and analysis, questionnaires, and interviewing. The children participants demonstrated increased performance of responding, initiation, greeting, and positive conversation-ending during the intervention, and improved social competence measures after the intervention. The study also contributed salient themes on the adaptive design of a virtual-reality-based learning environment for learners with special needs. The study findings should extend the discussion on the design and usage of technology-supported informal learning environment for children with diverse characteristics and learning needs. Journal: The Journal of Educational Research Pages: 441-461 Issue: 6 Volume: 106 Year: 2013 Month: 11 X-DOI: 10.1080/00220671.2013.832999 File-URL: http://hdl.handle.net/10.1080/00220671.2013.832999 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:6:p:441-461 Template-Type: ReDIF-Article 1.0 Author-Name: James B. Schreiber Author-X-Name-First: James B. Author-X-Name-Last: Schreiber Author-Name: Andrew J. Pekarik Author-X-Name-First: Andrew J. Author-X-Name-Last: Pekarik Author-Name: Nadine Hanemann Author-X-Name-First: Nadine Author-X-Name-Last: Hanemann Author-Name: Zahava Doering Author-X-Name-First: Zahava Author-X-Name-Last: Doering Author-Name: Ah-Jin Lee Author-X-Name-First: Ah-Jin Author-X-Name-Last: Lee Title: Understanding Visitor Engagement and Behaviors Abstract: The authors examine a model of visitor engagement that has been in development over the past 3 years at the Smithsonian Institution. A total of 390 visitors comprised the sample with a subsample (n = 102) of visitors who were tracked through an exhibit in the National Museum of Natural History. A 5-factor visitor preference model was tested (idea, people, object, physical, and reflective). A 4-factor model was retained, and factor scores were linked to tracking data. Results from the tracking model indicate that the preference scores are associated with and predictive of behavioral patterns within the exhibit. Journal: The Journal of Educational Research Pages: 462-468 Issue: 6 Volume: 106 Year: 2013 Month: 11 X-DOI: 10.1080/00220671.2013.833011 File-URL: http://hdl.handle.net/10.1080/00220671.2013.833011 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:6:p:462-468 Template-Type: ReDIF-Article 1.0 Author-Name: Misook Heo Author-X-Name-First: Misook Author-X-Name-Last: Heo Author-Name: Jung-Sook Song Author-X-Name-First: Jung-Sook Author-X-Name-Last: Song Author-Name: Moon-Won Seol Author-X-Name-First: Moon-Won Author-X-Name-Last: Seol Title: User Needs of Digital Service Web Portals: A Case Study Abstract: The authors examined the needs of digital information service web portal users. More specifically, the needs of Korean cultural portal users were examined as a case study. The conceptual framework of a web-based portal is that it is a complex, web-based service application with characteristics of information systems and service agents. In addition, the users' reactions to the technology can impact the service quality. As such, a model that specifically measured cultural portal user needs was created by implementing data quality, service quality and technology adoption models. Through confirmatory factor analyses and model respecifications, the authors suggest a measurement model consisting of 5 first-level latent variables, with 19 observed variables. The measurement model confirmed the research hypothesis that data quality, service quality, and technology adoption models complement each other in assessing the needs of cultural portal users. Journal: The Journal of Educational Research Pages: 469-477 Issue: 6 Volume: 106 Year: 2013 Month: 11 X-DOI: 10.1080/00220671.2013.836882 File-URL: http://hdl.handle.net/10.1080/00220671.2013.836882 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:6:p:469-477 Template-Type: ReDIF-Article 1.0 Author-Name: Louis S. Nadelson Author-X-Name-First: Louis S. Author-X-Name-Last: Nadelson Title: Who Is Watching and Who Is Playing: Parental Engagement with Children at a Hands-On Science Center Abstract: Family interactions are common phenomenon at visits to science centers and natural history museums. Through interactions the family can support each other as the members individually and collectively learn from their visits. Interaction is particularly important between child(ren) and parent, which may be facilitated by media provided to parents. The author's research focused on the value added of print resources or video resources designed to support parent interactions with their child(ren) during a visit to a science center. What the author found was a variety of need and expectations for the support media that limited the usefulness of what was provided to the visitors. During the research the author also observed some variations in how parents interacted with their child(ren) based on the configurations of the families. Implications and suggestions for future research are provided. Journal: The Journal of Educational Research Pages: 478-484 Issue: 6 Volume: 106 Year: 2013 Month: 11 X-DOI: 10.1080/00220671.2013.833010 File-URL: http://hdl.handle.net/10.1080/00220671.2013.833010 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:6:p:478-484 Template-Type: ReDIF-Article 1.0 Author-Name: Ruth Reynolds Author-X-Name-First: Ruth Author-X-Name-Last: Reynolds Title: A Review of "Re-shaping Education for Citizenship: Democratic National Citizenship in Hong Kong" Journal: The Journal of Educational Research Pages: 485-486 Issue: 6 Volume: 106 Year: 2013 Month: 11 X-DOI: 10.1080/00220671.2013.787854 File-URL: http://hdl.handle.net/10.1080/00220671.2013.787854 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:6:p:485-486 Template-Type: ReDIF-Article 1.0 Author-Name: Timothy Rasinski Author-X-Name-First: Timothy Author-X-Name-Last: Rasinski Author-Name: James Nageldinger Author-X-Name-First: James Author-X-Name-Last: Nageldinger Title: A Review of "The Aesthetics of Education: Theatre, Curiosity, and Politics in the Work of Jacques Ranciere and Paolo Freire" Journal: The Journal of Educational Research Pages: 486-487 Issue: 6 Volume: 106 Year: 2013 Month: 11 X-DOI: 10.1080/00220671.2013.795407 File-URL: http://hdl.handle.net/10.1080/00220671.2013.795407 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:106:y:2013:i:6:p:486-487 Template-Type: ReDIF-Article 1.0 Author-Name: Mary F. Heller Author-X-Name-First: Mary F. Author-X-Name-Last: Heller Title: From the Editor's Desk Journal: The Journal of Educational Research Pages: 1-2 Issue: 1 Volume: 107 Year: 2014 Month: 1 X-DOI: 10.1080/00220671.2013.858570 File-URL: http://hdl.handle.net/10.1080/00220671.2013.858570 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:1:p:1-2 Template-Type: ReDIF-Article 1.0 Author-Name: Der-Ching Yang Author-X-Name-First: Der-Ching Author-X-Name-Last: Yang Author-Name: Ke-Lun Huang Author-X-Name-First: Ke-Lun Author-X-Name-Last: Huang Title: An Intervention Study on Mental Computation for Second Graders in Taiwan Abstract: The authors compared the mental computation performance and mental strategies used by an experimental Grade 2 class and a control Grade 2 class before and after instructional intervention. Results indicate that students in the experimental group had better performance on mental computation. The use of mental strategies (counting, separation, aggregation, and holistic) and atypical strategies in the control group decreased or even disappeared after the intervention. However, students in the experimental group could apply higher level mental strategies, such as aggregation, holistic, short-jump, and atypical strategies after the intervention. These findings indicate that the teaching of the vertical addition/subtraction algorithm does not promote the development of mental computation. Journal: The Journal of Educational Research Pages: 3-15 Issue: 1 Volume: 107 Year: 2014 Month: 1 X-DOI: 10.1080/00220671.2012.753854 File-URL: http://hdl.handle.net/10.1080/00220671.2012.753854 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:1:p:3-15 Template-Type: ReDIF-Article 1.0 Author-Name: Lisa R. Bass Author-X-Name-First: Lisa R. Author-X-Name-Last: Bass Title: Boarding Schools and Capital Benefits: Implications for Urban School Reform Abstract: The author discusses the boarding school model as a schooling alternative to improve life chances for disadvantaged youth, particularly African American youth, by positively meeting their social and educational needs. Bourdieu, Coleman, and other social scientists purported that these needs can be better met by exposing students to social and cultural capital. In this qualitative study, the environment of a boarding school is studied to determine to what extent they increase students' exposure to social, cultural, and education capital (Bourdieu, 1977, 1993, 1996). Findings indicate that the boarding school model is successful at increasing students' exposure to social, cultural, and education capital. Implications include implementing successful practices from boarding schools into traditional day schools. Journal: The Journal of Educational Research Pages: 16-35 Issue: 1 Volume: 107 Year: 2014 Month: 1 X-DOI: 10.1080/00220671.2012.753855 File-URL: http://hdl.handle.net/10.1080/00220671.2012.753855 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:1:p:16-35 Template-Type: ReDIF-Article 1.0 Author-Name: Susan Chambers Cantrell Author-X-Name-First: Susan Chambers Author-X-Name-Last: Cantrell Author-Name: Janice F. Almasi Author-X-Name-First: Janice F. Author-X-Name-Last: Almasi Author-Name: Margaret Rintamaa Author-X-Name-First: Margaret Author-X-Name-Last: Rintamaa Author-Name: Janis C. Carter Author-X-Name-First: Janis C. Author-X-Name-Last: Carter Author-Name: Jessica Pennington Author-X-Name-First: Jessica Author-X-Name-Last: Pennington Author-Name: D. Matt Buckman Author-X-Name-First: D. Matt Author-X-Name-Last: Buckman Title: The Impact of Supplemental Instruction on Low-Achieving Adolescents' Reading Engagement Abstract: The authors examined the impact of a supplemental reading course on 462 sixth-grade students' reading engagement and performance as compared with 389 students in a control group. They further explored students' cognitive strategy use through think aloud processes with a subset of students who participated in the intervention. Participating students reported significantly higher levels of strategy use, intrinsic motivation, extrinsic motivation, and self-efficacy as compared with the control group. Think aloud measures indicated students who participated in supplemental instruction exhibited higher levels of cognitive engagement at the end of the intervention than they exhibited at the start of the intervention. There was no significant impact on students' reading performance as measured by a standardized test. Journal: The Journal of Educational Research Pages: 36-58 Issue: 1 Volume: 107 Year: 2014 Month: 1 X-DOI: 10.1080/00220671.2012.753859 File-URL: http://hdl.handle.net/10.1080/00220671.2012.753859 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:1:p:36-58 Template-Type: ReDIF-Article 1.0 Author-Name: Sedanur Cakmak Author-X-Name-First: Sedanur Author-X-Name-Last: Cakmak Author-Name: Mine Isiksal Author-X-Name-First: Mine Author-X-Name-Last: Isiksal Author-Name: Yusuf Koc Author-X-Name-First: Yusuf Author-X-Name-Last: Koc Title: Investigating Effect of Origami-Based Instruction on Elementary Students' Spatial Skills and Perceptions Abstract: The authors' purpose was to investigate the effect of origami-based instruction on elementary students' spatial ability. The students' self-reported perceptions related to the origami-based instruction were also examined. Data was collected via purposive sampling techniques from students enrolled in a private elementary school. A spatial ability test (SAT) was used to measure the students' ability in mentally manipulating objects and their parts in 2- and 3-dimensional spaces. In addition to the SAT, reflection papers and interviews were used. The results indicated that origami-based instruction had a positive effect on the students' spatial ability scores. The data analysis showed that the students developed positive opinions about origami-based instruction and its relation to mathematics; however, they experienced difficulties when folding the paper. Journal: The Journal of Educational Research Pages: 59-68 Issue: 1 Volume: 107 Year: 2014 Month: 1 X-DOI: 10.1080/00220671.2012.753861 File-URL: http://hdl.handle.net/10.1080/00220671.2012.753861 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:1:p:59-68 Template-Type: ReDIF-Article 1.0 Author-Name: Raymond J. Rodriguez Author-X-Name-First: Raymond J. Author-X-Name-Last: Rodriguez Author-Name: Batya Elbaum Author-X-Name-First: Batya Author-X-Name-Last: Elbaum Title: The Role of Student--Teacher Ratio in Parents' Perceptions of Schools' Engagement Efforts Abstract: Research suggests a positive relationship between schools' efforts to engage parents and parents' involvement in their child's education. The authors investigated school socioeconomic status, school size, grade level, and student--teacher ratio as predictors of schools' efforts to engage parents of students receiving special education services. The dependent variable was the Schools' Efforts to Partner with Parents' Scale, which has been validated for states' use in their federal accountability systems. Mean school-level scores were calculated for 265 schools in a large southeastern state. Results indicated that student--teacher ratio was the strongest predictor of parents' perceived school engagement efforts. Implications are drawn for ways in which all schools, including those with high student--teacher ratios, can improve their collaboration with parents of students receiving special education services. Journal: The Journal of Educational Research Pages: 69-80 Issue: 1 Volume: 107 Year: 2014 Month: 1 X-DOI: 10.1080/00220671.2012.753856 File-URL: http://hdl.handle.net/10.1080/00220671.2012.753856 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:1:p:69-80 Template-Type: ReDIF-Article 1.0 Author-Name: Demere G. Woolway Author-X-Name-First: Demere G. Author-X-Name-Last: Woolway Title: A Review of "Schooling in the Workplace" Journal: The Journal of Educational Research Pages: 81-81 Issue: 1 Volume: 107 Year: 2014 Month: 1 X-DOI: 10.1080/00220671.2013.795408 File-URL: http://hdl.handle.net/10.1080/00220671.2013.795408 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:1:p:81-81 Template-Type: ReDIF-Article 1.0 Author-Name: Sarah O'Connell Author-X-Name-First: Sarah Author-X-Name-Last: O'Connell Author-Name: Peter Magolda Author-X-Name-First: Peter Author-X-Name-Last: Magolda Title: A Review of "Higher Education and the Public Good: Imagining the University" Journal: The Journal of Educational Research Pages: 82-82 Issue: 1 Volume: 107 Year: 2014 Month: 1 X-DOI: 10.1080/00220671.2013.824692 File-URL: http://hdl.handle.net/10.1080/00220671.2013.824692 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:1:p:82-82 Template-Type: ReDIF-Article 1.0 Author-Name: Rebecca Kanive Author-X-Name-First: Rebecca Author-X-Name-Last: Kanive Author-Name: Peter M. Nelson Author-X-Name-First: Peter M. Author-X-Name-Last: Nelson Author-Name: Matthew K. Burns Author-X-Name-First: Matthew K. Author-X-Name-Last: Burns Author-Name: James Ysseldyke Author-X-Name-First: James Author-X-Name-Last: Ysseldyke Title: Comparison of the Effects of Computer-Based Practice and Conceptual Understanding Interventions on Mathematics Fact Retention and Generalization Abstract: The authors' purpose was to determine the effects of computer-based practice and conceptual interventions on computational fluency and word-problem solving of fourth- and fifth-grade students with mathematics difficulties. A randomized pretest--posttest control group design found that students assigned to the computer-based practice intervention group outperformed students in the comparison group on the retention measure. Students assigned to the conceptual intervention did not outperform the comparison group on any of the outcome variables. Implications for instruction and interventions are discussed. Journal: The Journal of Educational Research Pages: 83-89 Issue: 2 Volume: 107 Year: 2014 Month: 3 X-DOI: 10.1080/00220671.2012.759405 File-URL: http://hdl.handle.net/10.1080/00220671.2012.759405 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:2:p:83-89 Template-Type: ReDIF-Article 1.0 Author-Name: Huy P. Phan Author-X-Name-First: Huy P. Author-X-Name-Last: Phan Title: Self-Efficacy, Reflection, and Achievement: A Short-Term Longitudinal Examination Abstract: This short-term longitudinal study involved the inclusion of personal self-efficacy and the 4 categories of reflective thinking practice within 1 conceptual framework. Using structural equation modeling, the author explored the temporally displaced effects of prior performance (Time 1) on self-efficacy (Time 2, Time 3) and the four categories of reflective thinking (Time 4). Similarly, the examination included the temporally displaced effect of self-efficacy on the four categories of reflective thinking and whether these 2 theoretical constructs would influence academic performance (Time 5). First-year university students (N = 269) were administered 2 inventories (Motivated Strategies and Learning Questionnaire, Reflective Thinking Questionnaire) that measured self-efficacy and the four categories of reflective thinking. The results showed that the hypothesized structural paths, in general, were supported-for example, the predictive effect of prior performance at Time 1 on self-efficacy at Time 2, and the predictive effects of self-efficacy at Time 2 and Time 3 on academic performance at Time 5. The decomposition of effects also suggests the possible mediating mechanisms of self-efficacy and reflective thinking. Journal: The Journal of Educational Research Pages: 90-102 Issue: 2 Volume: 107 Year: 2014 Month: 3 X-DOI: 10.1080/00220671.2012.753860 File-URL: http://hdl.handle.net/10.1080/00220671.2012.753860 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:2:p:90-102 Template-Type: ReDIF-Article 1.0 Author-Name: Anne Lessard Author-X-Name-First: Anne Author-X-Name-Last: Lessard Author-Name: Lynn Butler-Kisber Author-X-Name-First: Lynn Author-X-Name-Last: Butler-Kisber Author-Name: Laurier Fortin Author-X-Name-First: Laurier Author-X-Name-Last: Fortin Author-Name: Diane Marcotte Author-X-Name-First: Diane Author-X-Name-Last: Marcotte Title: Analyzing the Discourse of Dropouts and Resilient Students Abstract: The authors focused on high school students who were at risk of dropping out and examined why some of these students persevered and graduated while others ended up dropping out of school. Sixty resilient students and 80 dropouts participated in the study. Our results indicate that although learning difficulties were shared by participants, 4 types of abilities set the resilient students apart from dropouts: (a) inreach (using their own resources); (b) outreach (asking for help when needed); (c) establishing and maintaining positive relationships with teachers and friends while setting limits when necessary; and (d) planning, making choices and following through on decisions. It was also found that resilient students could count on lifelines, people they knew they could always rely on when they had difficulties. Journal: The Journal of Educational Research Pages: 103-110 Issue: 2 Volume: 107 Year: 2014 Month: 3 X-DOI: 10.1080/00220671.2012.753857 File-URL: http://hdl.handle.net/10.1080/00220671.2012.753857 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:2:p:103-110 Template-Type: ReDIF-Article 1.0 Author-Name: Regan C. Humphrey Author-X-Name-First: Regan C. Author-X-Name-Last: Humphrey Author-Name: Marsha D. Walton Author-X-Name-First: Marsha D. Author-X-Name-Last: Walton Author-Name: Alice J. Davidson Author-X-Name-First: Alice J. Author-X-Name-Last: Davidson Title: "Im Gonna Tell You All About It": Authorial Voice and Conventional Skills in Writing Assessment and Educational Practice Abstract: Writing assessments have attended to the mechanics of writing, reflecting a value on the teaching of writing conventions. One quality of writing rarely assessed is authorial voice, a personal style that communicates the author's stance toward events reported and the author's relationship to the audience. The authors explore associations among authorial voice, writing mechanics, and academic performance. In the fall and spring of 1 academic year, 115 third- through fifth-grade students wrote personal narratives that were coded for 2 measures of mechanics and 4 measures of authorial voice. Students and teachers completed measures of academic performance. Mechanics, but not voice, predicted academic performance. The authors suggest that mechanics-focused state standards discourage authorial voice, and they propose attention to voice as a springboard to develop other writing skills. Journal: The Journal of Educational Research Pages: 111-122 Issue: 2 Volume: 107 Year: 2014 Month: 3 X-DOI: 10.1080/00220671.2013.788990 File-URL: http://hdl.handle.net/10.1080/00220671.2013.788990 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:2:p:111-122 Template-Type: ReDIF-Article 1.0 Author-Name: Jinnat Ali Author-X-Name-First: Jinnat Author-X-Name-Last: Ali Author-Name: Dennis M. McInerney Author-X-Name-First: Dennis M. Author-X-Name-Last: McInerney Author-Name: Rhonda G. Craven Author-X-Name-First: Rhonda G. Author-X-Name-Last: Craven Author-Name: Alexander Seeshing Yeung Author-X-Name-First: Alexander Seeshing Author-X-Name-Last: Yeung Author-Name: Ronnel B. King Author-X-Name-First: Ronnel B. Author-X-Name-Last: King Title: Socially Oriented Motivational Goals and Academic Achievement: Similarities Between Native and Anglo Americans Abstract: The authors examined the relations between two socially oriented dimensions of student motivation and academic achievement of Native (Navajo) American and Anglo American students. Using confirmatory factor analysis, a multidimensional and hierarchical model was found to explain the relations between performance and social goals. Four first-order goal constructs (competition, social power, affiliation, and social concern) represented by 2 higher order factors (performance and social dimensions) were found to be invariant for two cultural groups of high school students in the United States: Navajo (n = 1,482) and Anglo (n = 803). The findings suggest that the effects of performance goals are relatively stronger, and are similarly strong cross-culturally. However, Navajo students were relatively lower in achievement scores and competition goals but higher in social concern. Journal: The Journal of Educational Research Pages: 123-137 Issue: 2 Volume: 107 Year: 2014 Month: 3 X-DOI: 10.1080/00220671.2013.788988 File-URL: http://hdl.handle.net/10.1080/00220671.2013.788988 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:2:p:123-137 Template-Type: ReDIF-Article 1.0 Author-Name: Clive Belfield Author-X-Name-First: Clive Author-X-Name-Last: Belfield Author-Name: Emma Garcia Author-X-Name-First: Emma Author-X-Name-Last: Garcia Title: Parental Notions of School Readiness: How Have They Changed and Has Preschool Made a Difference? Abstract: The authors examined school readiness from the parental perspective, focusing on parents' efforts and expectations for kindergarten in conjunction with their child's academic development. Using self-reported survey data from two waves of the National Household Education Surveys, the authors tested for changes in school readiness between 1993 and 2007 and related these changes to the expansion of preschool enrollment. Over the 14-year period, there was a significant increase in parental reports of child development and a heightened set of expectations for what parents viewed as essential for entry into kindergarten, but results indicated only modest changes in parent effort. Preschool enrollment was strongly associated with child development, and although preschool has expanded, the association was stronger in the more recent period. Preschool enrollment did not displace parental effort-they were moderately positively correlated-nor did it appear to play a strong role in shaping parental expectations of kindergarten readiness. Journal: The Journal of Educational Research Pages: 138-151 Issue: 2 Volume: 107 Year: 2014 Month: 3 X-DOI: 10.1080/00220671.2012.753863 File-URL: http://hdl.handle.net/10.1080/00220671.2012.753863 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:2:p:138-151 Template-Type: ReDIF-Article 1.0 Author-Name: Susan Sonnenschein Author-X-Name-First: Susan Author-X-Name-Last: Sonnenschein Author-Name: Laura M. Stapleton Author-X-Name-First: Laura M. Author-X-Name-Last: Stapleton Author-Name: Shari R. Metzger Author-X-Name-First: Shari R. Author-X-Name-Last: Metzger Title: What Parents Know About How Well Their Children Are Doing in School Abstract: The authors used data from the Early Childhood Longitudinal Study--Kindergarten cohort to examine whether parents' knowledge of their children's reading and mathematics skills varies by academic domain and parents' income group or ethnicity. Of particular interest was how parents' knowledge is moderated by school- or home-based involvement. Parents' knowledge was moderately related to their children's reading and mathematics scores. However, there were systematic income- and ethnicity-related differences in the correlations. Poor parents were reportedly less involved at home and school than nonpoor parents. White, non-Hispanic parents were more involved at school than other parents. School-based rather than home-based involvement was related to the strength of the correlations between parents' knowledge and children's reading and mathematics scores. Journal: The Journal of Educational Research Pages: 152-162 Issue: 2 Volume: 107 Year: 2014 Month: 3 X-DOI: 10.1080/00220671.2013.788987 File-URL: http://hdl.handle.net/10.1080/00220671.2013.788987 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:2:p:152-162 Template-Type: ReDIF-Article 1.0 Author-Name: Mary F. Roe Author-X-Name-First: Mary F. Author-X-Name-Last: Roe Title: A Review of "Mapping Multiple Literacies: An Introduction to Deleuzian Literacy Studies" Journal: The Journal of Educational Research Pages: 163-163 Issue: 2 Volume: 107 Year: 2014 Month: 3 X-DOI: 10.1080/00220671.2013.830924 File-URL: http://hdl.handle.net/10.1080/00220671.2013.830924 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:2:p:163-163 Template-Type: ReDIF-Article 1.0 Author-Name: Timothy Rasinski Author-X-Name-First: Timothy Author-X-Name-Last: Rasinski Title: A Review of "New Traditional Games for Learning: A Case Book" Journal: The Journal of Educational Research Pages: 163-165 Issue: 2 Volume: 107 Year: 2014 Month: 3 X-DOI: 10.1080/00220671.2014.881195 File-URL: http://hdl.handle.net/10.1080/00220671.2014.881195 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:2:p:163-165 Template-Type: ReDIF-Article 1.0 Author-Name: Christine Bieri Buschor Author-X-Name-First: Christine Author-X-Name-Last: Bieri Buschor Author-Name: Simone Berweger Author-X-Name-First: Simone Author-X-Name-Last: Berweger Author-Name: Andrea Keck Frei Author-X-Name-First: Andrea Author-X-Name-Last: Keck Frei Author-Name: Christa Kappler Author-X-Name-First: Christa Author-X-Name-Last: Kappler Title: Majoring in STEM-What Accounts for Women's Career Decision Making? A Mixed Methods Study Abstract: The aim of this longitudinal, mixed methods study was to gain an understanding of whether female academic high school students who intended to study science, technology, engineering, or mathematics (STEM) actually enrolled in such studies 2 years later, and how these women perceived this process retrospectively. The results revealed a high persistence of students' intentions to pursue a career in STEM areas. In comparison with students who entered the social sciences or humanities, STEM students demonstrated higher competencies in mathematics and placed more importance on pursuing investigative activities. Qualitative analysis revealed that learning experiences, parental support, and role models were decisive in terms of the female students' choice of studies. Since their childhood, these students have developed a sense of identity as scientists. The authors discuss the implications of their findings for teaching and learning in K--12 classrooms. Journal: The Journal of Educational Research Pages: 167-176 Issue: 3 Volume: 107 Year: 2014 Month: 5 X-DOI: 10.1080/00220671.2013.788989 File-URL: http://hdl.handle.net/10.1080/00220671.2013.788989 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:3:p:167-176 Template-Type: ReDIF-Article 1.0 Author-Name: Jung-Sook Lee Author-X-Name-First: Jung-Sook Author-X-Name-Last: Lee Title: The Relationship Between Student Engagement and Academic Performance: Is It a Myth or Reality? Abstract: The author examined the relationship between student engagement and academic performance, using U.S. data of the Program for International Student Assessment 2000. The sample comprised 3,268 fifteen-year-old students from 121 U.S. schools. Multilevel analysis showed that behavioral engagement (defined as effort and perseverance in learning) and emotional engagement (defined as sense of belonging) significantly predicted reading performance. The effect of emotional engagement on reading performance was partially mediated through behavioral engagement. Findings from the present study suggest that educators, policy makers, and the research community need to pay more attention to student engagement and ways to enhance it. Journal: The Journal of Educational Research Pages: 177-185 Issue: 3 Volume: 107 Year: 2014 Month: 5 X-DOI: 10.1080/00220671.2013.807491 File-URL: http://hdl.handle.net/10.1080/00220671.2013.807491 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:3:p:177-185 Template-Type: ReDIF-Article 1.0 Author-Name: Valerie L. Johnson Author-X-Name-First: Valerie L. Author-X-Name-Last: Johnson Author-Name: Patricia Simon Author-X-Name-First: Patricia Author-X-Name-Last: Simon Author-Name: Eun-Young Mun Author-X-Name-First: Eun-Young Author-X-Name-Last: Mun Title: A Peer-Led High School Transition Program Increases Graduation Rates Among Latino Males Abstract: The authors investigated the impact of a manualized high school transition program, the Peer Group Connection (PGC) program, on the graduation rate at a low-income, Mid-Atlantic high school. The program utilized 12th-grade student peer leaders to create a supportive environment for incoming ninth-grade students. Results of a randomized control trial demonstrated that male students who participated in the program during Grade 9 were significantly more likely to graduate from high school within 4 years than male students in the control group (81% vs. 63%). Findings suggest that peers can be effective in delivering a school-based, social emotional learning intervention and that it is possible to intervene in Grade 9 to influence the probability of high school graduation. Journal: The Journal of Educational Research Pages: 186-196 Issue: 3 Volume: 107 Year: 2014 Month: 5 X-DOI: 10.1080/00220671.2013.788991 File-URL: http://hdl.handle.net/10.1080/00220671.2013.788991 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:3:p:186-196 Template-Type: ReDIF-Article 1.0 Author-Name: Pamela E. Davis-Kean Author-X-Name-First: Pamela E. Author-X-Name-Last: Davis-Kean Author-Name: Justin Jager Author-X-Name-First: Justin Author-X-Name-Last: Jager Title: Trajectories of Achievement Within Race/Ethnicity: "Catching Up" in Achievement Across Time Abstract: The achievement gap has long been the focus of educational research, policy, and intervention. The authors took a new approach to examining the achievement gap by examining achievement trajectories within each racial group. To identify these trajectories they used the Early Childhood Longitudinal Study--Kindergarten Cohort, which is a nationally representative sample of students in kindergarten through Grade 5. In the analyses, the authors found heterogeneity within each racial group in mathematics and reading achievement, suggesting that there are in fact achievement gaps within each race/ethnicity group. The authors also found that there are groups that catch up to the highest achieving groups by Grade 5, suggesting a positive impact of schooling on particular subgroups of children. The authors discuss the various trajectories that have been found in each racial group and the implications this has for future research on the achievement gap. Journal: The Journal of Educational Research Pages: 197-208 Issue: 3 Volume: 107 Year: 2014 Month: 5 X-DOI: 10.1080/00220671.2013.807493 File-URL: http://hdl.handle.net/10.1080/00220671.2013.807493 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:3:p:197-208 Template-Type: ReDIF-Article 1.0 Author-Name: Dennis E. Beck Author-X-Name-First: Dennis E. Author-X-Name-Last: Beck Author-Name: Robert Maranto Author-X-Name-First: Robert Author-X-Name-Last: Maranto Author-Name: Wen-Juo Lo Author-X-Name-First: Wen-Juo Author-X-Name-Last: Lo Title: Determinants of Student and Parent Satisfaction at a Cyber Charter School Abstract: Research indicates that in traditional public schools the subjective well-being of students and parents varies by gender, race, and special education status. Prior studies suggest that general education students are more satisfied with their schooling than special education students, that female students have greater satisfaction with their schooling than male students, and that Caucasian and Latino students report greater school satisfaction than African American students. No prior research has studied parental and student subjective well-being in a cyber environment. The authors investigate parental and student subjective well-being in a cyber charter school, using a student (n = 269; 53.7% response rate) and parent (n = 232; 48.7% response rate) survey. They find statistically significant differences in subjective well-being across demographic groups of students, and also significantly higher satisfaction among special education students in the cyber school environment. Implications are discussed. Journal: The Journal of Educational Research Pages: 209-216 Issue: 3 Volume: 107 Year: 2014 Month: 5 X-DOI: 10.1080/00220671.2013.807494 File-URL: http://hdl.handle.net/10.1080/00220671.2013.807494 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:3:p:209-216 Template-Type: ReDIF-Article 1.0 Author-Name: Jessica Goldstein Author-X-Name-First: Jessica Author-X-Name-Last: Goldstein Author-Name: Melissa Eastwood Author-X-Name-First: Melissa Author-X-Name-Last: Eastwood Author-Name: Peter Behuniak Author-X-Name-First: Peter Author-X-Name-Last: Behuniak Title: Can Teacher Ratings of Students' Skills at Kindergarten Entry Predict Kindergarten Retention? Abstract: Though early childhood literature defines kindergarten readiness in the context of the whole child across multiple domains, there is little research to demonstrate the relative influence of these domains on success in the kindergarten year. In this study, we use teacher judgments of students at the start of the kindergarten year across multiple domains as predictors of retention in kindergarten the following year. The analyses demonstrated that low ratings of students' skills are predictive of retention, particularly for young males eligible for free or reduced-price lunch. Further, the analyses showed that of the set of domains, low ratings of literacy and numeracy skills are most closely associated with increased likelihood of retention. Journal: The Journal of Educational Research Pages: 217-229 Issue: 3 Volume: 107 Year: 2014 Month: 5 X-DOI: 10.1080/00220671.2013.788986 File-URL: http://hdl.handle.net/10.1080/00220671.2013.788986 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:3:p:217-229 Template-Type: ReDIF-Article 1.0 Author-Name: Costas Nicou Tsouloupas Author-X-Name-First: Costas Nicou Author-X-Name-Last: Tsouloupas Author-Name: Russell Lee Carson Author-X-Name-First: Russell Lee Author-X-Name-Last: Carson Author-Name: S. Kim MacGregor Author-X-Name-First: S. Kim Author-X-Name-Last: MacGregor Title: The Development of High School Teachers' Efficacy in Handling Student Misbehavior (TEHSM) Abstract: The authors used representations associated with managing student misbehavior across disparate teaching experiences and teaching subjects to understand the development of teachers' efficacy in handling student misbehavior (TEHSM), years of teaching experience, and teaching subject. Twenty-four high school teachers were individually interviewed. Transcriptions were analyzed employing content analysis. The comprehension, synthesizing, theorizing, and recontextualization of the data revealed 3 themes related to the development of TEHSM: (a) professional preparation and development from preservice through in-service years, (b) personal learning process, and (c) sources of support. Findings can inform the design of programs for the preparation and development of teachers. Journal: The Journal of Educational Research Pages: 230-240 Issue: 3 Volume: 107 Year: 2014 Month: 5 X-DOI: 10.1080/00220671.2013.788992 File-URL: http://hdl.handle.net/10.1080/00220671.2013.788992 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:3:p:230-240 Template-Type: ReDIF-Article 1.0 Author-Name: Launcelot I. Brown Author-X-Name-First: Launcelot I. Author-X-Name-Last: Brown Author-Name: Laurette Bristol Author-X-Name-First: Laurette Author-X-Name-Last: Bristol Author-Name: Joyanne De Four-Babb Author-X-Name-First: Joyanne Author-X-Name-Last: De Four-Babb Author-Name: Dennis A. Conrad Author-X-Name-First: Dennis A. Author-X-Name-Last: Conrad Title: National Tests and Diagnostic Feedback: What Say Teachers in Trinidad and Tobago? Abstract: The authors explored teachers' and principals' perceptions of the feedback report from the National Tests in Trinidad and Tobago and the extent to which they used the report in making curricular decisions to impact student learning. The sample comprised 133 primary school teachers (79 from low-performing and 54 from high-performing schools) and 10 principals. Results of the quantitative and qualitative data indicated that while many teachers were uncomfortable with interpreting the data presented in the report, teachers in higher performing schools were more inclined through department-wide collaboration to use the report to make pedagogical and curricular decisions. The major conclusion drawn was the need for teacher training in the use and interpretation of assessment data. Other issues emerging from the data and a possible subject for further research included the branding of schools as good schools and bad schools based on the school performance on the tests. Journal: The Journal of Educational Research Pages: 241-251 Issue: 3 Volume: 107 Year: 2014 Month: 5 X-DOI: 10.1080/00220671.2013.788993 File-URL: http://hdl.handle.net/10.1080/00220671.2013.788993 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:3:p:241-251 Template-Type: ReDIF-Article 1.0 Author-Name: Mary F. Roe Author-X-Name-First: Mary F. Author-X-Name-Last: Roe Title: A Review of "Girls Behind Bars: Reclaiming Education in Transformative Spaces" Journal: The Journal of Educational Research Pages: 252-252 Issue: 3 Volume: 107 Year: 2014 Month: 5 X-DOI: 10.1080/00220671.2014.882182 File-URL: http://hdl.handle.net/10.1080/00220671.2014.882182 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:3:p:252-252 Template-Type: ReDIF-Article 1.0 Author-Name: Demere Woolway Author-X-Name-First: Demere Author-X-Name-Last: Woolway Title: A Review of "Cheating Lessons: Learning from Academic Dishonesty" Journal: The Journal of Educational Research Pages: 253-253 Issue: 3 Volume: 107 Year: 2014 Month: 5 X-DOI: 10.1080/00111619.2014.885819 File-URL: http://hdl.handle.net/10.1080/00111619.2014.885819 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:3:p:253-253 Template-Type: ReDIF-Article 1.0 Author-Name: Eugene Judson Author-X-Name-First: Eugene Author-X-Name-Last: Judson Title: Effects of Transferring to STEM-Focused Charter and Magnet Schools on Student Achievement Abstract: There have been strong calls to action in recent years to promote both school choice and the learning of science, technology, engineering, and mathematics (STEM). This has led to the burgeoning development of STEM-focused schools. Nine STEM-focused charter and 2 STEM-focused magnet schools that serve elementary-aged students were examined to assess the achievement of students who transfer to these schools, as compared to students transferring to non-STEM schools, in the content areas of mathematics, language arts, and reading. The achievement of students transferring to STEM-focused elementary schools was also evaluated after 3 years at their new school and compared both to students' own prior achievement at their old school and to achievement of students comprising comparison groups. Results generally indicated no effect of STEM-focused magnet schools, but did indicate some positive effects of STEM-focused charter schools. Journal: The Journal of Educational Research Pages: 255-266 Issue: 4 Volume: 107 Year: 2014 Month: 7 X-DOI: 10.1080/00220671.2013.823367 File-URL: http://hdl.handle.net/10.1080/00220671.2013.823367 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:4:p:255-266 Template-Type: ReDIF-Article 1.0 Author-Name: Oliver McGarr Author-X-Name-First: Oliver Author-X-Name-Last: McGarr Author-Name: Orla McCormack Author-X-Name-First: Orla Author-X-Name-Last: McCormack Title: Reflecting to Conform? Exploring Irish Student Teachers' Discourses in Reflective Practice Abstract: A new model of reflective practice for student teachers on school placement was implemented into a teacher education program. The model aimed to encourage critical reflection that challenged hegemonic assumptions and power relations. In contrast to this, the analysis of the student teachers' reflections revealed a desire to fit in and conform. Reflections portrayed student teachers' allegiance to conventional practices rather than a critique of them. Issues associated with power relations remained uncontested. The authors explore possible reasons for these low levels of critique and examines the normative effect of cultural practices on student teachers' reflections. Journal: The Journal of Educational Research Pages: 267-280 Issue: 4 Volume: 107 Year: 2014 Month: 7 X-DOI: 10.1080/00220671.2013.807489 File-URL: http://hdl.handle.net/10.1080/00220671.2013.807489 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:4:p:267-280 Template-Type: ReDIF-Article 1.0 Author-Name: C. Owen lo Author-X-Name-First: C. Owen Author-X-Name-Last: lo Title: Labeling and Knowing: A Reconciliation of Implicit Theory and Explicit Theory Among Students with Exceptionalities Abstract: Using a realist grounded theory method, this study resulted in a theoretical model and 4 propositions. As displayed in the LINK model, the labeling practice is situated in and endorsed by a social context that carries explicit theory about and educational policies regarding the labels. Taking a developmental perspective, the labeling practice often results in some short-lived emotional responses and triggers an implicit theory--generating process that results in gradually formatted self-knowledge. This self-knowledge is what positive adjusting academic and social behaviors are contingent on. In this regard, the labeling practice reconciles a constructed reality (explicit theory) and a lived reality (implicit theory). It is imperative to note that implicit theory regarding an individual's educational label(s) is an ever-changing entity. In addition, a positive development of implicit theory may create a feedback that further reinforces the support system for others and/or contributes to the aggregate field knowledge. Journal: The Journal of Educational Research Pages: 281-298 Issue: 4 Volume: 107 Year: 2014 Month: 7 X-DOI: 10.1080/00220671.2013.807490 File-URL: http://hdl.handle.net/10.1080/00220671.2013.807490 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:4:p:281-298 Template-Type: ReDIF-Article 1.0 Author-Name: Jennifer R. Wolgemuth Author-X-Name-First: Jennifer R. Author-X-Name-Last: Wolgemuth Author-Name: Philip C. Abrami Author-X-Name-First: Philip C. Author-X-Name-Last: Abrami Author-Name: Janet Helmer Author-X-Name-First: Janet Author-X-Name-Last: Helmer Author-Name: Robert Savage Author-X-Name-First: Robert Author-X-Name-Last: Savage Author-Name: Helen Harper Author-X-Name-First: Helen Author-X-Name-Last: Harper Author-Name: Tess Lea Author-X-Name-First: Tess Author-X-Name-Last: Lea Title: Examining the Impact of ABRACADABRA on Early Literacy in Northern Australia: An Implementation Fidelity Analysis Abstract: To address students' poor literacy outcomes, an intervention using a computer-based literacy tool, ABRACADABRA, was implemented in 6 Northern Australia primary schools. A pretest, posttest parallel group, single blind multisite randomized controlled trial was conducted with 308 students between the ages of 4 and 8 years old (M age = 5.8 years, SD = 0.8 years). Findings suggested that computer-based instruction under controlled conditions can improve student literacy, especially for Indigenous students at risk of reading difficulties. The authors examine the fidelity with which the computer-based literacy tool was implemented and the impact of implementation fidelity measures on student outcomes. Student exposure to and use of the literacy tool, and quality of instruction and lesson delivery, were analyzed for their influence on students' literacy outcomes. Implementation fidelity measures accounted for between 1.8% and 15% of the variance of intervention students' scores. Journal: The Journal of Educational Research Pages: 299-311 Issue: 4 Volume: 107 Year: 2014 Month: 7 X-DOI: 10.1080/00220671.2013.823369 File-URL: http://hdl.handle.net/10.1080/00220671.2013.823369 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:4:p:299-311 Template-Type: ReDIF-Article 1.0 Author-Name: Marcus Lee Johnson Author-X-Name-First: Marcus Lee Author-X-Name-Last: Johnson Author-Name: Gale M. Sinatra Author-X-Name-First: Gale M. Author-X-Name-Last: Sinatra Title: The Influence of Approach and Avoidance Goals on Conceptual Change Abstract: Recently, conceptual change research has been experiencing a warming trend (G. M. Sinatra, 2005) whereby motivational and affective factors are being explored in the conceptual change process. The purpose of this study is to explore the 2 × 2 framework of achievement goal theory in relation to students' conceptual change learning for a specific topic in biology, HIV/AIDS. The authors hypothesized that those with approach goals (mastery approach and performance approach) would demonstrate greater posttest conceptual change in their understanding of HIV/AIDS than those with avoidance goals. Participants were 206 undergraduates in introductory-level college biology courses. Participants were provided a 1,004-word HIV/AIDS text and were pre- and posttested on their conceptual knowledge of HIV/AIDS. Results of an analysis of covariance indicated that approach-oriented students demonstrated greater conceptual HIV/AIDS change at posttest than avoidance-oriented students. Results are discussed in light of the warming trend and achievement goal theory. Journal: The Journal of Educational Research Pages: 312-325 Issue: 4 Volume: 107 Year: 2014 Month: 7 X-DOI: 10.1080/00220671.2013.807492 File-URL: http://hdl.handle.net/10.1080/00220671.2013.807492 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:4:p:312-325 Template-Type: ReDIF-Article 1.0 Author-Name: Jianping Shen Author-X-Name-First: Jianping Author-X-Name-Last: Shen Author-Name: Alandra L. Washington Author-X-Name-First: Alandra L. Author-X-Name-Last: Washington Author-Name: Louann Bierlein Palmer Author-X-Name-First: Louann Author-X-Name-Last: Bierlein Palmer Author-Name: Jiangang Xia Author-X-Name-First: Jiangang Author-X-Name-Last: Xia Title: Effects of Traditional and Nontraditional Forms of Parental Involvement on School-Level Achievement Outcome: An HLM Study Using SASS 2007--2008 Abstract: The authors examined parental involvement's (PI) impact on school performance. The hierarchical linear modeling method was applied to national Schools and Staffing Survey 2007--2008 data. They found that PI variables explained significant variance for the outcomes of (a) meeting adequate yearly progress (AYP) and (b) being free from sanctions. The authors also found that PI in (a) open houses, (b) parent--teacher conferences, and (c) special events were statistically significant positive predictors for meeting AYP, and that PI (a) on hiring teachers, (b) in open houses, and (c) in special events were statistically significant positive predictors for being free from sanctions. PI on hiring teachers seemed to be an important strategy in turning around schools. The similarity and difference in the sets of statistically significant predictors for both outcomes indicate that some PI strategies were effective for all schools while others were effective for particular situations. Implications and limitations of the study were discussed. Journal: The Journal of Educational Research Pages: 326-337 Issue: 4 Volume: 107 Year: 2014 Month: 7 X-DOI: 10.1080/00220671.2013.823368 File-URL: http://hdl.handle.net/10.1080/00220671.2013.823368 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:4:p:326-337 Template-Type: ReDIF-Article 1.0 Author-Name: Jessica Belue Buckley Author-X-Name-First: Jessica Author-X-Name-Last: Belue Buckley Title: A Review of "Sustainability in Higher Education: Stories and Strategies for Transformation" Journal: The Journal of Educational Research Pages: 338-338 Issue: 4 Volume: 107 Year: 2014 Month: 7 X-DOI: 10.1080/00220671.2014.894290 File-URL: http://hdl.handle.net/10.1080/00220671.2014.894290 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:4:p:338-338 Template-Type: ReDIF-Article 1.0 Author-Name: Sandra Deemer Author-X-Name-First: Sandra Author-X-Name-Last: Deemer Title: A Review of "Teacher and Student Evaluation: Moving Beyond the Failure of School Reform" Journal: The Journal of Educational Research Pages: 339-339 Issue: 4 Volume: 107 Year: 2014 Month: 7 X-DOI: 10.1080/00220671.2014.896707 File-URL: http://hdl.handle.net/10.1080/00220671.2014.896707 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:4:p:339-339 Template-Type: ReDIF-Article 1.0 Author-Name: Gabrielle Maria D'Lima Author-X-Name-First: Gabrielle Maria Author-X-Name-Last: D'Lima Author-Name: Adam Winsler Author-X-Name-First: Adam Author-X-Name-Last: Winsler Author-Name: Anastasia Kitsantas Author-X-Name-First: Anastasia Author-X-Name-Last: Kitsantas Title: Ethnic and Gender Differences in First-Year College Students' Goal Orientation, Self-Efficacy, and Extrinsic and Intrinsic Motivation Abstract: Critical ethnic and gender gaps exist in college retention and graduation rates. Early achievement motivation may play an important role in student persistence. A sample of undergraduates completed surveys tapping motivation at the beginning (n = 591) and end (n = 232) of their first semester in college. African American and Caucasian students were more academically self-efficacious than Asian American students. Self-efficacy increased over the semester and was higher for male than female students at both time points. African American and Asian American students were initially more extrinsically motivated than Caucasian students; however, by the end of the semester, all ethnic groups were similar on extrinsic motivation. Female students were more extrinsically motivated and mastery oriented than male students who were more performance oriented. Performance goal orientations were negatively associated with grade point average whereas mastery orientation, intrinsic, and extrinsic motivation were positively associated with academic performance. Implications for higher education are discussed. Journal: The Journal of Educational Research Pages: 341-356 Issue: 5 Volume: 107 Year: 2014 Month: 8 X-DOI: 10.1080/00220671.2013.823366 File-URL: http://hdl.handle.net/10.1080/00220671.2013.823366 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:5:p:341-356 Template-Type: ReDIF-Article 1.0 Author-Name: Kim J.H. Dirkx Author-X-Name-First: Kim J.H. Author-X-Name-Last: Dirkx Author-Name: Liesbeth Kester Author-X-Name-First: Liesbeth Author-X-Name-Last: Kester Author-Name: Paul A. Kirschner Author-X-Name-First: Paul A. Author-X-Name-Last: Kirschner Title: The Testing Effect for Learning Principles and Procedures from Texts Abstract: The authors explored whether a testing effect occurs not only for retention of facts but also for application of principles and procedures. For that purpose, 38 high school students either repeatedly studied a text on probability calculations or studied the text, took a test on the content, restudied the text, and finally took the test a second time. Results show that testing not only leads to better retention of facts than restudying, but also to better application of acquired knowledge (i.e., principles and procedures) in high school statistics. In other words, testing seems not only to benefit fact retention, but also positively affects deeper learning. Journal: The Journal of Educational Research Pages: 357-364 Issue: 5 Volume: 107 Year: 2014 Month: 8 X-DOI: 10.1080/00220671.2013.823370 File-URL: http://hdl.handle.net/10.1080/00220671.2013.823370 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:5:p:357-364 Template-Type: ReDIF-Article 1.0 Author-Name: H. Eylem Korkmaz Author-X-Name-First: H. Eylem Author-X-Name-Last: Korkmaz Author-Name: M�nire Erden Author-X-Name-First: M�nire Author-X-Name-Last: Erden Title: A Delphi Study: The Characteristics of Democratic Schools Abstract: The authors aim to identify characteristics of democratic schools. The Delphi technique used in this study is based on attaining a consensus among a group of experts over 3 rounds with 22 experts from 9 countries participating in the first round. By the end of the third round, 339 items referring to democratic school characteristics were identified, categorized into values and philosophy, collaborative learning organization, founding process, decision-making model, policy forming, curriculum, learner, teaching staff, nonteaching staff, relations, physical properties, and financial resource management. The result shows that every single category bears importance in creating a democratic school. Journal: The Journal of Educational Research Pages: 365-373 Issue: 5 Volume: 107 Year: 2014 Month: 8 X-DOI: 10.1080/00220671.2013.823365 File-URL: http://hdl.handle.net/10.1080/00220671.2013.823365 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:5:p:365-373 Template-Type: ReDIF-Article 1.0 Author-Name: Michael Hansen Author-X-Name-First: Michael Author-X-Name-Last: Hansen Title: Characteristics of Schools Successful in STEM: Evidence from Two States' Longitudinal Data Abstract: Present federal education policies promote learning in science, technology, engineering, and mathematics (STEM) and the participation of minority students in these fields. Using longitudinal data on students in Florida and North Carolina, value-added estimates in mathematics and science are generated to categorize schools into performance levels and identify differences in school STEM measures by performance levels. Several STEM-relevant variables show a significant association with effectiveness in mathematics and science, including STEM teacher turnover, calculus and early algebra participation, and mathematics and science instructional indices created from survey items in the data. Surprisingly, a negative association between students' STEM course participation and success in STEM is consistently documented across both states, in addition to low participation of underrepresented minority students in successful schools in STEM. Journal: The Journal of Educational Research Pages: 374-391 Issue: 5 Volume: 107 Year: 2014 Month: 8 X-DOI: 10.1080/00220671.2013.823364 File-URL: http://hdl.handle.net/10.1080/00220671.2013.823364 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:5:p:374-391 Template-Type: ReDIF-Article 1.0 Author-Name: Thomas Brooks Author-X-Name-First: Thomas Author-X-Name-Last: Brooks Author-Name: Kimberly O'Malley Author-X-Name-First: Kimberly Author-X-Name-Last: O'Malley Author-Name: Shelley Ragland Author-X-Name-First: Shelley Author-X-Name-Last: Ragland Author-Name: Michael Young Author-X-Name-First: Michael Author-X-Name-Last: Young Author-Name: Rob Kirkpatrick Author-X-Name-First: Rob Author-X-Name-Last: Kirkpatrick Title: Using Separate Answer Sheets with Grade 3 Students Abstract: The authors compared the performance of third-grade students testing on answer sheets with those testing on machine-scored test booklets. The 1,832 students in the nationally representative sample were assigned at the campus level to complete the Stanford Achievement Test Series, Tenth Edition in 1 of 4 conditions: (a) Form A answer sheet, (b) Form A booklet, (c) Form B answer sheet, and (d) Form B booklet. After controlling for scholastic ability, no significant differences in performance on total reading, total mathematics, and total language strands were found between students using booklets and those using answer sheets. The results of this study provide no evidence to support the need to use separate test booklets with general education third-grade students. States may consider using separate answer sheets with these students to realize potential cost and schedule efficiencies. Journal: The Journal of Educational Research Pages: 392-398 Issue: 5 Volume: 107 Year: 2014 Month: 8 X-DOI: 10.1080/00220671.2013.823372 File-URL: http://hdl.handle.net/10.1080/00220671.2013.823372 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:5:p:392-398 Template-Type: ReDIF-Article 1.0 Author-Name: Ursula Y. Johnson Author-X-Name-First: Ursula Y. Author-X-Name-Last: Johnson Author-Name: Darrell M. Hull Author-X-Name-First: Darrell M. Author-X-Name-Last: Hull Title: Parent Involvement and Science Achievement: A Cross-Classified Multilevel Latent Growth Curve Analysis Abstract: The authors examined science achievement growth at Grades 3, 5, and 8 and parent school involvement at the same time points using the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999. Data were analyzed using cross-classified multilevel latent growth curve modeling with time invariant and varying covariates. School-based involvement did not predict students' initial science achievement status or their growth trajectory. Gender, race/ethnicity, parent's socioeconomic status, and school's percentage of free lunch eligible students were better predictors of intercept or slope. Findings indicated that students with lower initial science achievement scores had a faster rate of growth across time. Therefore, the science achievement gap narrows over time. Journal: The Journal of Educational Research Pages: 399-409 Issue: 5 Volume: 107 Year: 2014 Month: 8 X-DOI: 10.1080/00220671.2013.807488 File-URL: http://hdl.handle.net/10.1080/00220671.2013.807488 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:5:p:399-409 Template-Type: ReDIF-Article 1.0 Author-Name: Fuhui Tong Author-X-Name-First: Fuhui Author-X-Name-Last: Tong Author-Name: Beverly J. Irby Author-X-Name-First: Beverly J. Author-X-Name-Last: Irby Author-Name: Rafael Lara-Alecio Author-X-Name-First: Rafael Author-X-Name-Last: Lara-Alecio Author-Name: Janice Koch Author-X-Name-First: Janice Author-X-Name-Last: Koch Title: Integrating Literacy and Science for English Language Learners: From Learning-to-Read to Reading-to-Learn Abstract: The authors examined the impact of 2 subsequent, longitudinal interdisciplinary interventions for 58 Hispanic English language learners (ELLs): (a) Grade 5 science with English language/reading embedded (i.e., science intervention) and (b) K-3 English language/reading with science embedded (i.e., language/reading intervention). Results revealed that (a) in the science intervention treatment ELLs outperformed their counterparts in English-reading fluency, knowledge of word meaning, and science and reading achievement; (b) in the language/reading intervention treatment ELLs continued to develop faster than their peers in English oracy, reading fluency, and comprehension; (c) ELLs benefited more from the science intervention if they received the prior language/reading intervention. We conclude that for ELLs, the integration of science and English language/reading should primarily focus on reading in elementary grades and science in Grade 5. Journal: The Journal of Educational Research Pages: 410-426 Issue: 5 Volume: 107 Year: 2014 Month: 8 X-DOI: 10.1080/00220671.2013.833072 File-URL: http://hdl.handle.net/10.1080/00220671.2013.833072 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:5:p:410-426 Template-Type: ReDIF-Article 1.0 Author-Name: Philip M. Reeves Author-X-Name-First: Philip M. Author-X-Name-Last: Reeves Author-Name: Rayne A. Sperling Author-X-Name-First: Rayne A. Author-X-Name-Last: Sperling Author-Name: Wik Hung Pun Author-X-Name-First: Wik Hung Author-X-Name-Last: Pun Author-Name: D. Jake Follmer Author-X-Name-First: D. Jake Author-X-Name-Last: Follmer Title: A Review of "Towards Methodologically Inclusive Research Syntheses: Expanding Possibilities" Journal: The Journal of Educational Research Pages: 427-427 Issue: 5 Volume: 107 Year: 2014 Month: 8 X-DOI: 10.1080/00220671.2014.901851 File-URL: http://hdl.handle.net/10.1080/00220671.2014.901851 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:5:p:427-427 Template-Type: ReDIF-Article 1.0 Author-Name: Kate T. Anderson Author-X-Name-First: Kate T. Author-X-Name-Last: Anderson Author-Name: Jessica Holloway-Libell Author-X-Name-First: Jessica Author-X-Name-Last: Holloway-Libell Title: A Review of "Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences" Journal: The Journal of Educational Research Pages: 428-428 Issue: 5 Volume: 107 Year: 2014 Month: 8 X-DOI: 10.1080/00220671.2014.938514 File-URL: http://hdl.handle.net/10.1080/00220671.2014.938514 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:5:p:428-428 Template-Type: ReDIF-Article 1.0 Author-Name: Eunjoo Jung Author-X-Name-First: Eunjoo Author-X-Name-Last: Jung Title: Examining Differences in Kindergarteners' Mathematics Learning: A Closer Look at Instruction, Socioeconomic Status, and Race Abstract: The author examined whether mathematics instruction provided by kindergarten teachers is related to children's mathematics learning during the kindergarten year based on the children's socioeconomic status and race. Hierarchical linear modeling was employed using a large sample of kindergarten students to estimate relationships between the teacher's instructional approach (e.g., concrete-spatial, interpersonal, linguistic) and children's mathematics skills. Results showed that the teacher's instructional approach was selectively related to children's mathematics learning. Students in classrooms where teachers frequently employed a concrete-spatial instructional approach learned more during the kindergarten year. Students from lower socioeconomic backgrounds benefitted more from teachers who often employed an interpersonal approach, and Black/African American students benefitted less from classrooms where teachers relied more on a linguistic approach. The findings suggest that kindergarten teachers' instruction needs to employ varied methods that take into account students' mathematics skills and background characteristics. Journal: The Journal of Educational Research Pages: 429-439 Issue: 6 Volume: 107 Year: 2014 Month: 10 X-DOI: 10.1080/00220671.2013.833074 File-URL: http://hdl.handle.net/10.1080/00220671.2013.833074 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:6:p:429-439 Template-Type: ReDIF-Article 1.0 Author-Name: MarLynn Bailey Author-X-Name-First: MarLynn Author-X-Name-Last: Bailey Author-Name: Gita Taasoobshirazi Author-X-Name-First: Gita Author-X-Name-Last: Taasoobshirazi Author-Name: Martha Carr Author-X-Name-First: Martha Author-X-Name-Last: Carr Title: A Multivariate Model of Achievement in Geometry Abstract: Previous studies have shown that several key variables influence student achievement in geometry, but no research has been conducted to determine how these variables interact. A model of achievement in geometry was tested on a sample of 102 high school students. Structural equation modeling was used to test hypothesized relationships among variables linked to successful problem solving in geometry. These variables, including motivation, achievement emotions, pictorial representation, and categorization skills, were examined for their influence on geometry achievement. Results indicated that the model fit well. Achievement emotions, specifically boredom and enjoyment, had a significant influence on student motivation. Student motivation influenced students' use of pictorial representations and achievement. Pictorial representation also directly influenced achievement. Categorization skills had a significant influence on pictorial representations and student achievement. The implications of these findings for geometry instruction and for future research are discussed. Journal: The Journal of Educational Research Pages: 440-461 Issue: 6 Volume: 107 Year: 2014 Month: 10 X-DOI: 10.1080/00220671.2013.833073 File-URL: http://hdl.handle.net/10.1080/00220671.2013.833073 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:6:p:440-461 Template-Type: ReDIF-Article 1.0 Author-Name: Amy K. Clark Author-X-Name-First: Amy K. Author-X-Name-Last: Clark Author-Name: Patti Whetstone Author-X-Name-First: Patti Author-X-Name-Last: Whetstone Title: The Impact of an Online Tutoring Program on Mathematics Achievement Abstract: The authors explored the impact of an online tutoring program, Math Whizz (Whizz Education, 2014), on student mathematics achievement at 15 elementary schools. Students participated in the use of the Math Whizz program for the duration of the school year as a supplement to mathematics instruction. The Math Whizz program recorded such information as initial mathematics age, growth in mathematics age, amount of usage, average quiz score, and average test score. Teachers were also surveyed regarding the implementation of the online tutoring platform. In addition, 1 school provided assessment scores from the summative statewide mathematics assessment, which was used as the outcome variable of a multiple regression with variables from the online tutoring program as independent variables. Findings indicated that Math Whizz usage was related to improvement in mathematics achievement as measured by the online tutoring program, teacher survey responses, and the state assessment data. Journal: The Journal of Educational Research Pages: 462-466 Issue: 6 Volume: 107 Year: 2014 Month: 10 X-DOI: 10.1080/00220671.2013.833075 File-URL: http://hdl.handle.net/10.1080/00220671.2013.833075 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:6:p:462-466 Template-Type: ReDIF-Article 1.0 Author-Name: Jaap Schuitema Author-X-Name-First: Jaap Author-X-Name-Last: Schuitema Author-Name: Thea Peetsma Author-X-Name-First: Thea Author-X-Name-Last: Peetsma Author-Name: Ineke van der Veen Author-X-Name-First: Ineke Author-X-Name-Last: van der Veen Title: Enhancing Student Motivation: A Longitudinal Intervention Study Based on Future Time Perspective Theory Abstract: The authors investigated the effects of an intervention developed to enhance student motivation in the first years of secondary education. The intervention, based on future time perspective (FTP) theory, has been found to be effective in prevocational secondary education (T. T. D. Peetsma & I. Van der Veen, 2008, 2009). The authors extend the previous studies by focusing on all levels of secondary education and investigating the effects of the intervention over a longer period. In addition, they investigated the feasibility of teachers performing the intervention. A total of 766 students completed questionnaires 5 times during the first 2 years in secondary education, measuring FTP, goal orientation, and self-regulated learning. The authors randomly selected 65 students for the interventions. The results showed positive effects of the intervention on self-regulated learning and performance-approach in all levels of secondary education. Interventions performed by trained teachers were equally effective as those performed by the researchers. Journal: The Journal of Educational Research Pages: 467-481 Issue: 6 Volume: 107 Year: 2014 Month: 10 X-DOI: 10.1080/00220671.2013.836467 File-URL: http://hdl.handle.net/10.1080/00220671.2013.836467 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:6:p:467-481 Template-Type: ReDIF-Article 1.0 Author-Name: Youngju Lee Author-X-Name-First: Youngju Author-X-Name-Last: Lee Title: Promise for Enhancing Children's Reading Attitudes Through Peer Reading: A Mixed Method Approach Abstract: Peer-Assisted Learning Strategies (PALS) was implemented for supplementary reading classes in a Korean elementary school. The treatment group children were exposed to PALS during 20 min sessions, 4 times a week, for 8 weeks. The impacts of PALS were investigated in 3 aspects using a mixed-methods approach: improvement in reading attitudes, reading skills, and student perceptions of the intervention. Data collection includes reading attitude measures, standardized reading comprehension test scores, student satisfaction survey, student interviews, and student journals. The PALS group students showed significantly enhanced reading attitudes and reading skills. Consistently, qualitative data analysis also revealed affirmative influence of PALS on students' attitudes toward reading. Finally, the findings also suggested social benefits of PALS including developing cooperative skills and friendships. Journal: The Journal of Educational Research Pages: 482-492 Issue: 6 Volume: 107 Year: 2014 Month: 10 X-DOI: 10.1080/00220671.2013.836469 File-URL: http://hdl.handle.net/10.1080/00220671.2013.836469 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:6:p:482-492 Template-Type: ReDIF-Article 1.0 Author-Name: Glenn S. Baete Author-X-Name-First: Glenn S. Author-X-Name-Last: Baete Author-Name: Craig Hochbein Author-X-Name-First: Craig Author-X-Name-Last: Hochbein Title: Project Proficiency: Assessing the Independent Effects of High School Reform in an Urban District Abstract: ABSTRACT.The authors sought to determine if an urban school district's effort to fundamentally change teaching, assessment, and intervention practices increased student achievement and decreased achievement variation among classrooms in 11 high schools. They examined Grade 11 mathematics achievement data from the 2009-2010 and 2010-2011 Kentucky Core Content Test. The sample consisted of 2,451 students in 11 high schools that implemented an initiative called Project Proficiency. The study used hierarchical linear modeling to determine if changes in instructional practices yielded academic gains, while controlling for individual and school socioeconomic status (SES) and prior student achievement. The analysis revealed that Project Proficiency had a significant impact on state mathematics achievement and reduced classroom variation by 55% in the final model, as opposed to 16% in the control group. Results also indicated that a school's SES had a greater influence on student achievement than an individual student's SES. Journal: The Journal of Educational Research Pages: 493-511 Issue: 6 Volume: 107 Year: 2014 Month: 10 X-DOI: 10.1080/00220671.2013.823371 File-URL: http://hdl.handle.net/10.1080/00220671.2013.823371 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:6:p:493-511 Template-Type: ReDIF-Article 1.0 Author-Name: Jill L. Jacobi-Vessels Author-X-Name-First: Jill L. Author-X-Name-Last: Jacobi-Vessels Title: Kuby, C. R. (2013). Critical Literacy in the Early Childhood Classroom: Unpacking Histories, Unlearning Privilege Journal: The Journal of Educational Research Pages: 512-512 Issue: 6 Volume: 107 Year: 2014 Month: 10 X-DOI: 10.1080/00220671.2014.959837 File-URL: http://hdl.handle.net/10.1080/00220671.2014.959837 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:107:y:2014:i:6:p:512-512 Template-Type: ReDIF-Article 1.0 Author-Name: Gillian Francey Author-X-Name-First: Gillian Author-X-Name-Last: Francey Author-Name: Kate Cain Author-X-Name-First: Kate Author-X-Name-Last: Cain Title: Effect of Imagery Training on Children's Comprehension of Pronouns Abstract: Children with good and poor listening comprehension (n = 17 in each group) 9-10 years of age were trained to self-generate mental images for sentences and stories. Their ability to identify the antecedents of personal pronouns in individual sentences and also to select the appropriate pronoun in a story cloze task was assessed pre- and posttraining. In general, posttraining scores were significantly higher than pretraining scores. In both tasks, imagery training benefitted poor comprehenders when the pronoun and antecedent were close and good comprehenders when the pronoun and its antecedent were distant. The authors discuss these findings in relation to the memory demands of the task. This study shows that even 9-10-year-olds may experience difficulties with pronoun comprehension in particular circumstances, but that these difficulties can be reduced with a nonverbal support strategy. Journal: The Journal of Educational Research Pages: 1-9 Issue: 1 Volume: 108 Year: 2015 Month: 1 X-DOI: 10.1080/00220671.2013.824869 File-URL: http://hdl.handle.net/10.1080/00220671.2013.824869 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:1:p:1-9 Template-Type: ReDIF-Article 1.0 Author-Name: Christy M. Byrd Author-X-Name-First: Christy M. Author-X-Name-Last: Byrd Title: The Associations of Intergroup Interactions and School Racial Socialization with Academic Motivation Abstract: School racial climate is an important aspect of the school environment that can have significant implications for youths' development. However, existing research is limited by conceptual and methodological concerns that restrict the ability of researchers and educators to identify what about and how the racial climate is important. The author addresses existing limitations by articulating school racial climate as a multidimensional construct composed of interpersonal interactions and school racial socialization. The sample consists of 99 Black middle and high school students who completed surveys on their perceptions of the school racial climate and their belonging, competence, and intrinsic motivation. The results showed, for example, that perceptions of more positive cross-race interactions were associated with greater belonging, and perceptions of colorblind messages were associated with lower competence. Overall, the study demonstrated the utility of a multidimensional approach to school racial climate and supported existing research on the importance of climate for adolescents' motivation. Journal: The Journal of Educational Research Pages: 10-21 Issue: 1 Volume: 108 Year: 2015 Month: 1 X-DOI: 10.1080/00220671.2013.831803 File-URL: http://hdl.handle.net/10.1080/00220671.2013.831803 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:1:p:10-21 Template-Type: ReDIF-Article 1.0 Author-Name: Sandra Tang Author-X-Name-First: Sandra Author-X-Name-Last: Tang Title: Social Capital and Determinants of Immigrant Family Educational Involvement Abstract: Family educational involvement has been identified as a particularly beneficial practice for the achievement and behavioral outcomes of all students, including ethnic-minority students from families who have low levels of income, education, and English language proficiency. Despite the associated benefits, however, not all families are involved in their child's education and the explanation for differing involvement patterns has not been fully explored. The author examines precursors to parent educational involvement with an emphasis on immigrant families who may face more involvement barriers using the immigrant sample from the Child Development Supplement of the Panel Study of Income Dynamics (N = 189). Results provide limited support for the Hoover-Dempsey and Sandler theoretical model for family involvement; self-efficacy and perceived opportunities for involvement predicted immigrant families' home-based involvement. No antecedents, however, predicted school-based involvement. In addition, results suggest expanding this model to include social capital, which significantly predicted immigrant families' home-based involvement activities. Journal: The Journal of Educational Research Pages: 22-34 Issue: 1 Volume: 108 Year: 2015 Month: 1 X-DOI: 10.1080/00220671.2013.833076 File-URL: http://hdl.handle.net/10.1080/00220671.2013.833076 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:1:p:22-34 Template-Type: ReDIF-Article 1.0 Author-Name: Cindy D'On Jones Author-X-Name-First: Cindy D'On Author-X-Name-Last: Jones Title: Effects of Writing Instruction on Kindergarten Students' Writing Achievement: An Experimental Study Abstract: This full-year experimental study examined how methods of writing instruction contribute to kindergarten students' acquisition of foundational and compositional early writing skills. Multiple regression with cluster analysis was used to compare 3 writing instructional groups: an interactive writing group, a writing workshop group, and a traditional writing instruction control group. Results revealed significant differences among the 3 methods of instruction for influencing student learning of compositional writing skills. Implications of these findings are discussed. Journal: The Journal of Educational Research Pages: 35-44 Issue: 1 Volume: 108 Year: 2015 Month: 1 X-DOI: 10.1080/00220671.2013.836466 File-URL: http://hdl.handle.net/10.1080/00220671.2013.836466 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:1:p:35-44 Template-Type: ReDIF-Article 1.0 Author-Name: Michael A. Gottfried Author-X-Name-First: Michael A. Author-X-Name-Last: Gottfried Author-Name: Aletha Harven Author-X-Name-First: Aletha Author-X-Name-Last: Harven Title: The Effect of Having Classmates with Emotional and Behavioral Disorders and the Protective Nature of Peer Gender Abstract: The authors explored how classroom gender composition moderated the relationship between having classmates with emotional and behavioral disorders (EBD) and peers' academic achievement in both kindergarten and Grade 1 classrooms. Given the behavioral and social-cognitive styles of girls, it was hypothesized that classrooms with a higher percentage of girls would moderate (or reduce) the academic consequences associated with exposure to children with EBD. To address this hypothesis, this study relied on applying quasi-experimental methods to a nationally representative data set (i.e., Early Childhood Longitudinal Study-Kindergarten Class) of U.S. elementary school students. Consistent with prior research, the findings revealed that exposure to a classmate with EBD resulted in lower reading and mathematics scores for classmates. However, classrooms with a higher percentage of girls were found to protect other students' academic achievement when in the presence of an EBD classmate. The findings presented in this study can be used to challenge educators and policy makers to develop support classroom environments for all students. Educational implications are discussed. Journal: The Journal of Educational Research Pages: 45-61 Issue: 1 Volume: 108 Year: 2015 Month: 1 X-DOI: 10.1080/00220671.2013.836468 File-URL: http://hdl.handle.net/10.1080/00220671.2013.836468 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:1:p:45-61 Template-Type: ReDIF-Article 1.0 Author-Name: Jennifer L. Fisette Author-X-Name-First: Jennifer L. Author-X-Name-Last: Fisette Author-Name: Theresa A. Walton Author-X-Name-First: Theresa A. Author-X-Name-Last: Walton Title: "Beautiful You": Creating Contexts for Students to Become Agents of Social Change Abstract: The authors argue for creating a context within education where teachers can utilize critical pedagogical practices to explicate the hidden curriculum, explore students' sense of self and embodied identities, and engage students to empower themselves to speak up and take action about issues of embodiment and their understanding of social inequalities within schools. They specifically explore how high school girls' mediated and embodied identities were translated, particularly as they engaged in participatory activist research by becoming co-meaning makers and co-interpreters during the research process. During the first phase of the study, data were collected from focus group interviews and descriptive field notes from observations. In the second phase, participants created their own activist-based project. Participants shed light on the social issues they encountered in high school and how these experiences influenced their embodied identities, which led them to develop Beautiful You and thus become agents of social change. Journal: The Journal of Educational Research Pages: 62-76 Issue: 1 Volume: 108 Year: 2015 Month: 1 X-DOI: 10.1080/00220671.2013.838537 File-URL: http://hdl.handle.net/10.1080/00220671.2013.838537 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:1:p:62-76 Template-Type: ReDIF-Article 1.0 Author-Name: Yi-Chun Hong Author-X-Name-First: Yi-Chun Author-X-Name-Last: Hong Title: Passey, D. (2014). Inclusive Technology Enhanced Learning: Overcoming Cognitive, Physical, Emotional and Geographic Challenges Journal: The Journal of Educational Research Pages: 77-78 Issue: 1 Volume: 108 Year: 2015 Month: 1 X-DOI: 10.1080/00220671.2014.981064 File-URL: http://hdl.handle.net/10.1080/00220671.2014.981064 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:1:p:77-78 Template-Type: ReDIF-Article 1.0 Author-Name: Timothy Rasinski Author-X-Name-First: Timothy Author-X-Name-Last: Rasinski Title: Gorski, P. S. (2014). Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap Journal: The Journal of Educational Research Pages: 78-79 Issue: 1 Volume: 108 Year: 2015 Month: 1 X-DOI: 10.1080/00220671.2014.981068 File-URL: http://hdl.handle.net/10.1080/00220671.2014.981068 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:1:p:78-79 Template-Type: ReDIF-Article 1.0 Author-Name: Crystal M. Ramsay Author-X-Name-First: Crystal M. Author-X-Name-Last: Ramsay Author-Name: Rayne A. Sperling Author-X-Name-First: Rayne A. Author-X-Name-Last: Sperling Title: Reading Perspective: Can It Improve Middle School Students' Comprehension of Informational Text? Abstract: In 2 experiments the authors investigated whether assigning a perspective to middle school students prior to reading a long informational text would improve their reading comprehension. Pretest-posttest control group designs were employed in both experiments, in Experiment 1 (n = 146 fifth- and sixth-grade students) and in Experiment 2 (n = 83 eighth-grade students), where a delayed measure of comprehension was also included. Findings indicated statistically significant learning gains from pre- to posttest regardless of perspective but no differential benefit for perspective assignment on overall comprehension or comprehension of perspective-relevant content. Previous research has demonstrated comprehension benefit for adults assigned a perspective before reading short narrative texts in experimental settings. This work extends reading comprehension research by testing the efficacy of perspective instantiation in 2 samples of middle school learners reading an informational text in a school setting. Findings suggest more research is necessary prior to advocating the use of perspective instantiation in classrooms. Journal: The Journal of Educational Research Pages: 81-94 Issue: 2 Volume: 108 Year: 2015 Month: 2 X-DOI: 10.1080/00220671.2013.838538 File-URL: http://hdl.handle.net/10.1080/00220671.2013.838538 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:2:p:81-94 Template-Type: ReDIF-Article 1.0 Author-Name: Karen Jacobs Author-X-Name-First: Karen Author-X-Name-Last: Jacobs Author-Name: Elke Struyf Author-X-Name-First: Elke Author-X-Name-Last: Struyf Title: A First Step Toward a Comprehensive Model of Integrated Socio-emotional Guidance: Investigating the Effect of Teachers' Task Perception and a Supportive Network at School Abstract: With a shift in education from the transition of knowledge to the facilitation of the fullest development of each student, social and emotional guidance of students has moved from the margin to the mainstream of education. With limited resources and many competing demands, however, implementing this social and emotional guidance is not always that simple. The authors' aim, therefore, was to investigate what facilitates teachers to integrate social and emotional guidance into their teaching by means of a survey study involving 3,336 Flemish secondary education teachers. Several important factors including teachers' task perception, professionalization, teacher communication, clear structures and procedures and principal support were identified; making a first step toward the development of a comprehensive model on integrated social and emotional guidance. Journal: The Journal of Educational Research Pages: 95-111 Issue: 2 Volume: 108 Year: 2015 Month: 2 X-DOI: 10.1080/00220671.2013.839542 File-URL: http://hdl.handle.net/10.1080/00220671.2013.839542 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:2:p:95-111 Template-Type: ReDIF-Article 1.0 Author-Name: Karen E. Rambo-Hernandez Author-X-Name-First: Karen E. Author-X-Name-Last: Rambo-Hernandez Author-Name: D. Betsy McCoach Author-X-Name-First: D. Betsy Author-X-Name-Last: McCoach Title: High-Achieving and Average Students' Reading Growth: Contrasting School and Summer Trajectories Abstract: ABSTRACT.Much is unknown about how initially high-achieving students grow academically, especially given the measurement issues inherent in assessing growth for the highest performing students. This study compared initially high-achieving and average students' growth in reading (in a cohort of third-grade students from 2,000 schools) over 3 years. Using a 3-level longitudinal piecewise hierarchical linear model, we contrasted summer and school year growth rates to examine initially high-achieving and average students' trajectories. Average students grew steeply during the school year and gained nothing over the summer. By contrast, initially high-achieving students grew more slowly than average students during school but maintained that same slower growth rate in the summer. Journal: The Journal of Educational Research Pages: 112-129 Issue: 2 Volume: 108 Year: 2015 Month: 2 X-DOI: 10.1080/00220671.2013.850398 File-URL: http://hdl.handle.net/10.1080/00220671.2013.850398 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:2:p:112-129 Template-Type: ReDIF-Article 1.0 Author-Name: Jaime Puccioni Author-X-Name-First: Jaime Author-X-Name-Last: Puccioni Title: Parents' Conceptions of School Readiness, Transition Practices, and Children's Academic Achievement Trajectories Abstract: The author empirically tests the conceptual model of academic socialization, which suggests that parental cognitions about schooling influence parenting practices and child outcomes during the transition to school (Taylor, Clayton, & Rowley, 2004). More specifically, the author examines associations among parents' conceptions of school readiness, transition practices, and children's academic achievement in reading and mathematics from kindergarten through Grade 1 using data from the Early Childhood Longitudinal Study-Kindergarten Cohort (N = 12,622). A latent growth curve model was estimated, and results show that parents' school readiness beliefs were positively associated with children's beginning achievement and growth. Parents' transition practices were positively associated with children's achievement at the onset of kindergarten. Parents' beliefs also positively predicted their use of transition practices. The analysis largely confirmed the conceptual model of academic socialization. Furthermore, findings suggest that early interventions seeking to change parenting practices should consider parents' school readiness beliefs and expectations. Journal: The Journal of Educational Research Pages: 130-147 Issue: 2 Volume: 108 Year: 2015 Month: 2 X-DOI: 10.1080/00220671.2013.850399 File-URL: http://hdl.handle.net/10.1080/00220671.2013.850399 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:2:p:130-147 Template-Type: ReDIF-Article 1.0 Author-Name: Marcia H. Davis Author-X-Name-First: Marcia H. Author-X-Name-Last: Davis Author-Name: John T. Guthrie Author-X-Name-First: John T. Author-X-Name-Last: Guthrie Title: Measuring Reading Comprehension of Content Area Texts Using an Assessment of Knowledge Organization Abstract: The authors outline results of 3 studies conducted to examine the structure of disciplinary knowledge from reading measured through proximity data. In Study 1, 168 third-grade students were asked to read a science text and rate the relationships of keywords from the passage. From these ratings, comprehension scores were calculated that related well to a free-recall measure of science reading comprehension and differentiated poor and proficient readers. In Study 2, 176 third-grade students were given the proximity data measure on science text along with measures of prior knowledge, questioning, and text searching. In Study 3, 160 ninth-grade students were given the proximity data measure after reading a social studies text that varied on the presence of text signals and familiarity. The findings of this study extend the literature on the cognitive processing that contributes to higher order comprehension of information text among elementary and secondary students. Journal: The Journal of Educational Research Pages: 148-164 Issue: 2 Volume: 108 Year: 2015 Month: 2 X-DOI: 10.1080/00220671.2013.863749 File-URL: http://hdl.handle.net/10.1080/00220671.2013.863749 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:2:p:148-164 Template-Type: ReDIF-Article 1.0 Author-Name: Susan Ann Crosby Author-X-Name-First: Susan Ann Author-X-Name-Last: Crosby Author-Name: Timothy Rasinski Author-X-Name-First: Timothy Author-X-Name-Last: Rasinski Author-Name: Nancy Padak Author-X-Name-First: Nancy Author-X-Name-Last: Padak Author-Name: Kasim Yildirim Author-X-Name-First: Kasim Author-X-Name-Last: Yildirim Title: A 3-Year Study of a School-Based Parental Involvement Program in Early Literacy Abstract: Although parental involvement in children's literacy development has been recognized for its potential in helping children develop early literacy achievement, studies of the effectiveness and sustainability of school-based parent involvement programs are not numerous. This study examines the effectiveness and durability of a school-based parent involvement program that was implemented by school staff without external supervision over 3 consecutive years in a public school. Results indicate that implementation of the program was associated with higher levels of children's achievement in foundational literacy competencies. Moreover, the program has sustained over 3 years and actually grew in the levels of parental participation over time. The authors argue that effective and systemic parental involvement programs are possible and can be guided by certain principles of program development and if implemented by a committed teaching staff. Journal: The Journal of Educational Research Pages: 165-172 Issue: 2 Volume: 108 Year: 2015 Month: 2 X-DOI: 10.1080/00220671.2013.867472 File-URL: http://hdl.handle.net/10.1080/00220671.2013.867472 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:2:p:165-172 Template-Type: ReDIF-Article 1.0 Author-Name: Kirk S. Robinson Author-X-Name-First: Kirk S. Author-X-Name-Last: Robinson Title: MacBeath, J. (2014). Education and Schooling: Myth, Heresy, and Misconception. New York, NY: Routledge. 209 pp Journal: The Journal of Educational Research Pages: 173-174 Issue: 2 Volume: 108 Year: 2015 Month: 2 X-DOI: 10.1080/00220671.2014.981073 File-URL: http://hdl.handle.net/10.1080/00220671.2014.981073 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:2:p:173-174 Template-Type: ReDIF-Article 1.0 Author-Name: Shu-Shen Shih Author-X-Name-First: Shu-Shen Author-X-Name-Last: Shih Title: An Examination of Academic Coping Among Taiwanese Adolescents Abstract: The author explored the relations among Taiwanese eighth-grade students' satisfactions of the basic psychological needs (i.e., the needs for competence, relatedness, and autonomy), engagement versus disengagement coping with academic stress, self-regulated learning, and academic burnout. Three hundred and ninety-six eighth-grade Taiwanese students completed a self-reported survey assessing the variables described above. Findings of regression analyses indicated that the satisfactions of Taiwanese adolescents' basic psychological needs were the key factors determining their academic coping. The types of coping they adopted were found to be associated with their self-regulated learning and academic burnout. Further, results of multivariate analysis of covariance showed that even after controlling for the effects of the fulfillment of the basic psychological needs, students employing engagement coping reported significantly higher levels of self-regulated learning along with lower levels of burnout than did their counterparts using disengagement coping. Implications for educational practices are discussed. Journal: The Journal of Educational Research Pages: 175-185 Issue: 3 Volume: 108 Year: 2015 Month: 4 X-DOI: 10.1080/00220671.2013.867473 File-URL: http://hdl.handle.net/10.1080/00220671.2013.867473 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:3:p:175-185 Template-Type: ReDIF-Article 1.0 Author-Name: Linda M. Raffaele Mendez Author-X-Name-First: Linda M. Author-X-Name-Last: Raffaele Mendez Author-Name: Eun Sook Kim Author-X-Name-First: Eun Sook Author-X-Name-Last: Kim Author-Name: John Ferron Author-X-Name-First: John Author-X-Name-Last: Ferron Author-Name: Bonnie Woods Author-X-Name-First: Bonnie Author-X-Name-Last: Woods Title: Altering School Progression Through Delayed Entry or Kindergarten Retention: Propensity Score Analysis of Long-Term Outcomes Abstract: The authors examined long-term outcomes for children who experienced delayed entry to kindergarten or kindergarten retention. They used a cohort of 6,841 students to compare these groups to each other and typically progressing peers. First, the authors compared the groups on demographic and early childhood variables. For the long-term school-based outcomes, they used propensity score analysis to address pretreatment differences between groups and examined outcomes by free or reduced-price versus paid lunch status. Results showed that the retained group experienced greater early risk than the delayed entry and typically progressing groups and poorer long-term outcomes even when controlling for pre-existing differences. Other than placement in special education, few differences emerged between the delayed entry and typically progressing groups. Implications of the study for progression decisions are discussed. Journal: The Journal of Educational Research Pages: 186-203 Issue: 3 Volume: 108 Year: 2015 Month: 4 X-DOI: 10.1080/00220671.2013.867474 File-URL: http://hdl.handle.net/10.1080/00220671.2013.867474 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:3:p:186-203 Template-Type: ReDIF-Article 1.0 Author-Name: Jos� Carlos Nú�ez Author-X-Name-First: Jos� Carlos Author-X-Name-Last: Nú�ez Author-Name: Natalia Su�rez Author-X-Name-First: Natalia Author-X-Name-Last: Su�rez Author-Name: Pedro Ros�rio Author-X-Name-First: Pedro Author-X-Name-Last: Ros�rio Author-Name: Guillermo Vallejo Author-X-Name-First: Guillermo Author-X-Name-Last: Vallejo Author-Name: Rebeca Cerezo Author-X-Name-First: Rebeca Author-X-Name-Last: Cerezo Author-Name: Ant�nio Valle Author-X-Name-First: Ant�nio Author-X-Name-Last: Valle Title: Teachers' Feedback on Homework, Homework-Related Behaviors, and Academic Achievement Abstract: The authors intended to (a) identify the association between gender or grade level and teachers' homework (HW) feedback and (b) examine the relationship between teachers' HW feedback, HW-related behaviors (e.g., amount of HW completed), and academic achievement. Four hundred fifty-four students (Grades 5-12) participated in this study. The results showed that (a) at higher grade levels, there is a lower perceived amount of teachers' HW feedback; (b) teachers' HW feedback as perceived by students is positively and significantly related to the amount of HW completed and to the perceived quality of HW time management but not to the amount of time spent on HW; (c) the amount of HW completed and the perceived quality of HW time management positively and significantly predict academic achievement; and (d) teachers' HW feedback as perceived by students has an indirect relationship with students' academic achievement by its effect on students' HW-related behaviors. Journal: The Journal of Educational Research Pages: 204-216 Issue: 3 Volume: 108 Year: 2015 Month: 4 X-DOI: 10.1080/00220671.2013.878298 File-URL: http://hdl.handle.net/10.1080/00220671.2013.878298 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:3:p:204-216 Template-Type: ReDIF-Article 1.0 Author-Name: Chantal Velthuis Author-X-Name-First: Chantal Author-X-Name-Last: Velthuis Author-Name: Petra Fisser Author-X-Name-First: Petra Author-X-Name-Last: Fisser Author-Name: Jules Pieters Author-X-Name-First: Jules Author-X-Name-Last: Pieters Title: Collaborative Curriculum Design to Increase Science Teaching Self-Efficacy: A Case Study Abstract: The purpose of this study was to establish whether participation in a teacher design team (TDT) is an effective way to increase the science teaching self-efficacy of primary school teachers who vary in their levels of experience and interest in science. A TDT is a group of at least 2 teachers from the same or related subjects working together to (re)design and enact (a part of) their common curriculum (A. Handelzalts, 2009). This study considers the context of a primary school in The Netherlands. Three forms of data were collected to obtain more in-depth data about the value of working in a TDT: the Dutch version of the Science Teaching Efficacy Belief Instrument (P. Fisser, B. Ormel, & C. Velthuis, 2010), an additional TDT questionnaire, and a focus group interview. The results indicate that professional development through a TDT can improve science teaching self-efficacy for teachers with varying levels of experience and interest. Journal: The Journal of Educational Research Pages: 217-225 Issue: 3 Volume: 108 Year: 2015 Month: 4 X-DOI: 10.1080/00220671.2013.878299 File-URL: http://hdl.handle.net/10.1080/00220671.2013.878299 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:3:p:217-225 Template-Type: ReDIF-Article 1.0 Author-Name: Douglas J. Gagnon Author-X-Name-First: Douglas J. Author-X-Name-Last: Gagnon Author-Name: Marybeth J. Mattingly Author-X-Name-First: Marybeth J. Author-X-Name-Last: Mattingly Title: Rates of Beginning Teachers: Examining One Indicator of School Quality in an Equity Context Abstract: The authors use national data to examine variation in the proportion of beginning teachers in school districts across the United States by poverty, race, and urbanicity. In addition to being a proxy for teacher quality, the proportion of beginning teachers in a district also speaks to teacher turnover and therefore broader school quality issues. Findings suggest that districts with high-poverty levels; greater proportions of Black, Hispanic, and American Indian populations; and located in rural areas tend to have high percentages of novice teachers. This research provides insight into the persistent disparities in opportunity that confront children of poverty, color, and rural environments. Journal: The Journal of Educational Research Pages: 226-235 Issue: 3 Volume: 108 Year: 2015 Month: 4 X-DOI: 10.1080/00220671.2013.878300 File-URL: http://hdl.handle.net/10.1080/00220671.2013.878300 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:3:p:226-235 Template-Type: ReDIF-Article 1.0 Author-Name: Elena Ruskovaara Author-X-Name-First: Elena Author-X-Name-Last: Ruskovaara Author-Name: Timo Pihkala Author-X-Name-First: Timo Author-X-Name-Last: Pihkala Title: Entrepreneurship Education in Schools: Empirical Evidence on the Teacher's Role Abstract: Different approaches and methodologies for entrepreneurship education have been introduced for schools. However, a better theoretical and empirical understanding of the antecedents of entrepreneurship education is needed. The authors analyze what entrepreneurship education practices are used in schools and what role the school and the teacher are playing in determining the entrepreneurship education practices. The data cover school levels from basic to upper secondary education. The findings indicate that the training teachers have received in entrepreneurship seems to be the main factor determining the observable entrepreneurship education provided by the teachers. Further studies on the antecedents of entrepreneurship education are encouraged. Journal: The Journal of Educational Research Pages: 236-249 Issue: 3 Volume: 108 Year: 2015 Month: 4 X-DOI: 10.1080/00220671.2013.878301 File-URL: http://hdl.handle.net/10.1080/00220671.2013.878301 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:3:p:236-249 Template-Type: ReDIF-Article 1.0 Author-Name: Daniela Sellmann Author-X-Name-First: Daniela Author-X-Name-Last: Sellmann Author-Name: Anne K. Liefl�nder Author-X-Name-First: Anne K. Author-X-Name-Last: Liefl�nder Author-Name: Franz X. Bogner Author-X-Name-First: Franz X. Author-X-Name-Last: Bogner Title: Concept Maps in the Classroom: A New Approach to Reveal Students' Conceptual Change Abstract: When entering the classroom, adolescents already hold various conceptions on science topics. Concept maps may function as useful tools to reveal such conceptions although labor-intensive analysis often prevents application in typical classroom situations. The authors aimed to provide teachers with an appropriate approach to analyze students' concept maps within daily school routine. They intended to conclude qualitative changes from analyzing quantitative parameters. To test the approach, high school students were asked to map their conceptions before and after attending an educational program on climate change. For the analyses, quantitative as well as qualitative methods were applied. A comparison of pre- and postmaps pointed to a conceptual change. From strong correlations between qualitative and quantitative parameters we assumed our approach to be applicable. Due to its simple and barely time-consuming handling, the authors' approach is suitable for application in conventional classroom situations and may contribute to inform teachers about students' conceptions. Journal: The Journal of Educational Research Pages: 250-257 Issue: 3 Volume: 108 Year: 2015 Month: 4 X-DOI: 10.1080/00220671.2014.896315 File-URL: http://hdl.handle.net/10.1080/00220671.2014.896315 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:3:p:250-257 Template-Type: ReDIF-Article 1.0 Author-Name: Mary F. Roe Author-X-Name-First: Mary F. Author-X-Name-Last: Roe Title: Wepner, S. B., Strickland, D. S., & Quatroche, D. J. (Eds.). (2014). The Administration and Supervision of Reading Programs (5th ed.). New York, NY: Teachers College Press. 244 pp. Journal: The Journal of Educational Research Pages: 258-258 Issue: 3 Volume: 108 Year: 2015 Month: 4 X-DOI: 10.1080/00220671.2015.1027865 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1027865 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:3:p:258-258 Template-Type: ReDIF-Article 1.0 Author-Name: Michele Garabedian Stork Author-X-Name-First: Michele Author-X-Name-Last: Garabedian Stork Title: Miller, M. (2014). Minds Online: Teaching Effectively with Technology. Cambridge, MA: Harvard University Press. 296 pp. Journal: The Journal of Educational Research Pages: 259-259 Issue: 3 Volume: 108 Year: 2015 Month: 4 X-DOI: 10.1080/00220671.2015.1027866 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1027866 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:3:p:259-259 Template-Type: ReDIF-Article 1.0 Author-Name: Susan Sonnenschein Author-X-Name-First: Susan Author-X-Name-Last: Sonnenschein Author-Name: Claudia Galindo Author-X-Name-First: Claudia Author-X-Name-Last: Galindo Title: Race/Ethnicity and Early Mathematics Skills: Relations Between Home, Classroom, and Mathematics Achievement Abstract: This study used Early Childhood Longitudinal Study-Kindergarten Cohort data to examine influences of the home and classroom learning environments on kindergarten mathematics achievement of Black, Latino, and White children. Regardless of race/ethnicity, children who started kindergarten proficient in mathematics earned spring scores about 7-8 points higher. There was significant variability in the home and classroom learning environments of Black, Latino, and White children and associations with these children's mathematics scores. Nevertheless, reading at home was a significant predictor for spring mathematics scores for all groups. If children started kindergarten proficient in mathematics, the Latino-White mathematics gap, after controlling for home and classroom factors and other covariates, was no longer significant. However, the Black-White mathematics gap remained significant. If children did not start kindergarten proficient in mathematics, both the Latino-White and Black-White mathematics gaps remained significant. Journal: The Journal of Educational Research Pages: 261-277 Issue: 4 Volume: 108 Year: 2015 Month: 6 X-DOI: 10.1080/00220671.2014.880394 File-URL: http://hdl.handle.net/10.1080/00220671.2014.880394 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:4:p:261-277 Template-Type: ReDIF-Article 1.0 Author-Name: Wan-Chen Chang Author-X-Name-First: Wan-Chen Author-X-Name-Last: Chang Author-Name: Yu-Min Ku Author-X-Name-First: Yu-Min Author-X-Name-Last: Ku Title: The Effects of Note-Taking Skills Instruction on Elementary Students' Reading Abstract: The authors investigated the effects of a 5-week note-taking skills instructional program on note-taking and reading comprehension performance of elementary students. The participants included 349 fourth-grade students from 2 elementary schools in Taiwan. The Note-Taking Instruction group received approximately 40 min of note-taking skills instruction per week for 5 weeks in contrast to the free note-taking group and the free-recall writing group who did not receive any instruction. A note-taking evaluation task and a comprehension test were used to evaluate the effectiveness of the instruction on students' performance in note taking and reading comprehension, respectively. The study yielded 2 findings: first, teaching students a note-taking strategy significantly improved their performance in note taking and reading comprehension, and second, poor readers showed the greatest gains in note-taking skills with instruction. Journal: The Journal of Educational Research Pages: 278-291 Issue: 4 Volume: 108 Year: 2015 Month: 6 X-DOI: 10.1080/00220671.2014.886175 File-URL: http://hdl.handle.net/10.1080/00220671.2014.886175 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:4:p:278-291 Template-Type: ReDIF-Article 1.0 Author-Name: Jihwa Noh Author-X-Name-First: Jihwa Author-X-Name-Last: Noh Author-Name: Matthew Webb Author-X-Name-First: Matthew Author-X-Name-Last: Webb Title: Teacher Learning of Subject Matter Knowledge Through an Educative Curriculum Abstract: The authors examined the characterization of mathematical knowledge of teachers using educative curriculum materials. In particular, they investigated knowledge of change and rate of change (in the context of algebra and functions) of 12 teachers with differing levels of experience. Participants used a same set of curriculum materials that embed features that had potential to be educative for teachers. Data were collected using a mathematical task-based interview. The analyses suggest that context played an important role with regard to teachers' ability to explore complex situations. Teachers with a high level of experience teaching the educative curriculum materials showed greater success in dealing with complex problems and recognizing similar and contrasting characteristics of different types of representations across contexts. The findings suggest that curriculum materials can be designed to assist teachers' learning in ways that contribute to establishing contexts where teacher learning takes place. Journal: The Journal of Educational Research Pages: 292-305 Issue: 4 Volume: 108 Year: 2015 Month: 6 X-DOI: 10.1080/00220671.2014.886176 File-URL: http://hdl.handle.net/10.1080/00220671.2014.886176 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:4:p:292-305 Template-Type: ReDIF-Article 1.0 Author-Name: Shlomo Romi Author-X-Name-First: Shlomo Author-X-Name-Last: Romi Author-Name: Ramon (Rom) Lewis Author-X-Name-First: Ramon (Rom) Author-X-Name-Last: Lewis Author-Name: Merav Salkovsky Author-X-Name-First: Merav Author-X-Name-Last: Salkovsky Title: Exclusion as a Way of Promoting Student Responsibility: Does the Kind of Misbehavior Matter? Abstract: Three types of student misbehavior, varying in severity, were measured in self-report surveys completed by excluded students: distracting others, resisting teachers' attempts to ensure engagement with work, and aggressive behavior. Results show that excluded students exhibiting less severe misbehavior are more amenable to the logic of teacher explanations whereas students whose misbehavior is more severe appear to respond better to recognition of appropriate behavior before exclusion and follow-up discussions. The results indicate that teachers should be aware of the differential impact of classroom management techniques on students exhibiting different types of misbehavior. Journal: The Journal of Educational Research Pages: 306-317 Issue: 4 Volume: 108 Year: 2015 Month: 6 X-DOI: 10.1080/00220671.2014.886177 File-URL: http://hdl.handle.net/10.1080/00220671.2014.886177 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:4:p:306-317 Template-Type: ReDIF-Article 1.0 Author-Name: Jan Alexis Nielsen Author-X-Name-First: Jan Alexis Author-X-Name-Last: Nielsen Title: Assessment of Innovation Competency: A Thematic Analysis of Upper Secondary School Teachers' Talk Abstract: The author employed a 3-step qualitative research design with multiple instances of source validation to capture expert teachers' (n = 28) reflections on which manifest signs they would look for when they asses students' innovation competency. The author reports on the thematic analysis of the recorded talk in interaction that occurred in teacher group discussion sessions at 5 upper secondary schools. Based on the analysis, it was possible to extrapolate assessment criteria for 5 subcompetencies relevant to innovation (creative competency, collaboration competency, navigation competency, action competency, and communication competency) as well as assessment criteria for a number of skills relevant to these subcompetencies. These assessment criteria, it is argued, largely resonate with existing literature and they provide a detailed glimpse into how assessment of innovation competency could be concretized within the framework of the existing disciplines. Journal: The Journal of Educational Research Pages: 318-330 Issue: 4 Volume: 108 Year: 2015 Month: 6 X-DOI: 10.1080/00220671.2014.886178 File-URL: http://hdl.handle.net/10.1080/00220671.2014.886178 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:4:p:318-330 Template-Type: ReDIF-Article 1.0 Author-Name: Jeanne Wanzek Author-X-Name-First: Jeanne Author-X-Name-Last: Wanzek Author-Name: Shawn C. Kent Author-X-Name-First: Shawn C. Author-X-Name-Last: Kent Author-Name: Sharon Vaughn Author-X-Name-First: Sharon Author-X-Name-Last: Vaughn Author-Name: Elizabeth A. Swanson Author-X-Name-First: Elizabeth A. Author-X-Name-Last: Swanson Author-Name: Greg Roberts Author-X-Name-First: Greg Author-X-Name-Last: Roberts Author-Name: Martha Haynes Author-X-Name-First: Martha Author-X-Name-Last: Haynes Title: Implementing Team-Based Learning in Middle School Social Studies Classes Abstract: The authors examined the effects of team-based learning (TBL) implemented in Grade 8 social studies classes on student content acquisition. Twenty-four classes were randomly assigned to treatment or comparison blocking on teacher. In the treatment classes teachers integrated TBL practices in the content instruction. The authors examined teacher instruction in the treatment and comparison classes during implementation. Results indicated TBL was implemented only in treatment classes and teachers demonstrated a novice level of implementation. The authors then examined the effects of the treatment implementation on measures of content acquisition. Significant differences in favor of the treatment condition were noted in the number of accurate content ideas produced in a written essay (effect size = .31). A small effect (.16) was also observed in the number of supporting details students provided in the essay but was not statistically significant. There was no benefit of the treatment on a multiple-choice test of content knowledge. Journal: The Journal of Educational Research Pages: 331-344 Issue: 4 Volume: 108 Year: 2015 Month: 6 X-DOI: 10.1080/00220671.2014.893224 File-URL: http://hdl.handle.net/10.1080/00220671.2014.893224 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:4:p:331-344 Template-Type: ReDIF-Article 1.0 Author-Name: Rae Mancilla Author-X-Name-First: Rae Author-X-Name-Last: Mancilla Title: Robinson, K., & Harris, A. L. (2014). The Broken Compass: Parental Involvement With Children's Education Journal: The Journal of Educational Research Pages: 345-346 Issue: 4 Volume: 108 Year: 2015 Month: 6 X-DOI: 10.1080/00220671.2015.1053372 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1053372 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:4:p:345-346 Template-Type: ReDIF-Article 1.0 Author-Name: Jeffrey K. Smith Author-X-Name-First: Jeffrey K. Author-X-Name-Last: Smith Title: Brown, P.C., Roediger III, H.L., & McDaniel, M.A. (2014). Make It Stick. The Science of Successful Learning Journal: The Journal of Educational Research Pages: 346-346 Issue: 4 Volume: 108 Year: 2015 Month: 6 X-DOI: 10.1080/00220671.2015.1053373 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1053373 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:4:p:346-346 Template-Type: ReDIF-Article 1.0 Author-Name: Malkeet Singh Author-X-Name-First: Malkeet Author-X-Name-Last: Singh Title: Influence of Socioeconomic Disadvantages on Mathematics Achievement: A Multilevel Cohort Analysis Abstract: Closing the achievement gap in public education is a worthy goal that has been included as a top priority in the No Child Left Behind Act of 2001 (2002). This study analyzed the most salient predictors at the student and school levels to identify their long-term impact on mathematics achievement from the elementary grades to high school. The findings suggest that of all the individual factors Grade 3 mathematics achievement was the most crucial predictor for future mathematics achievement. Economic disadvantage at the student and school level has a negative impact on achievement. Furthermore, individual characteristics have approximately four times the predictive power of school-level characteristics. Implications of the findings are discussed with respect to educational policies. Journal: The Journal of Educational Research Pages: 347-357 Issue: 5 Volume: 108 Year: 2015 Month: 8 X-DOI: 10.1080/00220671.2014.899956 File-URL: http://hdl.handle.net/10.1080/00220671.2014.899956 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:5:p:347-357 Template-Type: ReDIF-Article 1.0 Author-Name: Jasmin Decristan Author-X-Name-First: Jasmin Author-X-Name-Last: Decristan Author-Name: A. Lena Hondrich Author-X-Name-First: A. Lena Author-X-Name-Last: Hondrich Author-Name: Gerhard B�ttner Author-X-Name-First: Gerhard Author-X-Name-Last: B�ttner Author-Name: Silke Hertel Author-X-Name-First: Silke Author-X-Name-Last: Hertel Author-Name: Eckhard Klieme Author-X-Name-First: Eckhard Author-X-Name-Last: Klieme Author-Name: Mareike Kunter Author-X-Name-First: Mareike Author-X-Name-Last: Kunter Author-Name: Arnim L�hken Author-X-Name-First: Arnim Author-X-Name-Last: L�hken Author-Name: Katja Adl-Amini Author-X-Name-First: Katja Author-X-Name-Last: Adl-Amini Author-Name: Sanna-K. Djakovic Author-X-Name-First: Sanna-K. Author-X-Name-Last: Djakovic Author-Name: Susanne Mannel Author-X-Name-First: Susanne Author-X-Name-Last: Mannel Author-Name: Alexander Naumann Author-X-Name-First: Alexander Author-X-Name-Last: Naumann Author-Name: Ilonca Hardy Author-X-Name-First: Ilonca Author-X-Name-Last: Hardy Title: Impact of Additional Guidance in Science Education on Primary Students' Conceptual Understanding Abstract: A cognitive and a guidance dimension can describe the support of students' conceptual understanding in inquiry-based science education. The role of guidance for student learning has been intensively discussed. Furthermore, inquiry learning may pose particular challenges to students with low language proficiency. The present intervention in primary school (54 teachers, 1,070 students) aimed to examine the effects of additional guidance. Therefore, the control group uses a science unit mainly addressing the cognitive dimension of inquiry. In the 3 treatment groups, this unit was enriched with guidance through scaffolding instructional discourse, formative assessment, or peer-assisted learning. The results (43 teachers, 873 students) confirm that in each intervention condition, students' conceptual understanding significantly improves. In the formative assessment group, students' mean conceptual understanding is higher than in the control group. Moreover, formative assessment and scaffolding instructional discourse provided particular support to the conceptual understanding of students with poor language proficiency. Journal: The Journal of Educational Research Pages: 358-370 Issue: 5 Volume: 108 Year: 2015 Month: 8 X-DOI: 10.1080/00220671.2014.899957 File-URL: http://hdl.handle.net/10.1080/00220671.2014.899957 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:5:p:358-370 Template-Type: ReDIF-Article 1.0 Author-Name: Carolyn J. Hushman Author-X-Name-First: Carolyn J. Author-X-Name-Last: Hushman Author-Name: Scott C. Marley Author-X-Name-First: Scott C. Author-X-Name-Last: Marley Title: Guided Instruction Improves Elementary Student Learning and Self-Efficacy in Science Abstract: The authors investigated whether the amount of instructional guidance affects science learning and self-efficacy. Sixty 9- and 10-year-old children were randomly assigned to one of the following three instructional conditions: (a) guided instruction consisting of examples and student-generated explanations, (b) direct instruction consisting of a lecture and examples, and (c) minimal instruction consisting of student directed discovery. Children who received guided instruction designed a greater percentage of experiments correctly and self-reported greater changes in science self-efficacy than children in the other conditions. No statistically significant differences were observed between direct and guided instruction on outcome measures of cued recall, application and evaluation. However, both conditions performed statistically higher on these outcome measures relative to the minimal instruction condition. Journal: The Journal of Educational Research Pages: 371-381 Issue: 5 Volume: 108 Year: 2015 Month: 8 X-DOI: 10.1080/00220671.2014.899958 File-URL: http://hdl.handle.net/10.1080/00220671.2014.899958 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:5:p:371-381 Template-Type: ReDIF-Article 1.0 Author-Name: Michael A. Gottfried Author-X-Name-First: Michael A. Author-X-Name-Last: Gottfried Title: The Influence of Applied STEM Coursetaking on Advanced Mathematics and Science Coursetaking Abstract: Advanced mathematics and science coursetaking is critical in building the foundation for students to advance through the STEM pathway--from high school to college to career. To invigorate students' persistence in STEM fields, high schools have been introducing applied STEM courses into the curriculum as a way to reinforce concepts learned in traditional mathematics and science classes and to motivate students' interests in a long-term pursuit of these areas. The author examines the role of taking applied STEM courses early in high school on taking advanced mathematics and science courses later in high school. The results suggest a positive link between early applied STEM coursetaking and later advanced mathematics and science coursetaking--one that is delineated by specific type of applied STEM course and by individual-level demographic characteristics. The findings of this study thus support policymakers and practitioners' efforts to expand the STEM curriculum beyond traditional subjects. Continuing to do so may be one way to expand the number of students persisting in STEM. Journal: The Journal of Educational Research Pages: 382-399 Issue: 5 Volume: 108 Year: 2015 Month: 8 X-DOI: 10.1080/00220671.2014.899959 File-URL: http://hdl.handle.net/10.1080/00220671.2014.899959 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:5:p:382-399 Template-Type: ReDIF-Article 1.0 Author-Name: Russell T. Warne Author-X-Name-First: Russell T. Author-X-Name-Last: Warne Author-Name: Ross Larsen Author-X-Name-First: Ross Author-X-Name-Last: Larsen Author-Name: Braydon Anderson Author-X-Name-First: Braydon Author-X-Name-Last: Anderson Author-Name: Alyce J. Odasso Author-X-Name-First: Alyce J. Author-X-Name-Last: Odasso Title: The Impact of Participation in the Advanced Placement Program on Students' College Admissions Test Scores Abstract: The Advanced Placement (AP) program is an educational program that permits high school students to take introductory college-level courses and receive college credit by passing a standardized end-of-course exam. Data were obtained from a statewide database of 2 high school graduating cohorts (N = 90,044). We used a series of propensity score analyses and marginal mean weighting through stratification to examine the impact of the AP program on students' academic achievement as measured by ACT scores. Results indicate that merely enrolling in an AP course produces very little benefit for students. Students who take and pass the AP exam, however, obtain higher ACT scores, even after controlling for a wide variety of academic, socioeconomic, and demographic variables. The authors conclude the article by discussing aspects of the AP program that remain unanswered. Journal: The Journal of Educational Research Pages: 400-416 Issue: 5 Volume: 108 Year: 2015 Month: 8 X-DOI: 10.1080/00220671.2014.917253 File-URL: http://hdl.handle.net/10.1080/00220671.2014.917253 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:5:p:400-416 Template-Type: ReDIF-Article 1.0 Author-Name: Sandra Moroni Author-X-Name-First: Sandra Author-X-Name-Last: Moroni Author-Name: Hanna Dumont Author-X-Name-First: Hanna Author-X-Name-Last: Dumont Author-Name: Ulrich Trautwein Author-X-Name-First: Ulrich Author-X-Name-Last: Trautwein Author-Name: Alois Niggli Author-X-Name-First: Alois Author-X-Name-Last: Niggli Author-Name: Franz Baeriswyl Author-X-Name-First: Franz Author-X-Name-Last: Baeriswyl Title: The Need to Distinguish Between Quantity and Quality in Research on Parental Involvement: The Example of Parental Help With Homework Abstract: Parental involvement research has greatly expanded over the past decade, but findings are mixed, reflecting in part the conceptual and methodological limitations of many studies. On the basis of longitudinal questionnaire data from 1,685 sixth-grade students, the authors studied parental help with homework because it is the most common and most controversial type of parental involvement. Distinguishing between the quantity and quality of parental homework involvement, the research shows that completely different conclusions about the effectiveness of parental homework involvement will be reached if its quantity is assessed instead of its quality: How often parents helped with homework was negatively associated with the development of achievement, whereas homework help that was perceived as supportive had positive predictive effects, and homework help perceived as intrusive had negative effects. Moreover, the results show that effect sizes would be overestimated if students' prior achievement and family background were not controlled. Journal: The Journal of Educational Research Pages: 417-431 Issue: 5 Volume: 108 Year: 2015 Month: 8 X-DOI: 10.1080/00220671.2014.901283 File-URL: http://hdl.handle.net/10.1080/00220671.2014.901283 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:5:p:417-431 Template-Type: ReDIF-Article 1.0 Author-Name: Hope E. Wilson Author-X-Name-First: Hope E. Author-X-Name-Last: Wilson Title: Albon, D., & Rosen, R. (2014). Negotiating Adult-Child Relationships in Early Childhood Research Journal: The Journal of Educational Research Pages: 432-433 Issue: 5 Volume: 108 Year: 2015 Month: 8 X-DOI: 10.1080/00220671.2015.1053375 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1053375 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:5:p:432-433 Template-Type: ReDIF-Article 1.0 Author-Name: Demere G. Woolway Author-X-Name-First: Demere G. Author-X-Name-Last: Woolway Title: Conrad, C., & Gasman, M. (2015). Educating a Diverse Nation: Lessons From Minority-Serving Institutions Journal: The Journal of Educational Research Pages: 433-433 Issue: 5 Volume: 108 Year: 2015 Month: 8 X-DOI: 10.1080/00220671.2015.1062639 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1062639 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:5:p:433-433 Template-Type: ReDIF-Article 1.0 Author-Name: Jane M. Ayers Author-X-Name-First: Jane M. Author-X-Name-Last: Ayers Author-Name: Lacy E. Krueger Author-X-Name-First: Lacy E. Author-X-Name-Last: Krueger Author-Name: Beth A. Jones Author-X-Name-First: Beth A. Author-X-Name-Last: Jones Title: Effects of Labeling and Teacher Certification Type on Recall and Conflict Resolution Abstract: ABSTRACT. Understanding how labels and prior training affect teachers of students with a disability is a step toward creating effective educational environments. Two goals of the present study were to examine how teacher training (special education vs. general education training) and labeling of students (either as having attention deficit hyperactivity disorder or not) affected teachers' memory attributes of a hypothetical student, and to identify whether teacher training and label type influenced how they would respond in a student-initiated conflict. The results suggest that the presence or absence of a label affected general education teachers, with these teachers recalling a greater proportion of hindering behaviors when no label was provided. However, independent of labeling condition, general education teachers tended to endorse a mediation approach when compared to special education teachers. Findings of this study inform educators' present knowledge about disability training in regard to certification training type and the use of labels. Journal: The Journal of Educational Research Pages: 435-448 Issue: 6 Volume: 108 Year: 2015 Month: 10 X-DOI: 10.1080/00220671.2014.909767 File-URL: http://hdl.handle.net/10.1080/00220671.2014.909767 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:6:p:435-448 Template-Type: ReDIF-Article 1.0 Author-Name: Ebrahim Mohammadpour Author-X-Name-First: Ebrahim Author-X-Name-Last: Mohammadpour Author-Name: Ahmadreza Shekarchizadeh Author-X-Name-First: Ahmadreza Author-X-Name-Last: Shekarchizadeh Author-Name: Shojae Aldin Kalantarrashidi Author-X-Name-First: Shojae Aldin Author-X-Name-Last: Kalantarrashidi Title: Multilevel Modeling of Science Achievement in the TIMSS Participating Countries Abstract: The author aimed to investigate the variability in science achievement as a function of student-, school- and country-level factors. Achievement scores of 134,123 eighth-grade students from 4,511 schools of 29 countries who participated in the 2007 Trends in International Mathematics and Science Study were analyzed. Multilevel modeling results showed that science achievement was driven largely by student-level factors. Students scored higher when they had more self-confidence in learning science, came from home with a higher level of family background, were boys, spent less time on nonacademic activities, and did job at home. Schools averaged higher when they had positive school climate, were located in urban areas, and there was no problem with attendance at school and shortages in resources for science instruction. Journal: The Journal of Educational Research Pages: 449-464 Issue: 6 Volume: 108 Year: 2015 Month: 10 X-DOI: 10.1080/00220671.2014.917254 File-URL: http://hdl.handle.net/10.1080/00220671.2014.917254 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:6:p:449-464 Template-Type: ReDIF-Article 1.0 Author-Name: Yanyun Yang Author-X-Name-First: Yanyun Author-X-Name-Last: Yang Author-Name: Albert Oosterhof Author-X-Name-First: Albert Author-X-Name-Last: Oosterhof Author-Name: Yan Xia Author-X-Name-First: Yan Author-X-Name-Last: Xia Title: Reliability of Scores on the Summative Performance Assessments Abstract: The authors address the reliability of scores obtained on the summative performance assessments during the pilot year of our research. Contrary to classical test theory, we discussed the advantages of using generalizability theory for estimating reliability of scores for summative performance assessments. Generalizability theory was used as the framework because of the flexibility this approach provides for examining sources of inconsistency within a complex assessment. Two major sources of inconsistency on scores considered in this study were raters and agencies (teachers' rating vs. researchers' rating). Overall, results showed that the inconsistency in scores attributable to raters and agencies was relatively small. Suggestions regarding improvement of consistency in the subsequent years of our research were provided. Journal: The Journal of Educational Research Pages: 465-479 Issue: 6 Volume: 108 Year: 2015 Month: 10 X-DOI: 10.1080/00220671.2014.917255 File-URL: http://hdl.handle.net/10.1080/00220671.2014.917255 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:6:p:465-479 Template-Type: ReDIF-Article 1.0 Author-Name: Beatriz Rodr�guez-Ruiz Author-X-Name-First: Beatriz Author-X-Name-Last: Rodr�guez-Ruiz Author-Name: Mar�a Jos� Rodrigo Author-X-Name-First: Mar�a Jos� Author-X-Name-Last: Rodrigo Author-Name: Raquel-Amaya Mart�nez-Gonz�lez Author-X-Name-First: Raquel-Amaya Author-X-Name-Last: Mart�nez-Gonz�lez Title: Cross-Contextual Variability in Parents' and School Tutors' Conflict Resolution Styles and Positive Development Abstract: The authors examined how the variability in adult conflict resolution styles in family and school contexts was related to adolescents' positive development. Cluster analysis classified 440 fathers, 440 mothers, and 125 tutors into 4 clusters, based on self-reports of their conflict resolution styles. Adolescents exposed to Cluster 1 (inconsistency and withdrawal) reported lower self-control than those exposed to Cluster 2 (inconsistency and dominance), who reported more ability to deal with stress, effective task performance, and positive self-concept and self-esteem, indicating that dominance at the school only was related to positive results. Lower perceived stress, positive self-concept and self-esteem, empathy, and social connectedness were reported by those adolescents exposed to Cluster 3 (consistency in negotiation), whereas those exposed to Cluster 4 (consistency in dominance) exhibited the worst profile in all the measures. In conclusion, the cross-contextual variability in conflict resolution styles was associated with different opportunities for positive development in adolescence. Journal: The Journal of Educational Research Pages: 480-491 Issue: 6 Volume: 108 Year: 2015 Month: 10 X-DOI: 10.1080/00220671.2014.905764 File-URL: http://hdl.handle.net/10.1080/00220671.2014.905764 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:6:p:480-491 Template-Type: ReDIF-Article 1.0 Author-Name: Nathan A. Stevenson Author-X-Name-First: Nathan A. Author-X-Name-Last: Stevenson Title: Predicting Proficiency on Statewide Assessments: A Comparison of Curriculum-Based Measures in Middle School Abstract: A key tool in multitiered systems of support is the use of curriculum-based measures to predict which students are at risk for academic failure. However, there are few studies that examine which measures are most suitable for students in middle school. The authors examine the reliability of predicting outcomes on state assessments for 3 commonly used curriculum-based measures at the middle school level. Data were collected from a middle school in the Midwest that regularly administers 3 different curriculum-based measures. Reading Curriculum-Based Measure (R-CBM), Maze, and Multiple-Choice Reading Comprehension (MCRC) were given to students in Grades 7 (n = 238) and 8 (n = 256). Logistic regression was used to examine each measure in predicting outcomes on the Michigan Education Assessment Program Reading assessment. Results indicated that MCRC more accurately predicted outcomes than R-CBM or maze (Grade 7 e-super-β = 1.75, Grade 8 e-super-β = 1.68). Limitations and recommendations for future research are discussed. Journal: The Journal of Educational Research Pages: 492-503 Issue: 6 Volume: 108 Year: 2015 Month: 10 X-DOI: 10.1080/00220671.2014.910161 File-URL: http://hdl.handle.net/10.1080/00220671.2014.910161 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:6:p:492-503 Template-Type: ReDIF-Article 1.0 Author-Name: Alyssa K. Parr Author-X-Name-First: Alyssa K. Author-X-Name-Last: Parr Author-Name: Verena S. Bonitz Author-X-Name-First: Verena S. Author-X-Name-Last: Bonitz Title: Role of Family Background, Student Behaviors, and School-Related Beliefs in Predicting High School Dropout Abstract: The authors' purpose was to test a parsimonious model derived from social cognitive career theory (R. W. Lent, S. D. Brown, & G. Hackett, 1994) and expectancy value theory (J. S. Eccles & A. Wigfield, 2002) that integrates groups of variables (demographic background, student behaviors, and school-related beliefs) with the goal of predicting high school dropout in a nationally representative sample of 15,753 high school students. Structural equation modeling was used to test the effect of the various predictors on students' dropout status 2 years later. The model fit the data very well, and the results indicated that socioeconomic status, academic performance, parental involvement, and absenteeism were most predictive of high school dropout. In contrast, social cognitive constructs (self-efficacy and subjective task value) added little explanatory power. Implications for high school dropout prevention programs are discussed. Journal: The Journal of Educational Research Pages: 504-514 Issue: 6 Volume: 108 Year: 2015 Month: 10 X-DOI: 10.1080/00220671.2014.917256 File-URL: http://hdl.handle.net/10.1080/00220671.2014.917256 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:108:y:2015:i:6:p:504-514 Template-Type: ReDIF-Article 1.0 Author-Name: Donna Cross Author-X-Name-First: Donna Author-X-Name-Last: Cross Author-Name: Leanne Lester Author-X-Name-First: Leanne Author-X-Name-Last: Lester Author-Name: Natasha Pearce Author-X-Name-First: Natasha Author-X-Name-Last: Pearce Author-Name: Amy Barnes Author-X-Name-First: Amy Author-X-Name-Last: Barnes Author-Name: Shelley Beatty Author-X-Name-First: Shelley Author-X-Name-Last: Beatty Title: A group randomized controlled trial evaluating parent involvement in whole-school actions to reduce bullying Abstract: Parents can significantly affect children's peer relationships, including their involvement in bullying. The authors developed and evaluated ways to enhance parents’ knowledge, self-efficacy, attitudes, and skills related to parent–child communication about bullying. The 3-year Friendly Schools Friendly Families whole-school intervention included a family component, which provided training and resources to support school teams to engage families in awareness-raising and skill-building activities. Over 3,200 parents of the Grade 2, 4, and 6 cohorts were recruited. For the Grade 2 and 4 cohorts at both 10 and 22 months postintervention, the family component increased parents’ self-efficacy to talk about bullying with their children and their frequency of doing so. Grade 4 parents reported more provictim attitudes at 22 months. No differences were found for the Grade 6 cohort. These data suggest a whole-school capacity-building intervention in early and middle childhood can improve the likelihood and frequency of positive parent–child communication about bullying. Journal: The Journal of Educational Research Pages: 255-267 Issue: 3 Volume: 111 Year: 2018 Month: 5 X-DOI: 10.1080/00220671.2016.1246409 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1246409 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:3:p:255-267 Template-Type: ReDIF-Article 1.0 Author-Name: Jan Hochweber Author-X-Name-First: Jan Author-X-Name-Last: Hochweber Author-Name: Svenja Vieluf Author-X-Name-First: Svenja Author-X-Name-Last: Vieluf Title: Gender differences in reading achievement and enjoyment of reading: The role of perceived teaching quality Abstract: The authors examined the extent to which classroom-specific relationships between students’ gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management, adequate pacing, and a strong focus on language competencies were related to a less pronounced increase of girls’ advantage in reading achievement during Grade 9. High levels of teacher support and focus on language competencies were related to smaller gender differences in enjoyment of reading at the beginning of Grade 9, though not associated with change of these differences over the school year. Our findings suggest that high teaching quality is not only related to higher reading achievement and reading enjoyment in classrooms as a whole, but may also help to mitigate the increase of gender gaps in reading achievement and motivation commonly observed in secondary school. Journal: The Journal of Educational Research Pages: 268-283 Issue: 3 Volume: 111 Year: 2018 Month: 5 X-DOI: 10.1080/00220671.2016.1253536 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1253536 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:3:p:268-283 Template-Type: ReDIF-Article 1.0 Author-Name: Francis L. Huang Author-X-Name-First: Francis L. Author-X-Name-Last: Huang Title: Do Black students misbehave more? Investigating the differential involvement hypothesis and out-of-school suspensions Abstract: Black students are much more likely to be disciplined using out-of-school suspensions (OSS) compared with White students. One often-cited hypothesis, though relatively untested, is the role of misconduct and students attitudes that support deviant behavior. The differential involvement hypothesis suggests that disproportionate sanctioning may result if one group of students is engaged in greater levels of misbehavior compared with the other group. Using a national high school dataset, the author used various student-reported measures of misconduct (e.g., fighting) and 18 attitudes supporting deviant behavior (e.g., it is okay to disobey school rules) to investigate their association with receiving an OSS. Findings showed that misconduct and deviant attitudes were important factors in predicting the receipt of OSS though results indicated that Black students did not generally misbehave or endorse deviant attitudes more than White students did. Journal: The Journal of Educational Research Pages: 284-294 Issue: 3 Volume: 111 Year: 2018 Month: 5 X-DOI: 10.1080/00220671.2016.1253538 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1253538 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:3:p:284-294 Template-Type: ReDIF-Article 1.0 Author-Name: Chris Gregory Author-X-Name-First: Chris Author-X-Name-Last: Gregory Author-Name: Yasuo Miyazaki Author-X-Name-First: Yasuo Author-X-Name-Last: Miyazaki Title: Multilevel analysis of student civics knowledge scores Abstract: Compositional effects of scholarly culture classroom/school climate on civic knowledge scores of 9th graders in the United States were examined using the International Association for the Evaluation of Educational Achievement (IEA) 1999 Civic Education Study data. Following Evans et al. (2010, 2014), we conceived that the number of books at home, referred to as the home literacy score by IEA, can be an index of scholarly culture of the student's home, and its aggregated average constitutes scholarly culture of the classrooms/schools. The results obtained through multilevel analysis indicated that there were indeed large unique compositional effects and its effect size was comparable to that of mean parent education, individual level scholarly culture, and parent education. Implications of the results in terms of educational policy were discussed. Journal: The Journal of Educational Research Pages: 295-309 Issue: 3 Volume: 111 Year: 2018 Month: 5 X-DOI: 10.1080/00220671.2016.1255869 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1255869 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:3:p:295-309 Template-Type: ReDIF-Article 1.0 Author-Name: Fei Chen Author-X-Name-First: Fei Author-X-Name-Last: Chen Author-Name: Heidi Andrade Author-X-Name-First: Heidi Author-X-Name-Last: Andrade Title: The impact of criteria-referenced formative assessment on fifth-grade students’ theater arts achievement Abstract: The purpose of this study was to examine the effects of criteria-referenced formative assessment (CRFA) on students’ achievement in theater arts. The role of type of task in differentiating the treatment-achievement relationship was explored. The analytical sample included 520 fifth-grade students from 13 schools in New York City. Schools were randomly assigned to the treatment or control group. Selection bias in treatment assignment at student level was adjusted with propensity score analysis. CRFA had a positive effect on students’ achievement on performance tasks (d = 0.25), but no significant effect on students’ performance on the analytical constructed response tasks or the theater vocabulary multiple-choice items. Journal: The Journal of Educational Research Pages: 310-319 Issue: 3 Volume: 111 Year: 2018 Month: 5 X-DOI: 10.1080/00220671.2016.1255870 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1255870 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:3:p:310-319 Template-Type: ReDIF-Article 1.0 Author-Name: David González-Cutre Author-X-Name-First: David Author-X-Name-Last: González-Cutre Author-Name: Ana C. Sierra Author-X-Name-First: Ana C. Author-X-Name-Last: Sierra Author-Name: Vicente J. Beltrán-Carrillo Author-X-Name-First: Vicente J. Author-X-Name-Last: Beltrán-Carrillo Author-Name: Manuel Peláez-Pérez Author-X-Name-First: Manuel Author-X-Name-Last: Peláez-Pérez Author-Name: Eduardo Cervelló Author-X-Name-First: Eduardo Author-X-Name-Last: Cervelló Title: A school-based motivational intervention to promote physical activity from a self-determination theory perspective Abstract: The authors analyzed the effects of a multidimensional intervention to promote physical activity (PA) in school, based on self-determination theory. The study involved 88 students, between 14 and 17 years old, who were divided into a control group (n = 59) and an experimental group (n = 29). In the experimental group, a 6-month intervention was conducted, applying a teaching unit of fitness and health in physical education (PE) classes, an extracurricular program of healthy PA, and meetings with families. Questionnaires were administered to measure different motivational variables and PA levels at four time points. Significant differences were found in favor of the experimental group in parental and peer autonomy support; integrated regulation in PE; autonomy, intrinsic, and identified regulation in leisure-time PA; moderate, hard, and very hard PA; and physical self-worth. Motivational effects were maintained over time but the effects on PA levels disappeared at 6 months. Journal: The Journal of Educational Research Pages: 320-330 Issue: 3 Volume: 111 Year: 2018 Month: 5 X-DOI: 10.1080/00220671.2016.1255871 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1255871 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:3:p:320-330 Template-Type: ReDIF-Article 1.0 Author-Name: Tanya Tavassolie Author-X-Name-First: Tanya Author-X-Name-Last: Tavassolie Author-Name: Claudia López Author-X-Name-First: Claudia Author-X-Name-Last: López Author-Name: Jessica De Feyter Author-X-Name-First: Jessica Author-X-Name-Last: De Feyter Author-Name: Suzanne C. Hartman Author-X-Name-First: Suzanne C. Author-X-Name-Last: Hartman Author-Name: Adam Winsler Author-X-Name-First: Adam Author-X-Name-Last: Winsler Title: Migrant preschool children's school readiness and early elementary school performance Abstract: Little is known about the early educational performance of children in migrant farmworker families. The authors examined the school readiness and early school success of 289 four-year-old preschool children of migrant families attending Redlands Christian Migrant Association centers. Children's school readiness was assessed and public school records were used for longitudinal follow-up. Children improved on age-4 school readiness domains, and although some struggled with emergent English literacy, many performed well on school readiness measures and later coursework. Children quickly became proficient in oral English, and had above-average school attendance. Many scored low on high-stakes tests; however, typically well enough for grade promotion. Students in the sample were comparable to similar students in poverty. School teachers and administrators should have high expectations for students from migrant families because many of them do stay in the public school system, and appear to be quite resilient despite many challenges they face. Journal: The Journal of Educational Research Pages: 331-344 Issue: 3 Volume: 111 Year: 2018 Month: 5 X-DOI: 10.1080/00220671.2016.1261074 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1261074 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:3:p:331-344 Template-Type: ReDIF-Article 1.0 Author-Name: Abbas Abdollahi Author-X-Name-First: Abbas Author-X-Name-Last: Abdollahi Author-Name: Amity Noltemeyer Author-X-Name-First: Amity Author-X-Name-Last: Noltemeyer Title: Academic hardiness: Mediator between sense of belonging to school and academic achievement? Abstract: The purpose of this study was to (a) test the relationships between sense of belonging to school, academic hardiness, and academic achievement and (b) examine the mediating role of academic hardiness (including commitment, control, and challenge) on the association between sense of belonging to school and academic achievement. Five hundred and twenty 15–21-year-old high school students (245 young women and 275 young men) from eight high schools in Tehran, Iran, participated in the study by completing a series of validated questionnaires. Partial least squares structural equation modeling provided evidence that commitment, control, challenge, and sense of belonging to school were positively associated with academic achievement. Commitment, control, and challenge partially mediated the relationship between sense of belonging to school and academic achievement. These findings enhance existing literature by revealing how sense of belonging to school may contribute to academic achievement. Journal: The Journal of Educational Research Pages: 345-351 Issue: 3 Volume: 111 Year: 2018 Month: 5 X-DOI: 10.1080/00220671.2016.1261075 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1261075 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:3:p:345-351 Template-Type: ReDIF-Article 1.0 Author-Name: Michelle A. Butler Author-X-Name-First: Michelle A. Author-X-Name-Last: Butler Author-Name: Andrew D. Katayama Author-X-Name-First: Andrew D. Author-X-Name-Last: Katayama Author-Name: Casey Schindling Author-X-Name-First: Casey Author-X-Name-Last: Schindling Author-Name: Katherine Dials Author-X-Name-First: Katherine Author-X-Name-Last: Dials Title: Assessing resilience in students who are deaf or blind: Supplementing standardized achievement testing Abstract: Although testing accommodations for standardized assessments are available for students with disabilities, interpretation remains challenging. The authors explored resilience to see if it could contribute to the interpretation of academic success for students who are deaf or hard of hearing or blind or have low vision. High school students (30 deaf, 11 blind) responded to the Resiliency Scales and a school-specific resilience survey. Student ratings were within 1 SD of those who were not deaf or blind; resilience was positively correlated with academic success (grade point average). Resilience information may contribute to the interpretation of academic success in students who are deaf or blind and may provide insight into potential interventions. This is the first time students who are deaf or blind have been assessed on a published measure of resilience. Results defy stereotypes and affirm that individuals who are deaf or hard of hearing or blind or have low vision have more in common with the hearing and seeing world than is often recognized. Journal: The Journal of Educational Research Pages: 352-362 Issue: 3 Volume: 111 Year: 2018 Month: 5 X-DOI: 10.1080/00220671.2016.1264052 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1264052 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:3:p:352-362 Template-Type: ReDIF-Article 1.0 Author-Name: Sanit Haruehansawasin Author-X-Name-First: Sanit Author-X-Name-Last: Haruehansawasin Author-Name: Paiboon Kiattikomol Author-X-Name-First: Paiboon Author-X-Name-Last: Kiattikomol Title: Scaffolding in problem-based learning for low-achieving learners Abstract: This research investigates scaffolding approaches for supporting low-achieving learners in a problem-based learning environment. The study was conducted in a vocational school with 3 different approaches to scaffolding using 3 groups in addition to a control group. The area of focus was a learning module using computer spreadsheets. The results showed that there was a significant difference in outcomes among the 4 groups. The group that used a semicollaborative approach combined with worksheet performed significantly higher on posttests than the other group. This study illustrates the value of scaffolding for low achievers in problem-based learning environments and identifies the specific type of scaffolding that is most effective. Journal: The Journal of Educational Research Pages: 363-370 Issue: 3 Volume: 111 Year: 2018 Month: 5 X-DOI: 10.1080/00220671.2017.1287045 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1287045 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:3:p:363-370 Template-Type: ReDIF-Article 1.0 Author-Name: Robert C. Kleinsasser Author-X-Name-First: Robert C. Author-X-Name-Last: Kleinsasser Title: The sociology of teaching Journal: The Journal of Educational Research Pages: 382-383 Issue: 3 Volume: 111 Year: 2018 Month: 5 X-DOI: 10.1080/00220671.2017.1362216 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1362216 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:3:p:382-383 Template-Type: ReDIF-Article 1.0 Author-Name: Mary F. Roe Author-X-Name-First: Mary F. Author-X-Name-Last: Roe Title: The enlightened eye: Qualitative inquiry and the enhancement of educational practice Journal: The Journal of Educational Research Pages: 384-384 Issue: 3 Volume: 111 Year: 2018 Month: 5 X-DOI: 10.1080/00220671.2017.1362220 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1362220 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:3:p:384-384 Template-Type: ReDIF-Article 1.0 Author-Name: Merve Halici Page Author-X-Name-First: Merve Author-X-Name-Last: Halici Page Author-Name: Enisa Mede Author-X-Name-First: Enisa Author-X-Name-Last: Mede Title: Comparing task-based instruction and traditional instruction on task engagement and vocabulary development in secondary language education Abstract: The purpose of this study was to investigate and compare the impact of task-based instruction (TBI) and traditional instruction (TI) on the motivation and vocabulary development in secondary language education. The focus of the study was to also find out the perceptions of teachers about implementing these two instructional methods in their teaching practices. The participants were 97 students and 2 teachers engaged in the 7th grade EFL program at a private school in Istanbul, Turkey. Data was collected quantitatively from a vocabulary check test and motivation scale, as well as qualitatively from semi-structured interviews. The findings revealed that implementing TBI had positive impact on students' vocabulary development as well as their motivation. In line with these findings, it was also suggested that teachers perceived TBI to be a more effective method to be incorporated in secondary grade language practices. Based on the gathered findings, suggestions for redesigning and implementing the existing 7th grade EFL program were provided. Journal: The Journal of Educational Research Pages: 371-381 Issue: 3 Volume: 111 Year: 2018 Month: 5 X-DOI: 10.1080/00220671.2017.1391163 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1391163 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:3:p:371-381 Template-Type: ReDIF-Article 1.0 Author-Name: Rayne Sperling Author-X-Name-First: Rayne Author-X-Name-Last: Sperling Author-Name: Aaron Richmond Author-X-Name-First: Aaron Author-X-Name-Last: Richmond Author-Name: Crystal Ramsay Author-X-Name-First: Crystal Author-X-Name-Last: Ramsay Author-Name: Michael Klapp Author-X-Name-First: Michael Author-X-Name-Last: Klapp Title: The Measurement and Predictive Ability of Metacognition in Middle School Learners Abstract: The authors examined relations among components of metacognition from varying theoretical perspectives, explored the psychometric characteristics of known measures of metacognition, and examined the predictive strength of measures of metacognition for both science and overall academic achievement in 97 seventh-grade students. Findings indicated expected significant correlations between 2 measures of metacognition, the Junior Metacognitive Awareness Inventory (Sperling, Howard, Miller, & Murphy, 2002) and an open-ended version of Swanson's (1990) metacognition measure and a significant correlation between the Swanson measure and general science teacher ratings of students’ metacognition. Student measures demonstrated sound psychometric properties and both were significant predictors of science achievement. Additional analyses, recommendations for future research, and suggestions for practitioners and educators interested in measuring and promoting metacognition are provided. Journal: The Journal of Educational Research Pages: 1-7 Issue: 1 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2010.514690 File-URL: http://hdl.handle.net/10.1080/00220671.2010.514690 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:1:p:1-7 Template-Type: ReDIF-Article 1.0 Author-Name: Sophia Catsambis Author-X-Name-First: Sophia Author-X-Name-Last: Catsambis Author-Name: Lynn Mulkey Author-X-Name-First: Lynn Author-X-Name-Last: Mulkey Author-Name: Anthony Buttaro Author-X-Name-First: Anthony Author-X-Name-Last: Buttaro Author-Name: Lala Steelman Author-X-Name-First: Lala Author-X-Name-Last: Steelman Author-Name: Pamela Koch Author-X-Name-First: Pamela Author-X-Name-Last: Koch Title: Examining Gender Differences in Ability Group Placement at the Onset of Schooling: The Role of Skills, Behaviors, and Teacher Evaluations Abstract: The authors analyzed the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K) national data set to investigate gender differences in ability group placement in American kindergartens. They found that in kindergarten, within-class ability grouping was widely used for reading instruction, with boys being underrepresented in high-achieving reading groups and overrepresented in low-achieving ones. Gender differences in reading group placement were consistent across classrooms and were explained by student-level characteristics. Boys’ underrepresentation in high reading groups was explained by their lower reading skills at kindergarten entry, as measured by the reading test scores available in the ECLS-K. By contrast, boys’ overrepresentation in low reading groups was only partially explained by their lower test scores. Compared with girls of similar social background and reading test scores, boys continued to have higher chances of placement into a low reading group. This remaining gender difference was explained by the lower teacher evaluations of boys’ reading skills and approaches to learning. Boys’ disadvantages in reading group placement at school entry raise concern over their further academic success. Journal: The Journal of Educational Research Pages: 8-20 Issue: 1 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2010.514779 File-URL: http://hdl.handle.net/10.1080/00220671.2010.514779 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:1:p:8-20 Template-Type: ReDIF-Article 1.0 Author-Name: Weihua Fan Author-X-Name-First: Weihua Author-X-Name-Last: Fan Author-Name: Cathy Williams Author-X-Name-First: Cathy Author-X-Name-Last: Williams Author-Name: Christopher Wolters Author-X-Name-First: Christopher Author-X-Name-Last: Wolters Title: Parental Involvement in Predicting School Motivation: Similar and Differential Effects Across Ethnic Groups Abstract: The authors investigated how different dimensions of parental involvement similarly or differentially linked to various constructs of school motivation (academic self-efficacy in mathematics and English, intrinsic motivation toward mathematics and English, and engagement) across ethnic groups of Caucasian, African American, Asian American, and Hispanic students. The structural equation modeling analyses revealed the existence of ethnic differences by providing evidence that (a) parental advising and parent–school communication concerning benign school issues were positively related to Hispanic students’ intrinsic motivation toward English and academic self-efficacy in English, but negatively related to Asian American students’ mathematics intrinsic motivation and/or mathematics self-efficacy; and (b) parental participation in school functions sporadically affected the school motivational constructs for only Caucasian and African American students. Despite the ethnic differences, similar findings across ethnic groups were also noted. Generally, results showed that parental aspiration for children's education positively related to student school motivational constructs, whereas school–parent communication regarding student school problems negatively predicted student school motivational constructs across ethnic groups. Journal: The Journal of Educational Research Pages: 21-35 Issue: 1 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2010.515625 File-URL: http://hdl.handle.net/10.1080/00220671.2010.515625 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:1:p:21-35 Template-Type: ReDIF-Article 1.0 Author-Name: Jeffrey Jones Author-X-Name-First: Jeffrey Author-X-Name-Last: Jones Author-Name: Gary Miron Author-X-Name-First: Gary Author-X-Name-Last: Miron Author-Name: Allison Kelaher-Young Author-X-Name-First: Allison Author-X-Name-Last: Kelaher-Young Title: The Kalamazoo Promise and Perceived Changes in Teacher Beliefs, Expectations, and Behaviors Abstract: High teacher expectations are an essential component of quality education and are known to lead to positive outcomes for students. The authors examined perceived changes in teacher beliefs, expectations, and behaviors that result from the introduction of the Kalamazoo Promise, a universal postsecondary scholarship program. These perceptions were accessed through interpretive interviews with principals, counselors, teachers, and through interviews and surveys with students in the school district. Educators and students reported marked improvements in teacher attitudes and behaviors since the announcement of the Kalamazoo Promise. The authors discuss the implications of research findings and the potential of this scholarship program as a catalyst for systemic change in the district. Journal: The Journal of Educational Research Pages: 36-51 Issue: 1 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2010.517575 File-URL: http://hdl.handle.net/10.1080/00220671.2010.517575 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:1:p:36-51 Template-Type: ReDIF-Article 1.0 Author-Name: Katherine Picho Author-X-Name-First: Katherine Author-X-Name-Last: Picho Author-Name: Jason Stephens Author-X-Name-First: Jason Author-X-Name-Last: Stephens Title: Culture, Context and Stereotype Threat: A Comparative Analysis of Young Ugandan Women in Coed and Single-Sex Schools Abstract: Stereotype threat (ST) has been linked to under performance and academic disidentification among girls in mathematics and science as well as African Americans in academics. However, it is still unclear whether ST and its negative effects extend to non-Western cultures. The authors explored the effects of ST on Ugandan females in coed and single-sex (all-girls) schools. Results indicated that although ST did not affect the performance of girls in the single-sex school, it negatively impacted the performance of females in the coed school. Further, these effects appear to have been moderated by school context, with females in single-sex schools reporting higher levels of mathematics identification and mathematics self-efficacy than those in coed schools. Journal: The Journal of Educational Research Pages: 52-63 Issue: 1 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2010.517576 File-URL: http://hdl.handle.net/10.1080/00220671.2010.517576 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:1:p:52-63 Template-Type: ReDIF-Article 1.0 Author-Name: Jaekyung Lee Author-X-Name-First: Jaekyung Author-X-Name-Last: Lee Title: Educational Equity and Adequacy for Disadvantaged Minority Students: School and Teacher Resource Gaps Toward National Mathematics Proficiency Standard Abstract: This study addresses the issue of educational inadequacy and inequity for disadvantaged minority students. It estimates desired national standards and examines interrelated gaps in key school–teacher resources and mathematics achievement by linking national education data sets (National Assessment of Educational Progress [NAEP], Common Core of Data, and Schools and Staffing Survey). Although poor minority students’ chances to meet the national mathematics proficiency standard are undermined by the lack of their access to qualified teachers and adequate school funding, it turns out that the adequacy-based (absolute) gaps are much larger than the equity-based (relative) gaps. Meeting the NAEP Grade 8 mathematics proficiency standard requires substantial increases in per-pupil education spending (from $6,493 to $7,197 in year 2000 dollars) and in-field mathematics teaching rate (from 49% to 91%) across the nation. Research and policy implications are discussed. Journal: The Journal of Educational Research Pages: 64-75 Issue: 1 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2010.519409 File-URL: http://hdl.handle.net/10.1080/00220671.2010.519409 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:1:p:64-75 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Roe Author-X-Name-First: Mary Author-X-Name-Last: Roe Title: A Review of “Teaching 2030: What We Must Do for Our Students and Our Public Schools … Now and in the Future” Journal: Pages: 76-76 Issue: 1 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2011.598116 File-URL: http://hdl.handle.net/10.1080/00220671.2011.598116 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:1:p:76-76 Template-Type: ReDIF-Article 1.0 Author-Name: Dawn Shinew Author-X-Name-First: Dawn Author-X-Name-Last: Shinew Title: A Review of “Teaching as a Moral Practice: Defining, Developing, and Assessing Professional Dispositions in Teacher Education” Journal: The Journal of Educational Research Pages: 76-77 Issue: 1 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2011.607970 File-URL: http://hdl.handle.net/10.1080/00220671.2011.607970 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:1:p:76-77 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Erratum Journal: The Journal of Educational Research Pages: 78-78 Issue: 1 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2011.637833 File-URL: http://hdl.handle.net/10.1080/00220671.2011.637833 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:1:p:78-78 Template-Type: ReDIF-Article 1.0 Author-Name: Janna Fortuin Author-X-Name-First: Janna Author-X-Name-Last: Fortuin Author-Name: Mitch van Geel Author-X-Name-First: Mitch van Author-X-Name-Last: Geel Author-Name: Paul Vedder Author-X-Name-First: Paul Author-X-Name-Last: Vedder Title: Peers and academic achievement: A longitudinal study on selection and socialization effects of in-class friends Abstract: The present study was conducted to analyze whether in-class friends influence each other's grades, and whether adolescents tend to select friends that are similar to them in terms of academic achievement. During 1 academic year, 542 eighth-grade students (M age = 13.3 years) reported on 3 different occasions on their in-class friendship networks. At these occasions their report card grades for 3 subjects were copied from their files. We tested whether academic achievement functions as a selection criterion for friendship, and whether academic achievement is influenced by in-class friends, using social network analytic techniques. Socialization effects for Dutch and English language grades, but not for mathematics grades, were found. We found no support for selection effects of grades. Journal: The Journal of Educational Research Pages: 1-6 Issue: 1 Volume: 109 Year: 2016 Month: 1 X-DOI: 10.1080/00220671.2014.917257 File-URL: http://hdl.handle.net/10.1080/00220671.2014.917257 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:1:p:1-6 Template-Type: ReDIF-Article 1.0 Author-Name: Susan Chambers Cantrell Author-X-Name-First: Susan Chambers Author-X-Name-Last: Cantrell Author-Name: Janice F. Almasi Author-X-Name-First: Janice F. Author-X-Name-Last: Almasi Author-Name: Margaret Rintamaa Author-X-Name-First: Margaret Author-X-Name-Last: Rintamaa Author-Name: Janis C. Carter Author-X-Name-First: Janis C. Author-X-Name-Last: Carter Title: Supplemental reading strategy instruction for adolescents: A randomized trial and follow-up study Abstract: In this study, the authors examine the impact of a yearlong supplemental reading course involving daily instruction in the learning strategies curriculum on lower achieving adolescent students' reading achievement and motivation. Using a multiple-cohort randomized treatment-control group design over 4 years, they compared achievement and motivation outcomes for 605 sixth-grade students who participated in the intervention with 530 students who did not participate and 593 ninth-grade students who participated in the intervention with 535 students who did not participate. Results indicated significant impacts of the intervention on reading achievement for ninth-grade students but not for sixth-grade students. Significant impacts on reading motivation were found for both sixth- and ninth-grade students. An exploratory follow-up study indicated potential benefits of a second year of intervention for sixth-grade students who are still low achieving after 1 year of intervention. Journal: The Journal of Educational Research Pages: 7-26 Issue: 1 Volume: 109 Year: 2016 Month: 1 X-DOI: 10.1080/00220671.2014.917258 File-URL: http://hdl.handle.net/10.1080/00220671.2014.917258 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:1:p:7-26 Template-Type: ReDIF-Article 1.0 Author-Name: Marlen Goldschmidt Author-X-Name-First: Marlen Author-X-Name-Last: Goldschmidt Author-Name: Franz-Josef Scharfenberg Author-X-Name-First: Franz-Josef Author-X-Name-Last: Scharfenberg Author-Name: Franz X. Bogner Author-X-Name-First: Franz X. Author-X-Name-Last: Bogner Title: Instructional efficiency of different discussion approaches in an outreach laboratory: Teacher-guided versus student-centered Abstract: Given the rapid development of modern biotechnology, attention to socioscientific issues in educational contexts is crucially important to support students in becoming responsible citizens. The authors' research focused on the impact of discussing socioscientific issues during biology lessons under 3 different treatments (teacher guided, student centered, text only), comparing these treatments with regard to cognitive achievement, cognitive load, and instructional efficiency. The biology lessons were part of an educational intervention with Bavarian 10th-grade students (N = 583) in an out-of-school laboratory on plant genetic engineering. The teacher-guided group performed significantly better regarding knowledge increase, while the cognitive load of the student-centered group was significantly higher. Accordingly, teacher-guided discussion led to the highest instructional efficiency, suggesting an enhanced cognitive achievement through the teacher's guidance. However, a student-centered approach allows students to contribute more of their own opinions, making further research in this area desirable. Finally, we discuss potential implications for teaching and teacher education. Journal: The Journal of Educational Research Pages: 27-36 Issue: 1 Volume: 109 Year: 2016 Month: 1 X-DOI: 10.1080/00220671.2014.917601 File-URL: http://hdl.handle.net/10.1080/00220671.2014.917601 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:1:p:27-36 Template-Type: ReDIF-Article 1.0 Author-Name: Ryan Yeung Author-X-Name-First: Ryan Author-X-Name-Last: Yeung Author-Name: Phuong Nguyen-Hoang Author-X-Name-First: Phuong Author-X-Name-Last: Nguyen-Hoang Title: Endogenous peer effects: Fact or fiction? Abstract: The authors examine endogenous peer effects, which occur when a student's behavior or outcome is a function of the behavior or outcome of his or her peer group. Endogenous peer effects have important implications for educational policies such as busing, school choice and tracking. In this study, the authors quantitatively review the literature on endogenous peer effects through the use of meta-analytic methods. They find a significant and positive endogenous peer effect. It appears to be a genuine empirical effect but is dependent on the measure of educational outcomes, the peer group, publication status, and publication year. Journal: The Journal of Educational Research Pages: 37-49 Issue: 1 Volume: 109 Year: 2016 Month: 1 X-DOI: 10.1080/00220671.2014.918528 File-URL: http://hdl.handle.net/10.1080/00220671.2014.918528 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:1:p:37-49 Template-Type: ReDIF-Article 1.0 Author-Name: Minjong Youn Author-X-Name-First: Minjong Author-X-Name-Last: Youn Title: Inequality from the first day of school: The role of teachers' academic intensity and sense of responsibility in moderating the learning growth gap Abstract: The author used the concepts of academic intensity and sense of responsibility to examine whether children with low school readiness may be moderated by the amount of exposure to learning activities and the attitudes that teachers hold toward these children. Analysis of the Early Childhood Longitudinal Study–Kindergarten Cohort revealed that children who experienced high levels of teachers' academic intensity and sense of responsibility displayed greater achievement growth than did their peers who did not receive this support. Furthermore, teachers' sense of responsibility moderated the association between school readiness and mathematics learning growth over the course of elementary school years, which contributed in reducing the learning growth gap engendered given low school readiness. Based on these findings the present study suggests a need for continuous support during the schooling years, as well as before the start of school, to compensate for a lower skill level at school entry. Journal: The Journal of Educational Research Pages: 50-67 Issue: 1 Volume: 109 Year: 2016 Month: 1 X-DOI: 10.1080/00220671.2014.918529 File-URL: http://hdl.handle.net/10.1080/00220671.2014.918529 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:1:p:50-67 Template-Type: ReDIF-Article 1.0 Author-Name: Nina Daskalovska Author-X-Name-First: Nina Author-X-Name-Last: Daskalovska Title: Acquisition of three word knowledge aspects through reading Abstract: A number of studies have shown that second or foreign language learners can acquire vocabulary through reading. The aim of the study was to investigate (a) the effects of reading an authentic novel on the acquisition of 3 aspects of word knowledge: spelling, meaning, and collocation; (b) the influence of reading on the acquisition of partial and deeper knowledge of the words; and (c) the relationship between word frequency and learning gains. The results show that there was significant improvement in all three aspects of word knowledge. The measuring instrument detected greater partial than deeper knowledge gains in word meanings and collocations. The greatest learning gains in all three aspects of word knowledge were demonstrated for the words that occurred between 11 and 20 times in the text. The findings suggest that incorporation of extensive reading into language learning programs can contribute to significant improvement of learners' vocabulary knowledge. Journal: The Journal of Educational Research Pages: 68-80 Issue: 1 Volume: 109 Year: 2016 Month: 1 X-DOI: 10.1080/00220671.2014.918530 File-URL: http://hdl.handle.net/10.1080/00220671.2014.918530 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:1:p:68-80 Template-Type: ReDIF-Article 1.0 Author-Name: D. Ray Reutzel Author-X-Name-First: D. Ray Author-X-Name-Last: Reutzel Author-Name: Cindy D. Jones Author-X-Name-First: Cindy D. Author-X-Name-Last: Jones Author-Name: Sarah K. Clark Author-X-Name-First: Sarah K. Author-X-Name-Last: Clark Author-Name: Tamara Kumar Author-X-Name-First: Tamara Author-X-Name-Last: Kumar Title: The Informational Text Structure Survey (ITS): An exploration of primary grade teachers’ sensitivity to text structure in young children's informational texts Abstract: There has been no research reported about if or how well primary grade teachers can identify information text structures in children's authentic informational texts. The ability to do so accurately and reliably is a prerequisite for teachers to be able to teach students how to recognize and use text structures to assist them in comprehending informational texts. The authors report the development of the Informational Text Structure Survey (ITS2). Prior to training, primary grade teachers demonstrated low accuracy and reliability in identifying traditional expository text structures in well-structured children's grade level–appropriate informational texts. Results after training with the ITS2 instrument showed significant improvements in the teachers’ accuracy and reliability in identifying traditional informational text structures in well-structured children's grade level–appropriate informational texts after training with the ITS2 instrument. Journal: The Journal of Educational Research Pages: 81-98 Issue: 1 Volume: 109 Year: 2016 Month: 1 X-DOI: 10.1080/00220671.2014.918927 File-URL: http://hdl.handle.net/10.1080/00220671.2014.918927 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:1:p:81-98 Template-Type: ReDIF-Article 1.0 Author-Name: Motoko Akiba Author-X-Name-First: Motoko Author-X-Name-Last: Akiba Author-Name: Guodong Liang Author-X-Name-First: Guodong Author-X-Name-Last: Liang Title: Effects of teacher professional learning activities on student achievement growth Abstract: The authors examined the effects of six types of teacher professional learning activities on student achievement growth over 4 years using statewide longitudinal survey data collected from 467 middle school mathematics teachers in 91 schools merged with 11,192 middle school students' mathematics scores in a standardized assessment in Missouri. The data showed that teacher-centered collaborative activities to learn about mathematics teaching and learning (teacher collaboration and informal communication) seem to be more effective in improving student mathematics achievement than learning activities that do not necessarily involve such teacher-centered collaborative opportunities (professional development programs, university courses, individual learning activities). Teacher-driven research activities through professional conference presentation and participation were also found to be associated with student achievement growth in mathematics. The districts and schools may benefit from investing their professional development funds and resources in facilitating teacher-centered collaborative and research-based learning activities in order to improve student learning. Journal: The Journal of Educational Research Pages: 99-110 Issue: 1 Volume: 109 Year: 2016 Month: 1 X-DOI: 10.1080/00220671.2014.924470 File-URL: http://hdl.handle.net/10.1080/00220671.2014.924470 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:1:p:99-110 Template-Type: ReDIF-Article 1.0 Author-Name: Behiye Ubuz Author-X-Name-First: Behiye Author-X-Name-Last: Ubuz Author-Name: Yurdagül Aydınyer Author-X-Name-First: Yurdagül Author-X-Name-Last: Aydınyer Title: Project-based geometry learning: Knowledge and attitude of field-dependent/independent cognitive style students Abstract: The authors in a convergent parallel mixed method design aimed to investigate whether and how the geometry knowledge and attitude toward geometry of students with field-dependent/independent cognitive style improve differentially within a project-based learning environment. Quantitative data were collected from 97 seventh-grade students before and after the treatment. Repeated measures multivariate analysis of covariance results, controlling for gender and prior mathematics achievement, revealed a statistically significant main effect of time but not cognitive style. Follow-up repeated measures analysis of covariance by controlling the experiment-wise alpha level indicated that field-dependent, field-mixed, and field-independent students achieved a statistically significant mean increase for all measures. The qualitative (classroom observations and interviews with some students) data provided evidence that contextualizing, visualizing, and collaborating opportunities in the project-based learning environment made contributions for mean increase. Journal: The Journal of Educational Research Pages: 285-300 Issue: 3 Volume: 112 Year: 2019 Month: 5 X-DOI: 10.1080/00220671.2018.1502138 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1502138 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:3:p:285-300 Template-Type: ReDIF-Article 1.0 Author-Name: Demere Woolway Author-X-Name-First: Demere Author-X-Name-Last: Woolway Title: Research as resistance: Revisiting critical, Indigenous, and anti-oppressive approaches Journal: The Journal of Educational Research Pages: 429-429 Issue: 3 Volume: 112 Year: 2019 Month: 5 X-DOI: 10.1080/00220671.2018.1506730 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1506730 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:3:p:429-429 Template-Type: ReDIF-Article 1.0 Author-Name: Christine J. Lyon Author-X-Name-First: Christine J. Author-X-Name-Last: Lyon Author-Name: Leslie Nabors Oláh Author-X-Name-First: Leslie Author-X-Name-Last: Nabors Oláh Author-Name: E. Caroline Wylie Author-X-Name-First: E. Author-X-Name-Last: Caroline Wylie Title: Working toward integrated practice: Understanding the interaction among formative assessment strategies Abstract: The purpose of this study was to directly observe and investigate the factors that support or hinder the implementation of an integrated approach to formative assessment and to understand how the implementation of formative assessment strategies interact. The authors present findings from a collective case study that included the observation of six teachers (three mathematics and three English language arts) who were purposefully sampled from a large, public, suburban high school in the northeast United States. The analysis of the case studies resulted in the identification of different patterns in teachers’ formative assessment practice. These patterns illustrate how the complex interaction between formative assessment practices can either support or hinder the implementation of an integrated approach to formative assessment and suggests classroom observations as a potential mechanism for identifying challenges and informing just-in-time professional development. Journal: The Journal of Educational Research Pages: 301-314 Issue: 3 Volume: 112 Year: 2019 Month: 5 X-DOI: 10.1080/00220671.2018.1514359 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1514359 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:3:p:301-314 Template-Type: ReDIF-Article 1.0 Author-Name: Carola Ruiz Author-X-Name-First: Carola Author-X-Name-Last: Ruiz Author-Name: Alejandra Balbi Author-X-Name-First: Alejandra Author-X-Name-Last: Balbi Title: The effects of teaching mental calculation in the development of mathematical abilities Abstract: Many countries include mental calculation within their curriculum, as the literature shows benefits related to it. However, evidence mainly focuses on the effects of teaching mental calculation on computational fluency. Therefore, the authors aimed to assess the effects of teaching mental calculation on double-digit computation, number line estimation, and computational fluency. Fifty second-grade students from a Uruguayan private school were randomly assigned to a control or treatment condition (n = 25 each). The treatment group participated in 15 sessions of mental calculation intervention, while the control group received “teaching as usual.” Assessment took place before and after the intervention. The authors found no significant impact of the treatment on the mathematical outcome variables. The results are explained in the context of the available literature and the methodological decisions taken. From a perspective of evidence-based teaching practices, the present study contributes to a better understanding of effective instructional principles. Journal: The Journal of Educational Research Pages: 315-326 Issue: 3 Volume: 112 Year: 2019 Month: 5 X-DOI: 10.1080/00220671.2018.1519689 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1519689 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:3:p:315-326 Template-Type: ReDIF-Article 1.0 Author-Name: Eli Talbert Author-X-Name-First: Eli Author-X-Name-Last: Talbert Author-Name: Tara Hofkens Author-X-Name-First: Tara Author-X-Name-Last: Hofkens Author-Name: Ming-Te Wang Author-X-Name-First: Ming-Te Author-X-Name-Last: Wang Title: Does student-centered instruction engage students differently? The moderation effect of student ethnicity Abstract: Student-centered instruction is featured in reforms that aim to improve excellence and equity in mathematics education. Although research on stereotype threat suggests that student-centered instruction may have differential effects on racial minority students, the relationship between student-centered mathematics instruction and student engagement remains understudied. This study examined the relationship between student-centered mathematics instruction and adolescents’ behavioral, cognitive, emotional, and social engagement in mathematics and whether the relationship differed by ethnicity. The authors used a multilevel path analysis with data from 3,883 sixth- to 12th-grade students (52.1% girls, 38.2% eligible for free/reduced lunch, 66.1% Caucasian, 23.8% African American, 7.2% multiracial, and 2.9% Asian American). The results showed that student-centered instruction was positively related to all dimensions of mathematics engagement. However, the positive association between student-centered mathematics instruction and student engagement was weaker for African American students. This study provides empirical evidence for the benefits of student-centered instruction while suggesting differential effects based on students’ ethnicity. Journal: The Journal of Educational Research Pages: 327-341 Issue: 3 Volume: 112 Year: 2019 Month: 5 X-DOI: 10.1080/00220671.2018.1519690 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1519690 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:3:p:327-341 Template-Type: ReDIF-Article 1.0 Author-Name: Steven J. Amendum Author-X-Name-First: Steven J. Author-X-Name-Last: Amendum Author-Name: Meghan D. Liebfreund Author-X-Name-First: Meghan D. Author-X-Name-Last: Liebfreund Title: Situated learning, professional development, and early reading intervention: A mixed methods study Abstract: The purpose of the present mixed methods study was to investigate a model of situated professional development and classroom-based early reading intervention implemented by the K–2 teaching teams from one school in a large urban/suburban school district in the southeastern United States. Twenty-nine teachers participated along with 125 students (74 intervention, 51 comparison). Student-level data sources included letter-word identification, word attack, spelling of sounds, and passage comprehension measures. Teacher-level data sources included semistructured interviews with each teacher, planning/recording documents, and pre/post questionnaires to gather information about teachers’ self-efficacy and demographics. The main conclusions were the following: (a) struggling readers eligible for intervention made significant gains, (b) struggling readers eligible for intervention made significantly greater gains than their nonstruggling peers did, (c) teachers’ reflections on the intervention and the situated professional development were generally positive, and (d) teachers’ self-efficacy for instructional strategies positively changed across the year. Journal: The Journal of Educational Research Pages: 342-356 Issue: 3 Volume: 112 Year: 2019 Month: 5 X-DOI: 10.1080/00220671.2018.1523782 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1523782 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:3:p:342-356 Template-Type: ReDIF-Article 1.0 Author-Name: Vered Vaknin-Nusbaum Author-X-Name-First: Vered Author-X-Name-Last: Vaknin-Nusbaum Author-Name: Michal Raveh Author-X-Name-First: Michal Author-X-Name-Last: Raveh Title: Cultivating morphological awareness improves reading skills in fifth-grade Hebrew readers Abstract: The effectiveness of an intervention program aimed at improving morphological awareness was evaluated in Hebrew-speaking poor readers in Grade 5. The 12-week intervention in small groups focused on learning morphological structure of words by identifying, decomposing, and constructing morphologically complex words. Results were compared with a comparison group of similarly poor readers that participated in the school’s reading support program focused on reading comprehension strategies. The intervention group improved morphological awareness to a greater extent than the comparison group and also showed a clear advantage in their reading accuracy and reading comprehension. The results suggest that morphological instruction develops awareness of the morphemic structure of words that contributes to extracting meaning from texts. Journal: The Journal of Educational Research Pages: 357-366 Issue: 3 Volume: 112 Year: 2019 Month: 5 X-DOI: 10.1080/00220671.2018.1528541 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1528541 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:3:p:357-366 Template-Type: ReDIF-Article 1.0 Author-Name: Ângela Meira Author-X-Name-First: Ângela Author-X-Name-Last: Meira Author-Name: Irene Cadime Author-X-Name-First: Irene Author-X-Name-Last: Cadime Author-Name: Fernanda Leopoldina Viana Author-X-Name-First: Fernanda Author-X-Name-Last: Leopoldina Viana Title: The structure of phonological awareness in European Portuguese: A study of preschool children Abstract: The importance of phonological awareness for the future learning of written language has been widely recognized, but there is still some debate as to whether syllabic, intrasyllabic, and phonemic awareness are independent skills or manifestations of the same general skill. Consequently, the objective of this study was to test the independence of phonological awareness at the syllable, rhyme, and phoneme levels. The study involved the participation of 256 children in their last year of preschool. The children completed 18 phonological awareness tasks. Three models were tested: a one-factor model (phonological awareness), two-factor model (supraphonemic unit awareness and phonemic awareness) and three-factor model (syllabic, intrasyllabic, and phonemic awareness). The results indicated that the three-factor model had the best fit, suggesting the relative independence of syllable, rhyme, and phoneme awareness. These results have important implications for assessing and intervening in sound sensitivity and identification skills in the preschool period. Journal: The Journal of Educational Research Pages: 367-376 Issue: 3 Volume: 112 Year: 2019 Month: 5 X-DOI: 10.1080/00220671.2018.1530966 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1530966 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:3:p:367-376 Template-Type: ReDIF-Article 1.0 Author-Name: Tiberio Garza Author-X-Name-First: Tiberio Author-X-Name-Last: Garza Author-Name: Margarita Huerta Author-X-Name-First: Margarita Author-X-Name-Last: Huerta Author-Name: Fuhui Tong Author-X-Name-First: Fuhui Author-X-Name-Last: Tong Author-Name: Rafael Lara-Alecio Author-X-Name-First: Rafael Author-X-Name-Last: Lara-Alecio Author-Name: Beverly J. Irby Author-X-Name-First: Beverly J. Author-X-Name-Last: Irby Title: A survival analysis of a language-infused science inquiry intervention for English learners Abstract: In this study, the authors examined the survivability, or persistence over time, of overall science instruction for English learners (ELs) in treatment and control classrooms within a field-based, quasi-experimental grant-funded project in the United States. The project’s goal was to increase ELs’ science and language achievement through implementation of a language-infused science inquiry model with scripted lessons as teacher scaffolds. The project included observational data on activity structures in treatment and control classrooms. Using survival analysis, the authors analyzed science inquiry instruction survival (i.e., free of lecture-based teaching) and general science instruction time-on-task survival (i.e., free of interruptions) in both groups during the first year of the project (Grade 5). Results indicated a statistically significant difference in science inquiry and time-on-task science instruction persistence in favor of treatment classrooms. Implications for practitioners and possibilities for future research are considered. Journal: The Journal of Educational Research Pages: 377-384 Issue: 3 Volume: 112 Year: 2019 Month: 5 X-DOI: 10.1080/00220671.2018.1536965 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1536965 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:3:p:377-384 Template-Type: ReDIF-Article 1.0 Author-Name: Amélie Rogiers Author-X-Name-First: Amélie Author-X-Name-Last: Rogiers Author-Name: Emmelien Merchie Author-X-Name-First: Emmelien Author-X-Name-Last: Merchie Author-Name: Hilde Van Keer Author-X-Name-First: Hilde Author-X-Name-Last: Van Keer Title: Learner profiles in secondary education: Occurrence and relationship with performance and student characteristics Abstract: The authors explore the occurrence of different learner profiles in secondary education, as well as their relationship with test performance and student characteristics. Based on a cluster analysis of 1,931 secondary school students’ self-reported text-learning strategy use and study traces, the authors identified and validated four distinct learner profiles: integrated strategy users, information organizers, mental learners, and limited strategy users. Integrated strategy users engaged in different text-learning strategies and obtained the highest scores on the performance test. Limited strategy users generally used only a limited number of text-learning strategies and scored the lowest. In addition, a significant difference was established in gender and reading ability distribution across learner profiles, but home language distribution was not found to be significant. Journal: The Journal of Educational Research Pages: 385-396 Issue: 3 Volume: 112 Year: 2019 Month: 5 X-DOI: 10.1080/00220671.2018.1538093 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1538093 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:3:p:385-396 Template-Type: ReDIF-Article 1.0 Author-Name: Muhammet Mustafa Alpaslan Author-X-Name-First: Muhammet Author-X-Name-Last: Mustafa Alpaslan Title: Examining relations between physics-related personal epistemology and motivation in terms of gender Abstract: The gender gap continues to exist in physics education. The author examines the gender-related differences in the relations and strengths among personal epistemologies, motivation, and achievement in physics among Turkish high school students. Established questionnaires were used to identify students’ personal epistemologies, motivations and achievement in physics. A total of 567 ninth-grade students from three high schools in Mugla Province in Turkey participated in the study. Multigroup structural equation modeling was used to determine the gender differences in the relations and strengths among personal epistemology, motivation, and achievement in physics. Results from the structural equation modeling showed that students’ personal epistemologies directly predicted their motivation and indirectly their achievement in physics. Multigroup structural equation modeling analysis showed that the strength of the relations between personal epistemology and motivation varied for female and male students. Implications for future directions are discussed. Journal: The Journal of Educational Research Pages: 397-410 Issue: 3 Volume: 112 Year: 2019 Month: 5 X-DOI: 10.1080/00220671.2018.1540966 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1540966 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:3:p:397-410 Template-Type: ReDIF-Article 1.0 Author-Name: Cheryl Varghese Author-X-Name-First: Cheryl Author-X-Name-Last: Varghese Author-Name: Lynne Vernon-Feagans Author-X-Name-First: Lynne Author-X-Name-Last: Vernon-Feagans Author-Name: Mary Bratsch-Hines Author-X-Name-First: Mary Author-X-Name-Last: Bratsch-Hines Title: Rural classroom environments as contexts for teacher-child relationships Abstract: The authors examined the associations between observed classroom management and teacher-child relationships with individual children during kindergarten and Grade 1. We used a sample of nonstruggling and struggling readers and their teachers in rural schools in the Southeastern United States to examine whether gender and struggling reader status explained associations between classroom management and conflictual or close teacher-child relationships. After controlling for child- and teacher-level characteristics, results from multilevel model analyses indicated that stronger classroom management was significantly related to less teacher-rated conflict, but was not related to teacher-rated closeness. Gender was a significant moderator, with boys who were in classrooms with lower levels of classroom management having poorer teacher-child relationships as rated by their teachers. Struggling reader status was not a significant moderator of the association between classroom management and teacher-child relationships. Journal: The Journal of Educational Research Pages: 411-420 Issue: 3 Volume: 112 Year: 2019 Month: 5 X-DOI: 10.1080/00220671.2018.1545214 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1545214 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:3:p:411-420 Template-Type: ReDIF-Article 1.0 Author-Name: Nahid Shirani Bidabadi Author-X-Name-First: Nahid Author-X-Name-Last: Shirani Bidabadi Author-Name: Ahmad Reza Nasr Esfahani Author-X-Name-First: Ahmad Reza Author-X-Name-Last: Nasr Esfahani Author-Name: Ebrahim Mirshah Jafari Author-X-Name-First: Ebrahim Author-X-Name-Last: Mirshah Jafari Author-Name: Ahmad Abedi Author-X-Name-First: Ahmad Author-X-Name-Last: Abedi Title: Developing a mathematics curriculum to improve learning behaviors and mathematics competency of children Abstract: The authors investigated the effect of a mathematical curriculum (CU) developed based on verbal and practical activities on the mathematical competency (MC) and learning behaviors (LB) of preschool children. In a quasi-experimental design, 60 children (5- to 6-year-old girls) were selected using the accessible sampling method. The children were randomly divided into an experimental group and a control group, and the relevant concepts were taught to the children in both groups. While the control group received the typical kindergarten education based on the usual textbooks and worksheets, the CU was taught to the experimental group. Structural equation modeling was used to model the data and statistical evaluation. The results demonstrated a significant difference between the two groups in MC and LB. The CU significantly improved MC directly, and indirectly through the improvement of LB (i.e., engagement and learning focus, verbal behaviors, and type of activity). Journal: The Journal of Educational Research Pages: 421-428 Issue: 3 Volume: 112 Year: 2019 Month: 5 X-DOI: 10.1080/00220671.2018.1547960 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1547960 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:3:p:421-428 Template-Type: ReDIF-Article 1.0 Author-Name: Yanghee Anna Kim Author-X-Name-First: Yanghee Anna Author-X-Name-Last: Kim Author-Name: Sohyun An Author-X-Name-First: Sohyun Author-X-Name-Last: An Author-Name: Hyun Chu Leah Kim Author-X-Name-First: Hyun Chu Leah Author-X-Name-Last: Kim Author-Name: Jihye Kim Author-X-Name-First: Jihye Author-X-Name-Last: Kim Title: Meaning of parental involvement among Korean immigrant parents: A mixed-methods approach Abstract: The authors' goal was to identify ways in which Korean immigrant parents define the concept of parental involvement and to examine the statistical significances of interrelationships among these meanings. Seventy-seven parents responded to an open-ended question that asked them to define the meaning of parental involvement; 141 responses were analyzed. Qualitative analysis resulted in four distinct categories: (a) support at home (68.8%), (b) home–school connection (17.7%), (c) participation in school (5.0%), and (d) duty (8.5%). The category of support at home was divided into three subcategories: Support of nonacademic development (31.9%), support of emotional psychological development (29.1%), and support of academic success (7.8%). A correlational analysis indicated that support of emotional psychological development was negatively correlated with home–school connection and support of academic success. The parents who considered parental involvement to be their duty did not perceive their roles as participating in home–school connections and supporting nonacademic development activities. Journal: The Journal of Educational Research Pages: 127-138 Issue: 2 Volume: 111 Year: 2018 Month: 3 X-DOI: 10.1080/00220671.2016.1220355 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1220355 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:2:p:127-138 Template-Type: ReDIF-Article 1.0 Author-Name: Wen-Min Hsieh Author-X-Name-First: Wen-Min Author-X-Name-Last: Hsieh Author-Name: Chin-Chung Tsai Author-X-Name-First: Chin-Chung Author-X-Name-Last: Tsai Title: Learning illustrated: An exploratory cross-sectional drawing analysis of students' conceptions of learning Abstract: Using the draw-a-picture technique, the authors explored the learning conceptions held by students across grade levels. A total of 1,067 Taiwanese students in Grades 2, 4, 6, 8, 10, and 12 participated in this study. Participants were asked to use drawing to illustrate how they conceptualize learning. A coding checklist was developed to analyze the features in the students' drawings. Consistent with previous study, the majority of the students' drawings portrayed learning happening in a traditional classroom that is teacher centered, with students depicted as passive listeners. Additionally, three main findings were obtained: (a) younger students held episodic images of learning as opposed to more mature students, (b) the human agents involved in learning shifted from others to self, and (c) negative emotions and attitudes reached a plateau in Grades 6, 8, and 10. The results of the study suggested possible cognitive and emotional developmental trends that warrant further investigation. Journal: The Journal of Educational Research Pages: 139-150 Issue: 2 Volume: 111 Year: 2018 Month: 3 X-DOI: 10.1080/00220671.2016.1220357 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1220357 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:2:p:139-150 Template-Type: ReDIF-Article 1.0 Author-Name: Utkun Aydın Author-X-Name-First: Utkun Author-X-Name-Last: Aydın Author-Name: Zelha Tunç-Pekkan Author-X-Name-First: Zelha Author-X-Name-Last: Tunç-Pekkan Author-Name: Rukiye Didem Taylan Author-X-Name-First: Rukiye Didem Author-X-Name-Last: Taylan Author-Name: Bengi Birgili Author-X-Name-First: Bengi Author-X-Name-Last: Birgili Author-Name: Mustafa Özcan Author-X-Name-First: Mustafa Author-X-Name-Last: Özcan Title: Impacts of a university–school partnership on middle school students' fractional knowledge: A quasiexperimental study Abstract: In this quasiexperimental study, the authors investigated the effects of university within school partnership model, within which faculty members acted as teacher-researchers to improve fractional knowledge among middle school (Grades 5–8) students. Students in nine Grade 6 mathematics classes from two public middle schools in Turkey were assigned to two conditions: University within school model instruction and traditional instruction. Pre- and posttest data showed that the students exposed to instruction through the university within school partnership model significantly outperformed their traditional instruction peers on the fractions test. Results indicated that students made significant gains in fractional knowledge in the experimental classrooms and in different subgroup populations. It was suggested that a substantial amount of mathematical infusion through partnership could have a positive impact on middle school students' fractional knowledge. The educational implications of the study were also discussed. Journal: The Journal of Educational Research Pages: 151-162 Issue: 2 Volume: 111 Year: 2018 Month: 3 X-DOI: 10.1080/00220671.2016.1220358 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1220358 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:2:p:151-162 Template-Type: ReDIF-Article 1.0 Author-Name: Tuan Dinh Nguyen Author-X-Name-First: Tuan Dinh Author-X-Name-Last: Nguyen Author-Name: Marisa Cannata Author-X-Name-First: Marisa Author-X-Name-Last: Cannata Author-Name: Jason Miller Author-X-Name-First: Jason Author-X-Name-Last: Miller Title: Understanding student behavioral engagement: Importance of student interaction with peers and teachers Abstract: Recent theoretical conceptualizations of student engagement have raised questions about how to measure student engagement and how engagement varies not only across schools, but also within school and within classrooms. The authors build on existing research on student behavioral engagement and extend this research to emphasize a continuum of disengagement, active engagement, and passive engagement. They review common approaches to measuring engagement and highlight areas where new theoretical conceptualizations of engagement require new approaches to measurement. The authors analyze how student behavioral engagement changed depending on the context and demonstrate the need of a finer scale of engagement. They find there was not a uniform association of higher behavioral engagement and student interaction with peers, but it was the interaction with other students and the teacher that was predictive of increased engagement. Their work suggests that disaggregating behavioral engagement into disengagement, active engagement, and passive engagement has important research and conceptual implications. Journal: The Journal of Educational Research Pages: 163-174 Issue: 2 Volume: 111 Year: 2018 Month: 3 X-DOI: 10.1080/00220671.2016.1220359 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1220359 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:2:p:163-174 Template-Type: ReDIF-Article 1.0 Author-Name: Ángela Zamora Author-X-Name-First: Ángela Author-X-Name-Last: Zamora Author-Name: José Manuel Suárez Author-X-Name-First: José Manuel Author-X-Name-Last: Suárez Author-Name: Diego Ardura Author-X-Name-First: Diego Author-X-Name-Last: Ardura Title: Error detection and self-assessment as mechanisms to promote self-regulation of learning among secondary education students Abstract: The authors’ objective was to study the role of error detection and retroactive self-regulation as determinants of performance in secondary education students. A total of 198 students participated in the quasiexperimental study, which involved a control group and two experimental groups. This enabled the authors to analyze the effects of both error detection and the subsequent self-regulation by means of several analyses of variance. In addition, the authors analyzed the effect of an assessment script on student's self-assessment. Nevertheless, the divergence in both their self-assessment and error detection was most pronounced when not using the assessment instrument. Furthermore, the correlation analysis revealed that error detection was significantly and positively correlated with students’ performance. Students who conducted error detection and subsequently formulated and completed self-regulation activities achieved better performance. The study results suggest that the use of error detection as a tool has considerable potential in the teaching and learning process. Journal: The Journal of Educational Research Pages: 175-185 Issue: 2 Volume: 111 Year: 2018 Month: 3 X-DOI: 10.1080/00220671.2016.1225657 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1225657 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:2:p:175-185 Template-Type: ReDIF-Article 1.0 Author-Name: Katherine Caves Author-X-Name-First: Katherine Author-X-Name-Last: Caves Author-Name: Simone Balestra Author-X-Name-First: Simone Author-X-Name-Last: Balestra Title: The impact of high school exit exams on graduation rates and achievement Abstract: The authors examined the short- and long-term effects of high school exit exams (HSEEs) on graduation rates and achievement using an interrupted time series approach. There is a positive overall effect of HSEE introduction for graduation rate trends, which is heterogeneous over time. HSEEs have a negative impact on graduation rates in the year of introduction and briefly after, which is short lived and becomes positive (but not statistically significant) over the long term. There is also a preintervention negative effect, suggesting that high schools prepare for the HSEE before introduction. There are no effects for achievement, possibly due to the lack of meaningful cross-state achievement data. The findings are robust to the inclusion of states that do not have HSEEs as a control group and also robust to controlling for No Child Left Behind introduction. Journal: The Journal of Educational Research Pages: 186-200 Issue: 2 Volume: 111 Year: 2018 Month: 3 X-DOI: 10.1080/00220671.2016.1226158 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1226158 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:2:p:186-200 Template-Type: ReDIF-Article 1.0 Author-Name: José Hanham Author-X-Name-First: José Author-X-Name-Last: Hanham Author-Name: John McCormick Author-X-Name-First: John Author-X-Name-Last: McCormick Title: A multilevel study of self-beliefs and student behaviors in a group problem-solving task Abstract: Relationships among self-construal, self-efficacy, and group behaviors during a group problem-solving task with friends and acquaintances were hypothesized. The sample comprised 126 students in Grades 8–11, from 5 randomly selected government high schools, organized into 42 groups. Data collection involved self-reports and observations. Self-report data measured self-construal, self-efficacy for working with friends, and self-efficacy for working with acquaintances, and the observational data captured salient student behaviors. Data were analyzed using exploratory factor analysis and multilevel modeling. Self-efficacy for working with acquaintances was related to the development of ideas and also the critical review of ideas in groups. This study provides insights into the relatively underexplored phenomena of group work with friends and acquaintances. Journal: The Journal of Educational Research Pages: 201-212 Issue: 2 Volume: 111 Year: 2018 Month: 3 X-DOI: 10.1080/00220671.2016.1241736 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1241736 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:2:p:201-212 Template-Type: ReDIF-Article 1.0 Author-Name: Emily K. Penner Author-X-Name-First: Emily K. Author-X-Name-Last: Penner Title: Early parenting and the reduction of educational inequality in childhood and adolescence Abstract: Socioeconomic status (SES) differences in parenting are often implicated in widening the SES-achievement gap. Using nationally representative data (N = 12,887), the author tested for variation across SES in the types and intensity of parenting behaviors utilized and then examined SES differences in the relationship between parenting and student achievement growth from kindergarten to Grade 8. Exploratory factor analysis identifies three dimensions of early parenting: Educational engagement, stimulating parent–child interaction, and discursive discipline. Regression results indicate that all three are used most heavily by high-SES families. However, only educational engagement consistently predicts achievement growth. Surprisingly, it is positively associated with achievement for lower-, but not higher-SES students in Grades 1–8. Further, educational engagement is beneficial for low-SES children because it is particularly beneficial for low-achieving students, consistent with a compensatory hypothesis. Journal: The Journal of Educational Research Pages: 213-231 Issue: 2 Volume: 111 Year: 2018 Month: 3 X-DOI: 10.1080/00220671.2016.1246407 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1246407 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:2:p:213-231 Template-Type: ReDIF-Article 1.0 Author-Name: Seth A. Parsons Author-X-Name-First: Seth A. Author-X-Name-Last: Parsons Author-Name: Jacquelynn A. Malloy Author-X-Name-First: Jacquelynn A. Author-X-Name-Last: Malloy Author-Name: Allison Ward Parsons Author-X-Name-First: Allison Ward Author-X-Name-Last: Parsons Author-Name: Erin E. Peters-Burton Author-X-Name-First: Erin E. Author-X-Name-Last: Peters-Burton Author-Name: Sarah Cohen Burrowbridge Author-X-Name-First: Sarah Cohen Author-X-Name-Last: Burrowbridge Title: Sixth-grade students’ engagement in academic tasks Abstract: Student engagement is important for teachers and researchers because it is associated with student achievement. Guided by self-determination theory, this year-long case study used observations and interviews to examine six students’ behavioral, affective, and cognitive engagement in integrated literacy and social studies tasks. Task differences were rated according to the degree to which tasks were authentic, collaborative, challenging, student directed, and sustained. Results demonstrated that, overall, students were more engaged in tasks that include a higher degree of these elements. In particular, students reported that they were engaged in tasks that included collaboration, new learning, and teacher support. Journal: The Journal of Educational Research Pages: 232-245 Issue: 2 Volume: 111 Year: 2018 Month: 3 X-DOI: 10.1080/00220671.2016.1246408 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1246408 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:2:p:232-245 Template-Type: ReDIF-Article 1.0 Author-Name: Benjamin Cohen Author-X-Name-First: Benjamin Author-X-Name-Last: Cohen Title: Teaching STEM after school: Correlates of instructional comfort Abstract: Science, technology, engineering and mathematics (STEM) education is a critical component of federal policymakers' agendas. Out-of-school time (OST) programs are designated as an important venue to teach STEM to K–12 students. Using a sample of OST direct staff in Pennsylvania (n = 133), the present analysis examines instructional methods used for STEM lessons and then explores the comfort level that staff have teaching STEM. About 20% or more of staff are not comfortable teaching STEM, depending on the subject. Multivariate analyses (Mann-Whitney tests) also show that staff with fewer STEM credentials, and who work in less-networked programs, or programs with less STEM instruction overall, are more likely to express discomfort teaching STEM. Policy and planning implications are discussed. Journal: The Journal of Educational Research Pages: 246-255 Issue: 2 Volume: 111 Year: 2018 Month: 3 X-DOI: 10.1080/00220671.2016.1253537 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1253537 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:2:p:246-255 Template-Type: ReDIF-Article 1.0 Author-Name: Sira Park Author-X-Name-First: Sira Author-X-Name-Last: Park Author-Name: Susan D. Holloway Author-X-Name-First: Susan D. Author-X-Name-Last: Holloway Title: The effects of school-based parental involvement on academic achievement at the child and elementary school level: A longitudinal study Abstract: Policymakers view parental involvement (PI) as a crucial component of school reform efforts, but evidence of its effect on student achievement is equivocal. Using the Early Childhood Longitudinal Study–Kindergarten Cohort dataset, we examined the long-term impact on student- and school-level achievement of three types of school-based PI: PI to help an individual's own child (private-good PI), PI to improve the school (public-good PI), and PI through peer networking. Hierarchical linear modeling analyses indicated that all three types raised student-level achievement in mathematics but only private-good PI was associated with reading achievement. Public-good PI and parent networking boosted school-level achievement. Public- and private-good PI were more strongly associated with student-level mathematics achievement for high socioeconomic status (SES) students; aggregated private-good PI was more strongly related to school-level achievement in low-SES schools. These results provide empirical evidence about the effectiveness of school-based PI, but also suggest a need for schools to explore more effective ways to leverage the social capital of low-SES families. Journal: The Journal of Educational Research Pages: 1-16 Issue: 1 Volume: 110 Year: 2017 Month: 1 X-DOI: 10.1080/00220671.2015.1016600 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1016600 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:1:p:1-16 Template-Type: ReDIF-Article 1.0 Author-Name: Eileen G. Merritt Author-X-Name-First: Eileen G. Author-X-Name-Last: Merritt Author-Name: Natalia Palacios Author-X-Name-First: Natalia Author-X-Name-Last: Palacios Author-Name: Holland Banse Author-X-Name-First: Holland Author-X-Name-Last: Banse Author-Name: Sara E. Rimm-Kaufman Author-X-Name-First: Sara E. Author-X-Name-Last: Rimm-Kaufman Author-Name: Micela Leis Author-X-Name-First: Micela Author-X-Name-Last: Leis Title: Teaching practices in Grade 5 mathematics classrooms with high-achieving English learner students Abstract: Teachers need more clarity about effective teaching practices as they strive to help their low-achieving students understand mathematics. Our study describes the instructional practices used by two teachers who, by value-added metrics, would be considered “highly effective teachers” in classrooms with a majority of students who were English learners. We used quantitative data to select two fifth-grade classrooms where students, on average, made large gains on a mathematics achievement test, and then examined teaching practices and contextual factors present in each classroom. Participants included two teachers from a mid-Atlantic district and their students who were 67% English learners and 68% economically disadvantaged. We found that the use of multiple representations of mathematics concepts, attention to vocabulary building, individual and group checks for understanding and error analysis were prevalent practices in both high gains classrooms. Also, class sizes ranged from 12–19 students. Discussion focuses on whether observed practices are aligned with recommended teaching practices for English learner students. Journal: The Journal of Educational Research Pages: 17-31 Issue: 1 Volume: 110 Year: 2017 Month: 1 X-DOI: 10.1080/00220671.2015.1034352 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1034352 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:1:p:17-31 Template-Type: ReDIF-Article 1.0 Author-Name: Nir Madjar Author-X-Name-First: Nir Author-X-Name-Last: Madjar Author-Name: Michael Weinstock Author-X-Name-First: Michael Author-X-Name-Last: Weinstock Author-Name: Avi Kaplan Author-X-Name-First: Avi Author-X-Name-Last: Kaplan Title: Epistemic beliefs and achievement goal orientations: Relations between constructs versus personal profiles Abstract: Research has found students' epistemic beliefs to predict their achievement goal orientations. Much of this research emerged from the dimensional approach of epistemic beliefs, which hypothesized a relationship between particular independent dimensions of epistemic beliefs with different achievement goals. Research in this approach has primarily applied a variable-centered approach to investigating these relations. The authors adopt an alternative conceptualization of epistemic beliefs, which considers epistemic beliefs and achievement goals as orthogonal to each other, and which favors a profile-centered approach to researching their relations. They hypothesized that while a variable-centered analysis would identify relations between epistemic beliefs and achievement goal orientations, a profile-centered analysis would demonstrate the independence of these psychological constructs. In three studies with high school students (ns = 256, 149, 250) the authors demonstrate that epistemic beliefs and achievement goals form different personal profiles that are differentially related to learning strategies. Journal: The Journal of Educational Research Pages: 32-49 Issue: 1 Volume: 110 Year: 2017 Month: 1 X-DOI: 10.1080/00220671.2015.1034353 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1034353 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:1:p:32-49 Template-Type: ReDIF-Article 1.0 Author-Name: Jessica Goldstein Author-X-Name-First: Jessica Author-X-Name-Last: Goldstein Author-Name: D. Betsy McCoach Author-X-Name-First: D. Betsy Author-X-Name-Last: McCoach Author-Name: HuiHui Yu Author-X-Name-First: HuiHui Author-X-Name-Last: Yu Title: The predictive validity of kindergarten readiness judgments: Lessons from one state Abstract: Recent federal investments in early childhood assessment systems are the result of a national need for developmentally appropriate, psychometrically sound instruments to monitor young children and evaluate the effectiveness of their learning programs. In this paper, we examined the association between teachers’ perceptions of their students at the start of kindergarten and academic achievement in Grade 3 with hierarchical linear modeling using state-level data from nearly 30,000 students. The analyses showed that such an association exists even after accounting for student-level and school-level demographic variables and is moderated by the percentage of free-lunch-eligible students in a given school. Implications of these findings related screening and assessment at kindergarten entry are discussed. Journal: The Journal of Educational Research Pages: 50-60 Issue: 1 Volume: 110 Year: 2017 Month: 1 X-DOI: 10.1080/00220671.2015.1039111 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1039111 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:1:p:50-60 Template-Type: ReDIF-Article 1.0 Author-Name: Kimberly A. Wolbers Author-X-Name-First: Kimberly A. Author-X-Name-Last: Wolbers Author-Name: Hannah M. Dostal Author-X-Name-First: Hannah M. Author-X-Name-Last: Dostal Author-Name: Paulson Skerrit Author-X-Name-First: Paulson Author-X-Name-Last: Skerrit Author-Name: Brenda Stephenson Author-X-Name-First: Brenda Author-X-Name-Last: Stephenson Title: The impact of three years of professional development on knowledge and implementation Abstract: A professional development (PD) program for Strategic and Interactive Writing Instruction (SIWI) integrating effective PD features was implemented with teachers over 3 years. Using a 1-way analysis of variance, it was examined whether length of participation in PD impacted knowledge and ability to faithfully implement. Findings indicate significant improvements with each year of PD; those who participated for 3 consecutive years received the highest possible ratings on knowledge as measured by the levels of use and instruction as measured by the SIWI observation and fidelity instrument. Additionally, because of modifications to the PD program, it was examined whether the year of the PD involvement impacted outcomes. Findings reveal that outcomes were strongest during the last year when SIWI mentors were present. Journal: The Journal of Educational Research Pages: 61-71 Issue: 1 Volume: 110 Year: 2017 Month: 1 X-DOI: 10.1080/00220671.2015.1039112 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1039112 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:1:p:61-71 Template-Type: ReDIF-Article 1.0 Author-Name: Brian Andrew Collins Author-X-Name-First: Brian Andrew Author-X-Name-Last: Collins Author-Name: Erin Eileen O'Connor Author-X-Name-First: Erin Eileen Author-X-Name-Last: O'Connor Author-Name: Lauren Supplee Author-X-Name-First: Lauren Author-X-Name-Last: Supplee Author-Name: Daniel S. Shaw Author-X-Name-First: Daniel S. Author-X-Name-Last: Shaw Title: Behavior problems in elementary school among low-income boys: The role of teacher–child relationships Abstract: The authors identified trajectories of teacher–child relationship conflict and closeness from Grades 1 to 6, and associations between these trajectories and externalizing and internalizing behaviors at 11 years old among low-income, urban boys (N = 262). There were three main findings. Nagin cluster analyses indicated five trajectories for conflict with all children evidencing increases in conflict, and four trajectories for closeness with all children demonstrating decreases in closeness. Trajectories with higher levels of conflict and lower levels of closeness were associated with higher levels of externalizing and internalizing behavior problems at 11 years old. Moreover, conflictual teacher–child relationships exacerbated the effects of externalizing and internalizing behavior problems in early childhood; children with conflictual teacher–child relationships had higher levels of behavior problems in middle childhood relative to children with low conflictual teacher–child relationships. Implications of targeting teacher–child relationships as interventions to help prevent behavior problems are discussed. Journal: The Journal of Educational Research Pages: 72-84 Issue: 1 Volume: 110 Year: 2017 Month: 1 X-DOI: 10.1080/00220671.2015.1039113 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1039113 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:1:p:72-84 Template-Type: ReDIF-Article 1.0 Author-Name: Ayla Cetin-Dindar Author-X-Name-First: Ayla Author-X-Name-Last: Cetin-Dindar Author-Name: Omer Geban Author-X-Name-First: Omer Author-X-Name-Last: Geban Title: Conceptual understanding of acids and bases concepts and motivation to learn chemistry Abstract: The purpose of this study was to investigate the effect of 5E learning cycle model oriented instruction (LCMI) on 11th-grade students' conceptual understanding of acids and bases concepts and student motivation to learn chemistry. The study, which lasted for 7 weeks, involved two groups: An experimental group (LCMI) and a control group (the traditional teacher-centered instruction [TTCI]). Based on multivariate analysis of covariance results, the LCMI students outperformed the TTCI students in terms of conceptual understanding about acids and bases. Similarly, the students from the experimental group scored higher motivation and this difference was found to be statistically significant. These findings demonstrated that instruction based on learning cycle model provide students a deeper conceptual understanding, foster high-order thinking, engage them in the learning process, and influence their motivation to learn by increasing the relevance of school chemistry to their daily lives. Journal: The Journal of Educational Research Pages: 85-97 Issue: 1 Volume: 110 Year: 2017 Month: 1 X-DOI: 10.1080/00220671.2015.1039422 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1039422 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:1:p:85-97 Template-Type: ReDIF-Article 1.0 Author-Name: Christopher A. Wolters Author-X-Name-First: Christopher A. Author-X-Name-Last: Wolters Author-Name: Marcia A. Barnes Author-X-Name-First: Marcia A. Author-X-Name-Last: Barnes Author-Name: Paulina A. Kulesz Author-X-Name-First: Paulina A. Author-X-Name-Last: Kulesz Author-Name: Mary York Author-X-Name-First: Mary Author-X-Name-Last: York Author-Name: David J. Francis Author-X-Name-First: David J. Author-X-Name-Last: Francis Title: Examining a motivational treatment and its impact on adolescents' reading comprehension and fluency Abstract: The authors' purpose was to examine adolescents' reading motivation in relation to standardized assessments of reading comprehension and fluency. After a reading pretest, 60 ninth-grade students (M age = 14.9 years) were randomly assigned to two groups. Compared to those in the control condition, those administered brief oral feedback intended to improve motivation indicated an increased focus on mastery goals and greater perceived control during a reading posttest. No differences were found with regard to four other aspects of motivation. Students in the treatment condition, including struggling readers more specifically, did not score better on the posttest measures of reading comprehension or fluency. Hence, results failed to replicate Zentall and Lee's (2012) findings with younger readers. Findings are discussed with regard to the theoretical and practical implications for understanding reading motivation. Journal: The Journal of Educational Research Pages: 98-109 Issue: 1 Volume: 110 Year: 2017 Month: 1 X-DOI: 10.1080/00220671.2015.1048503 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1048503 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:1:p:98-109 Template-Type: ReDIF-Article 1.0 Author-Name: Nathalie Reid Author-X-Name-First: Nathalie Author-X-Name-Last: Reid Author-Name: Janice Huber Author-X-Name-First: Janice Author-X-Name-Last: Huber Title: Learning in landscapes of practice: Boundaries, identity, and knowledgeability in practice-based learning Journal: The Journal of Educational Research Pages: 110-110 Issue: 1 Volume: 110 Year: 2017 Month: 1 X-DOI: 10.1080/00220671.2015.1074512 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1074512 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:1:p:110-110 Template-Type: ReDIF-Article 1.0 Author-Name: Philip M. Reeves Author-X-Name-First: Philip M. Author-X-Name-Last: Reeves Author-Name: Rayne A. Sperling Author-X-Name-First: Rayne A. Author-X-Name-Last: Sperling Author-Name: D. Jake Follmer Author-X-Name-First: D. Jake Author-X-Name-Last: Follmer Author-Name: Wik Hung Pun Author-X-Name-First: Wik Hung Author-X-Name-Last: Pun Author-Name: Christa E. Oeder Author-X-Name-First: Christa E. Author-X-Name-Last: Oeder Author-Name: Alexander L. Towle Author-X-Name-First: Alexander L. Author-X-Name-Last: Towle Title: Necessary conditions of learning Journal: The Journal of Educational Research Pages: 111-111 Issue: 1 Volume: 110 Year: 2017 Month: 1 X-DOI: 10.1080/00220671.2015.1092729 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1092729 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:1:p:111-111 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Heller Author-X-Name-First: Mary Author-X-Name-Last: Heller Title: Acknowledgments Journal: The Journal of Educational Research Pages: 112-112 Issue: 1 Volume: 110 Year: 2017 Month: 1 X-DOI: 10.1080/00220671.2016.1252609 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1252609 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:1:p:112-112 Template-Type: ReDIF-Article 1.0 Author-Name: Dana Carsley Author-X-Name-First: Dana Author-X-Name-Last: Carsley Author-Name: Nancy L. Heath Author-X-Name-First: Nancy L. Author-X-Name-Last: Heath Title: Evaluating the effectiveness of a mindfulness coloring activity for test anxiety in children Abstract: The authors investigated the effectiveness of a mindfulness art activity compared with a free draw/coloring activity on test anxiety in children. The sample consisted of 152 students (50% female; Mage = 10.38 years, SD = 0.88 years) randomly assigned to a mindful (n = 76) or free (n = 76) group. Participants completed a standardized measure of anxiety and state mindfulness before and after the coloring activity, immediately before a spelling test, as well as a measure of dispositional mindfulness. Results revealed an overall significant decrease in test anxiety and an overall significant increase in state mindfulness following the interventions. Furthermore, although a significant negative correlation was found between dispositional mindfulness and change in state mindfulness pre- and post-coloring intervention, a significant positive correlation was found between dispositional mindfulness and pre-intervention state mindfulness, suggesting a possible ceiling effect. Explanations for these findings and implications for school personnel and future research are discussed. Journal: The Journal of Educational Research Pages: 143-151 Issue: 2 Volume: 112 Year: 2019 Month: 3 X-DOI: 10.1080/00220671.2018.1448749 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1448749 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:2:p:143-151 Template-Type: ReDIF-Article 1.0 Author-Name: Fien de Smedt Author-X-Name-First: Fien Author-X-Name-Last: de Smedt Author-Name: Steve Graham Author-X-Name-First: Steve Author-X-Name-Last: Graham Author-Name: Hilde Van Keer Author-X-Name-First: Hilde Author-X-Name-Last: Van Keer Title: The bright and dark side of writing motivation: Effects of explicit instruction and peer assistance Abstract: The authors investigated the impact of explicit instruction and peer-assisted writing on students' writing motivation and self-efficacy for writing. Eleven teachers and their 206 fifth- and sixth-grade students participated in a 2 (explicit instruction vs. writing opportunities without explicit instruction) × 2 (peer-assisted writing vs. writing individually) experimental intervention study with a pretest-posttest design. The four experimental conditions were compared with a business-as-usual (BAU) condition. The five-week interventions were implemented in authentic classes by regular class teachers, who received a prior professional development training. Multilevel analyses showed that students who wrote with a peer were more autonomously motivated at posttest than BAU students. Additionally, BAU students and students receiving explicit instruction were more controlled motivated than students who were offered ample writing opportunities while practicing individually. Theoretical and educational implications are discussed in view of realizing a bright pathway towards autonomous writing motivation. Journal: The Journal of Educational Research Pages: 152-167 Issue: 2 Volume: 112 Year: 2019 Month: 3 X-DOI: 10.1080/00220671.2018.1461598 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1461598 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:2:p:152-167 Template-Type: ReDIF-Article 1.0 Author-Name: Su-Ying Huang Author-X-Name-First: Su-Ying Author-X-Name-Last: Huang Author-Name: Li-Li Yeh Author-X-Name-First: Li-Li Author-X-Name-Last: Yeh Title: The association among literacy proficiency, effortful control, and frustration Abstract: The authors investigated the relationships among effortful control and frustration and literacy proficiency of preadolescence to determine which subcomponent of effortful control and/or emotion might be critical in achieving academic success. The participants included 72 children recruited from a larger longitudinal study. Children's frustration, effortful control, and literacy skills were assessed at Grade 5, and their nonverbal IQ levels were assessed at Grade 1. Effortful control and frustration were measured by a self-report questionnaire. Literacy proficiency was measured with tests of reading comprehension, written language, and the semestral grades in the subject of Chinese literacy. Results showed that children with higher effortful control perception had better literacy abilities, particularly writing and language academic achievement. The dispositional frustration moderated the predictive effect of attention control on children's reading comprehension. The findings support the importance of self-regulation and emotions on literacy proficiency. Journal: The Journal of Educational Research Pages: 168-178 Issue: 2 Volume: 112 Year: 2019 Month: 3 X-DOI: 10.1080/00220671.2018.1461599 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1461599 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:2:p:168-178 Template-Type: ReDIF-Article 1.0 Author-Name: Paul T. Cirino Author-X-Name-First: Paul T. Author-X-Name-Last: Cirino Author-Name: Tammy D. Tolar Author-X-Name-First: Tammy D. Author-X-Name-Last: Tolar Author-Name: Lynn S. Fuchs Author-X-Name-First: Lynn S. Author-X-Name-Last: Fuchs Title: Longitudinal algebra prediction for early versus later takers Abstract: Algebra I is a crucial course for middle and high school students for successful STEM-related coursework. A key issue is whether students should take Algebra I in Grade 8 versus Grade 9. Large-scale policy studies show conflicting results, and there are few (particularly longitudinal) individual difference studies. In the study, 53 students were assessed in Grade 6 on cognitive, numerosity, and mathematical skills, and then followed; 26 students took Algebra I in Grade 8, and the other 27 in Grade 9. Comparisons between groups at Grade 6 revealed gaps in some (but not all) cognitive skills and on mathematical competencies, but not on numerosity. By Algebra I, gaps in cognitive skills diminished, but gaps in mathematical skills remained constant. Gaps in algebra skills were also apparent, despite the age difference between groups. Results suggest that the additional year of instruction was not optimally tuned to pave the way for strong Algebra I performance. Journal: The Journal of Educational Research Pages: 179-191 Issue: 2 Volume: 112 Year: 2019 Month: 3 X-DOI: 10.1080/00220671.2018.1486279 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1486279 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:2:p:179-191 Template-Type: ReDIF-Article 1.0 Author-Name: Janette Patricia Pelletier Author-X-Name-First: Janette Author-X-Name-Last: Patricia Pelletier Author-Name: James E. Corter Author-X-Name-First: James E. Author-X-Name-Last: Corter Title: A longitudinal comparison of learning outcomes in full-day and half-day kindergarten Abstract: In 2010, the province of Ontario introduced a new universal two-year play-based full-day kindergarten program. The authors exploited the phasing-in of this program over five years, allowing a natural experiment in which children from full-day kindergarten could be compared with those from half-day kindergarten in matched neighborhoods. Children (N = 592) were followed from kindergarten to Grade 2 with direct learning and self-regulation measures. Grade 3 wide-scale achievement test scores were available for 269 of the children. Results showed lasting benefits of full-day kindergarten on children’s self-regulation, reading, writing, and number knowledge to the end of Grade 2, including some benefits for vocabulary. Full-day kindergarten children were significantly more likely to meet provincial expectations for reading in Grade 3. The study points to the benefits of a play-based full-day kindergarten program and brings evidence to bear on the mixed findings in the research literature about the fade-out effects of full-day kindergarten. Journal: The Journal of Educational Research Pages: 192-210 Issue: 2 Volume: 112 Year: 2019 Month: 3 X-DOI: 10.1080/00220671.2018.1486280 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1486280 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:2:p:192-210 Template-Type: ReDIF-Article 1.0 Author-Name: Michael Broda Author-X-Name-First: Michael Author-X-Name-Last: Broda Author-Name: Stephen Tucker Author-X-Name-First: Stephen Author-X-Name-Last: Tucker Author-Name: Eric Ekholm Author-X-Name-First: Eric Author-X-Name-Last: Ekholm Author-Name: Teri N. Johnson Author-X-Name-First: Teri N. Author-X-Name-Last: Johnson Author-Name: Qiao Liang Author-X-Name-First: Qiao Author-X-Name-Last: Liang Title: Small fingers, big data: Preschoolers’ subitizing speed and accuracy during interactions with multitouch technology Abstract: This study focused on 18 students 4–5 years old in an urban full-day preschool program in the Mid-Atlantic region of the United States. Over the course of a month, students used a touchscreen tablet to interact with Fingu, an app designed to develop students’ early number sense. Using backend data generated by the app, 8,153 individual task attempts were recorded. Multilevel growth modeling, with task attempts nested within students, was used to examine the extent to which students’ speed of response and response accuracy changed over the course of the study, as well as whether any individual characteristics were associated with either speed or accuracy. Results indicate that, on average, students become both faster and more accurate. Girls were also found to be more accurate than boys, and older students were found to be both slightly slower to respond and less accurate. Journal: The Journal of Educational Research Pages: 211-222 Issue: 2 Volume: 112 Year: 2019 Month: 3 X-DOI: 10.1080/00220671.2018.1486281 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1486281 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:2:p:211-222 Template-Type: ReDIF-Article 1.0 Author-Name: Angeliki Mavropoulou Author-X-Name-First: Angeliki Author-X-Name-Last: Mavropoulou Author-Name: Vassilis Barkoukis Author-X-Name-First: Vassilis Author-X-Name-Last: Barkoukis Author-Name: Styliani Douka Author-X-Name-First: Styliani Author-X-Name-Last: Douka Author-Name: Konstantinos Alexandris Author-X-Name-First: Konstantinos Author-X-Name-Last: Alexandris Author-Name: Dimitris Hatzimanouil Author-X-Name-First: Dimitris Author-X-Name-Last: Hatzimanouil Title: The role of autonomy supportive activities on students’ motivation and beliefs toward out-of-school activities Abstract: Physical education in elementary education usually provides children’s first contact with sports. According to the trans-contextual model of motivation, physical education teachers can positively influence children’s beliefs toward and actual leisure time physical activity behavior. The aim of this study was to examine the effect of a dance-based physical education program on motivation regarding physical education lesson participation, as well as leisure time physical activity participation. The sample consisted of 252 pupils attending Grades 5 and 6 of elementary school (Mage = 10.48 years, SD = 0.50 years). Participants were randomly assigned into three groups. The first group attended a physical education lesson based on various forms of dance, the second one attended lessons with Greek traditional dances only, and the third group served as active control group that attended the typical curriculum. The intervention lasted six weeks. Before and after the intervention, students completed survey-based measures of motivational climate, motivational regulations in physical education and leisure time, enjoyment, attitudes, perceived behavioral control, subjective norms, and intentions toward leisure time physical activity. In support of the trans-contextual model, results showed that students in the dance intervention programs scored significantly higher in perceptions of motivational climate and beliefs toward leisure time physical activity. The findings of the study suggest that dancing lessons at school can bolster more positive attitudes and beliefs toward physical education and leisure time physical activity. Journal: The Journal of Educational Research Pages: 223-233 Issue: 2 Volume: 112 Year: 2019 Month: 3 X-DOI: 10.1080/00220671.2018.1503580 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1503580 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:2:p:223-233 Template-Type: ReDIF-Article 1.0 Author-Name: Nakeiha Primus Smith Author-X-Name-First: Nakeiha Primus Author-X-Name-Last: Smith Title: Leading against the grain: Lessons for creating just and equitable schools Journal: The Journal of Educational Research Pages: 283-283 Issue: 2 Volume: 112 Year: 2019 Month: 3 X-DOI: 10.1080/00220671.2018.1505635 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1505635 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:2:p:283-283 Template-Type: ReDIF-Article 1.0 Author-Name: Demere Woolway Author-X-Name-First: Demere Author-X-Name-Last: Woolway Title: Supporting Muslim students: A guide to understanding the diverse issues of today’s classrooms Journal: The Journal of Educational Research Pages: 284-284 Issue: 2 Volume: 112 Year: 2019 Month: 3 X-DOI: 10.1080/00220671.2018.1506729 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1506729 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:2:p:284-284 Template-Type: ReDIF-Article 1.0 Author-Name: Arya Ansari Author-X-Name-First: Arya Author-X-Name-Last: Ansari Author-Name: Robert Pianta Author-X-Name-First: Robert Author-X-Name-Last: Pianta Title: Classroom age composition and the early learning of preschoolers Abstract: Data from 1,407 preschoolers were used to examine the implications of classroom age composition for the early learning and development of 4-year-olds in classrooms with 3- and 5-year-olds also in attendance. Results suggest that a greater number of younger classmates did not detract from 4-year-olds’ language development, literacy performance, or inhibitory control, nor did having older peers consistently facilitate learning in these domains. However, 4-year-olds who entered school with low inhibitory control and print knowledge demonstrated greater gains in both domains when attending classrooms with more same-age or older classmates than when in classrooms with more younger peers. When taken together, these results suggest that classroom age composition, in prekindergarten programs serving mostly 4-year-olds, for the most part has little consequence except for those 4-year-olds entering school with lower skill levels in key domains, in which case having older peers is of benefit. Journal: The Journal of Educational Research Pages: 234-242 Issue: 2 Volume: 112 Year: 2019 Month: 3 X-DOI: 10.1080/00220671.2018.1514356 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1514356 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:2:p:234-242 Template-Type: ReDIF-Article 1.0 Author-Name: Richard Lamb Author-X-Name-First: Richard Author-X-Name-Last: Lamb Author-Name: Jonah Firestone Author-X-Name-First: Jonah Author-X-Name-Last: Firestone Author-Name: Maureen Schmitter-Edgecombe Author-X-Name-First: Maureen Author-X-Name-Last: Schmitter-Edgecombe Author-Name: Brian Hand Author-X-Name-First: Brian Author-X-Name-Last: Hand Title: A computational model of student cognitive processes while solving a critical thinking problem in science Abstract: Critical thinking when engaged in science problem solving around even simple tasks such as the Piagetian volume conservation task is a complex endeavor. Tasks such as the conservation task often require the interaction of multiple cognitive systems. Parity judgment, retrieval, and lateral thinking are three examples of such systems interacting with critical thinking during a student’s attempt to solve the Piagetian task. The purpose of this computational ablation study is to establish the role of critical thinking as a necessary component of a system of cognition used for the completion of the Piagetian volume conservation task. This ablation study consists of three phases. The confidence interval between the ablation model and the elementary students do not overlap, indicating they are not statistically significantly different. This provides evidence that the model successfully emulates aspects of human cognition and the model can provide a robust picture of science student cognitive processes. Journal: The Journal of Educational Research Pages: 243-254 Issue: 2 Volume: 112 Year: 2019 Month: 3 X-DOI: 10.1080/00220671.2018.1514357 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1514357 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:2:p:243-254 Template-Type: ReDIF-Article 1.0 Author-Name: Katharine Pace Miles Author-X-Name-First: Katharine Author-X-Name-Last: Pace Miles Author-Name: Mark D. Lauterbach Author-X-Name-First: Mark D. Author-X-Name-Last: Lauterbach Author-Name: Dana M. Murano Author-X-Name-First: Dana M. Author-X-Name-Last: Murano Author-Name: Ginny A. Dembek Author-X-Name-First: Ginny A. Author-X-Name-Last: Dembek Title: Reading Rescue: A follow-up on effectiveness of an intervention for struggling readers Abstract: The authors examined whether Reading Rescue continues to be an effective literacy intervention and factors that impact its effectiveness. Data were collected on 143 first-grade students, tutored by 104 tutors at 38 schools. There was significant growth on all foundational skills (ps < .001) and significant change in proportion of students attaining grade-level reading status pre- and postintervention (ps < .001; d = 1.62 sight words, d = 1.68 oral reading/comprehension). Student-level factors of Individualized Education Program status, program completion, number of session, and invented spelling; tutor-level factors of sessions delivered and years of experience; school level factors of school size and percentage of language minority students all predicted grade-level passage or word reading (all ps < .05). Findings indicate Reading Rescue continues to be highly effective, even while expanding substantially as a program since Ehri et al.’s (2007) study. Efforts should focus on ensuring program completion and increasing program exposure in neediest schools. Journal: The Journal of Educational Research Pages: 255-269 Issue: 2 Volume: 112 Year: 2019 Month: 3 X-DOI: 10.1080/00220671.2018.1514358 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1514358 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:2:p:255-269 Template-Type: ReDIF-Article 1.0 Author-Name: Elana R. McDermott Author-X-Name-First: Elana R. Author-X-Name-Last: McDermott Author-Name: Alice E. Donlan Author-X-Name-First: Alice E. Author-X-Name-Last: Donlan Author-Name: Jonathan F. Zaff Author-X-Name-First: Jonathan F. Author-X-Name-Last: Zaff Title: Why do students drop out? Turning points and long-term experiences Abstract: Understanding the reasons that individuals drop out of high school is fundamental to improving intervention efforts to promote graduation. The authors present a mixed methods analysis of the reasons individuals drop out of high school before graduating. Using a survey methodology with young adults who left school before graduating (N = 1,047, M age = 21.5 years, SD = 2.2 years, age range =18–25 years), the authors assessed ongoing life stressors, as well as the turning points individuals identified as the top reason for why they left school. Qualitative analysis provided seven categories of turning points: mobility, family, peers, school engagement and environment, health, crime, and multiple categories. More than half of respondents indicated that the reason they dropped out was related to school engagement and environment. Results showed differences across profiles of lived experiences, reported turning points, and sex. Journal: The Journal of Educational Research Pages: 270-282 Issue: 2 Volume: 112 Year: 2019 Month: 3 X-DOI: 10.1080/00220671.2018.1517296 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1517296 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:2:p:270-282 Template-Type: ReDIF-Article 1.0 Author-Name: Li-Yi Wang Author-X-Name-First: Li-Yi Author-X-Name-Last: Wang Author-Name: Liang-See Tan Author-X-Name-First: Liang-See Author-X-Name-Last: Tan Author-Name: Jen-Yi Li Author-X-Name-First: Jen-Yi Author-X-Name-Last: Li Author-Name: Irene Tan Author-X-Name-First: Irene Author-X-Name-Last: Tan Author-Name: Xue-Fang Lim Author-X-Name-First: Xue-Fang Author-X-Name-Last: Lim Title: A qualitative inquiry on sources of teacher efficacy in teaching low-achieving students Abstract: Developing a high level of efficacy can be challenging to teachers who work with low-achieving students. The authors adopted a pragmatic qualitative research design to investigate the sources of efficacy information reported by five high-efficacy teachers and four low-efficacy teachers of secondary low-achieving students in Singapore. The results show that the psychological sources of information postulated by Albert Bandura (i.e., mastery experiences, verbal persuasion, vicarious experience, and physiological and emotional arousal), are valid but insufficient to explain high teacher efficacy. Three additional nonpsychological sources of information, including teachers' knowledge about students, rapport with students, and previous working experiences, also played significant roles in the creation of high teacher efficacy. Journal: The Journal of Educational Research Pages: 140-150 Issue: 2 Volume: 110 Year: 2017 Month: 3 X-DOI: 10.1080/00220671.2015.1052953 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1052953 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:2:p:140-150 Template-Type: ReDIF-Article 1.0 Author-Name: Ashley N. Palmer Author-X-Name-First: Ashley N. Author-X-Name-Last: Palmer Author-Name: William Elliott Author-X-Name-First: William Author-X-Name-Last: Elliott Author-Name: Gregory A. Cheatham Author-X-Name-First: Gregory A. Author-X-Name-Last: Cheatham Title: Effects of extracurricular activities on postsecondary completion for students with disabilities Abstract: The authors focused on participation in extracurricular activities as a way of improving the educational outcomes of children with disabilities. Regarding students in the general population, adolescent involvement in extracurricular activities has been shown to have a positive association with school involvement and adolescent self-esteem, academic achievement, and adolescent development. Using the Educational Longitudinal Study dataset, the authors conducted logistic regression analyses to examine the relationship between participation in high school–sponsored extracurricular activities and postsecondary degree completion for students with disabilities. Findings show a statistically significant association between postsecondary degree completion for students with disabilities and extracurricular activity participation, including extent and type of extracurricular activity. Students with disabilities who participate in high school extracurricular activities may have increased likelihood of completing a postsecondary degree. Implications for policy, practice, and future research are discussed. Journal: The Journal of Educational Research Pages: 151-158 Issue: 2 Volume: 110 Year: 2017 Month: 3 X-DOI: 10.1080/00220671.2015.1058221 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1058221 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:2:p:151-158 Template-Type: ReDIF-Article 1.0 Author-Name: Dake Zhang Author-X-Name-First: Dake Author-X-Name-Last: Zhang Author-Name: Yi Ding Author-X-Name-First: Yi Author-X-Name-Last: Ding Author-Name: Soo Lee Author-X-Name-First: Soo Author-X-Name-Last: Lee Author-Name: Jinsong Chen Author-X-Name-First: Jinsong Author-X-Name-Last: Chen Title: Strategic development of multiplication problem solving: Patterns of students' strategy choices Abstract: Low mathematics achievement is a persistent problem in the United States, and multiplication is a fundamental area in which many students manifest learning difficulties. This study examined the strategic developmental levels of multiplication problem solving among 121 elementary school students in Grades 3 through 5. A latent class analysis modeling was used to identify three valid groups representing different patterns of strategy choices for each of three types of multiplication problems. Findings indicated intra-group variability for problem-solving accuracy, for frequency of using different strategies, and for accuracy of executing direct retrieval/algorithm (DR/AG) strategies. Students demonstrated relative consistency in their strategy choices for solving the three problem types. Students who used DR/AG strategies most frequently showed the highest problem-solving accuracy and the highest accuracy of executing the DR/AG strategies. Students who most frequently relied on incorrect operations or who indicated they did not know how to solve problems demonstrated the lowest problem-solving accuracy among the three groups; the number of students in this group increased with problem difficulty levels. Implications are discussed in terms of identifying students' strategic developmental levels and providing differentiated instruction based on the identified levels. Journal: The Journal of Educational Research Pages: 159-170 Issue: 2 Volume: 110 Year: 2017 Month: 3 X-DOI: 10.1080/00220671.2015.1060928 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1060928 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:2:p:159-170 Template-Type: ReDIF-Article 1.0 Author-Name: Giavana Jones Author-X-Name-First: Giavana Author-X-Name-Last: Jones Author-Name: Dragana Ostojic Author-X-Name-First: Dragana Author-X-Name-Last: Ostojic Author-Name: Jessica Menard Author-X-Name-First: Jessica Author-X-Name-Last: Menard Author-Name: Erin Picard Author-X-Name-First: Erin Author-X-Name-Last: Picard Author-Name: Carlin J. Miller Author-X-Name-First: Carlin J. Author-X-Name-Last: Miller Title: Primary prevention of reading failure: Effect of universal peer tutoring in the early grades Abstract: Reading is typically considered a survival skill in our technology- and literacy-bound culture. Individuals who struggle with learning to read are at significantly elevated risk for a number of negative outcomes, including school failure, under- and unemployment, and special education placement. Thus, those who do not learn to read fluently will likely be a greater drain on society's resources. The authors examined the effects of a universal (school district-wide) implementation of a well-validated peer-tutoring reading intervention as a system-wide prevention measure in kindergarten through Grade 3 in a small metropolitan area in Canada. Results suggest that nearly all children demonstrated improved reading fluency over time. Yet those at highest-risk for poor outcomes, including those living in poverty and those who face learning challenges due to English as a second-language status or special education enrollment, did not make parallel gains to same-age peers in more affluent schools. Implications for educational policy are discussed. Journal: The Journal of Educational Research Pages: 171-176 Issue: 2 Volume: 110 Year: 2017 Month: 3 X-DOI: 10.1080/00220671.2015.1060929 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1060929 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:2:p:171-176 Template-Type: ReDIF-Article 1.0 Author-Name: Christy Lleras Author-X-Name-First: Christy Author-X-Name-Last: Lleras Author-Name: Mary McKillip Author-X-Name-First: Mary Author-X-Name-Last: McKillip Title: When children move: Behavior and achievement outcomes during elementary school Abstract: School moves are common during elementary school in the United States. The authors address whether changing schools and residences affects the academic and behavioral development of young students. Utilizing data from the Early Childhood Longitudinal Study, the regression analyses show that, after controlling for prior achievement and behavior, students who experience nonroutine school changes, especially coupled with residential changes, are more likely to develop internalizing and externalizing behavior problems, are less engaged in classroom activities, and have slower reading growth compared to stable students. Journal: The Journal of Educational Research Pages: 177-187 Issue: 2 Volume: 110 Year: 2017 Month: 3 X-DOI: 10.1080/00220671.2015.1060930 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1060930 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:2:p:177-187 Template-Type: ReDIF-Article 1.0 Author-Name: Isabelle Archambault Author-X-Name-First: Isabelle Author-X-Name-Last: Archambault Author-Name: Véronique Dupéré Author-X-Name-First: Véronique Author-X-Name-Last: Dupéré Title: Joint trajectories of behavioral, affective, and cognitive engagement in elementary school Abstract: The aim of the present study was to model student trajectories of behavioral, affective, and cognitive engagement from Grade 3 to Grade 6. The authors also examined whether teachers perceptions could predict student trajectory membership. The authors collected data from a sample of 831 students and 152 teachers. Using multiple-process growth mixture modeling, they identified 5 distinct trajectories of student engagement. Although a large majority of children presented a stable and high level of engagement on the three dimensions over time, more than one third of them showed a lower or changing level of engagement as the years progressed. These students were more likely to be boys and to be perceived by teachers as being less engaged. They also present more learning or behavioral problems and share less positive relationships with teachers. The results support the need to consider group-based differences when designing and adapting prevention and intervention strategies to favor student engagement. Journal: The Journal of Educational Research Pages: 188-198 Issue: 2 Volume: 110 Year: 2017 Month: 3 X-DOI: 10.1080/00220671.2015.1060931 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1060931 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:2:p:188-198 Template-Type: ReDIF-Article 1.0 Author-Name: J. Mitchell O'Toole Author-X-Name-First: J. Mitchell Author-X-Name-Last: O'Toole Title: Inspiring teaching: Preparing teachers to succeed in mission-driven schools Journal: The Journal of Educational Research Pages: 218-219 Issue: 2 Volume: 110 Year: 2017 Month: 3 X-DOI: 10.1080/00220671.2015.1074496 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1074496 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:2:p:218-219 Template-Type: ReDIF-Article 1.0 Author-Name: Holland W. Banse Author-X-Name-First: Holland W. Author-X-Name-Last: Banse Author-Name: Natalia A. Palacios Author-X-Name-First: Natalia A. Author-X-Name-Last: Palacios Author-Name: Eileen G. Merritt Author-X-Name-First: Eileen G. Author-X-Name-Last: Merritt Author-Name: Sara E. Rimm-Kaufman Author-X-Name-First: Sara E. Author-X-Name-Last: Rimm-Kaufman Title: Scaffolding English language learners' mathematical talk in the context of Calendar Math Abstract: Teachers of elementary mathematics face multiple, convergent demands. These demands include supporting the growing population of English language learners (ELLs) and facilitating mathematical discussions across relevant curricular contexts. The authors used a comparative case study to examine how two teachers attempt to facilitate discussions while enacting a Calendar Math curriculum, in Grade 4 classrooms with high concentrations (>50%) of ELLs. The authors found that these teachers' use of Calendar Math did not provide a supportive context for conceptually based discussions. However, teachers did support ELLs in mathematical discussions by including display questions, elaborating student responses, modeling the use of mathematical vocabulary use, and use of self-talk. Teachers differed with regard to how often they elaborated responses, used vocabulary, the amount of teacher speech and the length of lessons. We discuss what these practices may mean for ELLs. Journal: The Journal of Educational Research Pages: 199-208 Issue: 2 Volume: 110 Year: 2017 Month: 3 X-DOI: 10.1080/00220671.2015.1075187 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1075187 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:2:p:199-208 Template-Type: ReDIF-Article 1.0 Author-Name: Eugene Judson Author-X-Name-First: Eugene Author-X-Name-Last: Judson Title: Science and mathematics Advanced Placement exams: Growth and achievement over time Abstract: Rapid growth of Advanced Placement (AP) exams in the last 2 decades has been paralleled by national enthusiasm to promote availability and rigor of science, technology, engineering, and mathematics (STEM). Trends were examined in STEM AP to evaluate and compare growth and achievement. Analysis included individual STEM subjects and disaggregation by ethnicity. Analysis indicates growth in STEM AP was extraordinary but was slightly outmatched by non-AP subjects. Moreover, growth in STEM AP has been most pronounced among underrepresented minorities, even though their achievement has slightly declined. Interestingly, the proportion of students scoring at the lowest level grew steadily for all students from 1997 to 2010, yet this proportion was substantially less for Asian and White students compared to underrepresented minorities. Finally, it was found that achievement in most high-participation STEM subjects slightly decreased from 1998 to 2013, while achievement held steady or slightly increased in lower participation STEM AP subjects. Journal: The Journal of Educational Research Pages: 209-217 Issue: 2 Volume: 110 Year: 2017 Month: 3 X-DOI: 10.1080/00220671.2015.1075188 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1075188 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:2:p:209-217 Template-Type: ReDIF-Article 1.0 Author-Name: Sandra Deemer Author-X-Name-First: Sandra Author-X-Name-Last: Deemer Title: I can learn from you: Boys as relational learners Journal: The Journal of Educational Research Pages: 220-220 Issue: 2 Volume: 110 Year: 2017 Month: 3 X-DOI: 10.1080/00220671.2015.1121023 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1121023 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:2:p:220-220 Template-Type: ReDIF-Article 1.0 Author-Name: Sabrina Vandevelde Author-X-Name-First: Sabrina Author-X-Name-Last: Vandevelde Author-Name: Hilde Van Keer Author-X-Name-First: Hilde Author-X-Name-Last: Van Keer Author-Name: Emmelien Merchie Author-X-Name-First: Emmelien Author-X-Name-Last: Merchie Title: The challenge of promoting self-regulated learning among primary school children with a low socioeconomic and immigrant background Abstract: The authors explore the effects of student tutoring as an approach to provide support on self-regulated learning (SRL) to fifth- and sixth-grade students with a low socioeconomic or immigrant background. In total, 401 Flemish (Belgium) students participated. A quasi-experimental study with pretest, posttest, and retention test control group design was used, combining teacher ratings, self-report questionnaires, and think-aloud protocols. The teacher rating results show a significantly positive effect from pretest to posttest for the experimental condition, but this was not maintained at the retention test. The questionnaire and think-aloud results reveal no significant effects on students’ SRL. However, differential effects depending on students’ motivational profile were found. This study illustrates the complexity of promoting SRL among primary school children with a low socioeconomic or immigrant background, recommending further research into conditions and factors influencing the effectiveness of student tutoring programs promoting SRL. Journal: The Journal of Educational Research Pages: 113-139 Issue: 2 Volume: 110 Year: 2017 Month: 3 X-DOI: 10.1080/00220671.2014.999363 File-URL: http://hdl.handle.net/10.1080/00220671.2014.999363 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:2:p:113-139 Template-Type: ReDIF-Article 1.0 Author-Name: Jianzhong Xu Author-X-Name-First: Jianzhong Author-X-Name-Last: Xu Title: Emotion regulation in mathematics homework: An empirical study Abstract: The author examined 2 distinctive aspects of emotion regulation in mathematics homework, including emotion management and cognitive reappraisal. Participants were 1,799 high school students from 46 classes in China. Two multilevel models were run, 1 with emotion management and another with cognitive reappraisal as the dependent variable. Both emotion management and cognitive reappraisal were positively associated with 5 individual-level variables (monitoring motivation, managing time, learning-oriented reasons, self-concept, and teacher feedback) and 1 class-level variable (self-concept). In addition, at the individual level, emotion management was associated negatively with adult-oriented reasons but positively with arranging the environment and prior mathematics achievement. Meanwhile, cognitive reappraisal was positively associated with parent education at the class level. Journal: The Journal of Educational Research Pages: 1-11 Issue: 1 Volume: 111 Year: 2018 Month: 1 X-DOI: 10.1080/00220671.2016.1175409 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1175409 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:1:p:1-11 Template-Type: ReDIF-Article 1.0 Author-Name: Mark Ellner Author-X-Name-First: Mark Author-X-Name-Last: Ellner Title: Understanding the school curriculum: Theory, politics and principles Journal: The Journal of Educational Research Pages: 124-124 Issue: 1 Volume: 111 Year: 2018 Month: 1 X-DOI: 10.1080/00220671.2016.1176484 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1176484 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:1:p:124-124 Template-Type: ReDIF-Article 1.0 Author-Name: Sandie G. Nadelson Author-X-Name-First: Sandie G. Author-X-Name-Last: Nadelson Title: Inside graduate admissions: Merit, diversity, and faculty gatekeeping Journal: The Journal of Educational Research Pages: 125-125 Issue: 1 Volume: 111 Year: 2018 Month: 1 X-DOI: 10.1080/00220671.2016.1184524 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1184524 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:1:p:125-125 Template-Type: ReDIF-Article 1.0 Author-Name: Terri L. Rodriguez Author-X-Name-First: Terri L. Author-X-Name-Last: Rodriguez Title: Uncommonly good ideas: Teaching writing in the common core era Journal: The Journal of Educational Research Pages: 126-126 Issue: 1 Volume: 111 Year: 2018 Month: 1 X-DOI: 10.1080/00220671.2016.1188625 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1188625 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:1:p:126-126 Template-Type: ReDIF-Article 1.0 Author-Name: Nancy E. Hill Author-X-Name-First: Nancy E. Author-X-Name-Last: Hill Author-Name: Dawn P. Witherspoon Author-X-Name-First: Dawn P. Author-X-Name-Last: Witherspoon Author-Name: Deborah Bartz Author-X-Name-First: Deborah Author-X-Name-Last: Bartz Title: Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students Abstract: Maintaining productive partnerships between families and schools is more complex when youth enter middle school. A systematic and inclusive understanding of the strategies parents use, youth want and need, and teachers' desire is needed to broaden our conceptualization and deepen our understanding of parental involvement in education. The authors captured the voices of 3 primary stakeholders in education (i.e., parents, teachers, and students) to identify the goals for parental involvement in education, identify consistencies across stakeholders in the conceptualizations of parental involvement in education, and deepen our understanding of the types of involvement that matter for adolescents. The study used grounded-theory analysis of 20 focus groups, with ethnically diverse parents, youth, and teachers (N = 150), along with quantitative indicators of involvement and interactions with schools. From these analyses scaffolding independence, linking education to future success, and communication emerged as the most consistent strategies for promoting achievement. Conceptualizations of home-based involvement were broadened. Ethnic variations in the general experiences of families at school were highlighted. Journal: The Journal of Educational Research Pages: 12-27 Issue: 1 Volume: 111 Year: 2018 Month: 1 X-DOI: 10.1080/00220671.2016.1190910 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1190910 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:1:p:12-27 Template-Type: ReDIF-Article 1.0 Author-Name: Shanthi Tiruchittampalam Author-X-Name-First: Shanthi Author-X-Name-Last: Tiruchittampalam Author-Name: Tom Nicholson Author-X-Name-First: Tom Author-X-Name-Last: Nicholson Author-Name: Joel R. Levin Author-X-Name-First: Joel R. Author-X-Name-Last: Levin Author-Name: John M. Ferron Author-X-Name-First: John M. Author-X-Name-Last: Ferron Title: The effects of preliteracy knowledge, schooling, and summer vacation on literacy acquisition Abstract: What causes the literacy gap and can schools compensate for it? The authors investigated 3 drivers of the gap: preliteracy knowledge, schooling, and the summer vacation. Longitudinal literacy data over 5 time points were collected on 126 five-year-olds attending higher or lower socioeconomic status (SES) schools during their first 15 months of school. There were several noteworthy findings: (a) gaps in preliteracy knowledge at school entry favor higher SES schools, (b) preliteracy knowledge predicted later progress over and above SES and gender, (c) during the school year there was a widening of the gap between higher SES schools and lower SES schools in reading and spelling skills, and (d) children attending lower SES schools exhibited losses during summer whereas children attending higher SES schools nearly always gained. Contrary to previous studies, the present results indicated that when there are concentrations of children from higher and lower SES in schools located in the children's respective SES areas, the achievement gap widens. Journal: The Journal of Educational Research Pages: 28-42 Issue: 1 Volume: 111 Year: 2018 Month: 1 X-DOI: 10.1080/00220671.2016.1190911 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1190911 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:1:p:28-42 Template-Type: ReDIF-Article 1.0 Author-Name: Do-Hong Kim Author-X-Name-First: Do-Hong Author-X-Name-Last: Kim Author-Name: Richard G. Lambert Author-X-Name-First: Richard G. Author-X-Name-Last: Lambert Author-Name: Diane C. Burts Author-X-Name-First: Diane C. Author-X-Name-Last: Burts Title: Are young dual language learners homogeneous? Identifying subgroups using latent class analysis Abstract: Although dual language learners (DLLs) are linguistically, culturally, and socially diverse, researchers usually study them in aggregate and compare them to non-DLLs. The authors' purpose was to identify subgroups of preschool DLLs using latent class analysis. There were 7,361 DLLs and 69,457 non-DLLs. Results revealed three distinct classes. Children in class 1 (emergent bilingual children) tended to speak mostly their native language but some English at home and in the classroom. Children in class 2 (bilingual children) tended to speak English only in the classroom, but spoke both languages at home. Children in class 3 (heritage language speakers) tended to speak only their native language at home and in the classroom. Different demographic profiles and levels of development and learning were observed across classes. The DLL subgroups and their profiles provide important information about how educational programs may be tailored to meet the diverse needs of young DLLs. Journal: The Journal of Educational Research Pages: 43-57 Issue: 1 Volume: 111 Year: 2018 Month: 1 X-DOI: 10.1080/00220671.2016.1190912 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1190912 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:1:p:43-57 Template-Type: ReDIF-Article 1.0 Author-Name: Mariette Hoogeveen Author-X-Name-First: Mariette Author-X-Name-Last: Hoogeveen Author-Name: Amos van Gelderen Author-X-Name-First: Amos Author-X-Name-Last: van Gelderen Title: Writing with peer response using different types of genre knowledge: Effects on linguistic features and revisions of sixth-grade writers Abstract: Effects of peer response using instruction in genre knowledge on the writing of 140 sixth-grade students are investigated. In one condition students were taught specific genre knowledge involving functions of linguistic indicators of time and place. In another condition students were taught more general aspects of communicative writing. Both conditions were compared with a baseline control, receiving regular writing education. Students were randomly assigned within classrooms to each of the three conditions. The use of indicators of time and place was positively related to writing quality. Furthermore, strong effects of the specific genre knowledge condition on the use of these linguistic features in writing and revision were found. Findings indicate that instruction in specific genre knowledge is a valuable addition to writing with peer response. Journal: The Journal of Educational Research Pages: 66-80 Issue: 1 Volume: 111 Year: 2018 Month: 1 X-DOI: 10.1080/00220671.2016.1190913 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1190913 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:1:p:66-80 Template-Type: ReDIF-Article 1.0 Author-Name: Carin Neitzel Author-X-Name-First: Carin Author-X-Name-Last: Neitzel Author-Name: Lisa Connor Author-X-Name-First: Lisa Author-X-Name-Last: Connor Title: An investigation of the stability and variability in young children's self-regulated learning behaviors in kindergarten Abstract: The authors examined the relative stability and variability of self-regulated learning (SRL) in kindergartners across various contexts (teacher-directed activities, small-group work, and independent work). They assessed the role of temperament and context on children's use of SRL while seeking to identify if there are optimal contexts for promoting SRL in particular children. The results revealed that although temperament was not related to SRL, children's regulation strategy usage was heavily dependent on context, contradicting the idea that children are either high or low self-regulators. The relative stability of SRL varied by child, with some children showing more sensitivity to context than did others. Optimal contexts for eliciting SRL also differed by children, with some children exhibiting elevated regulation during small-group activities and others during teacher-directed activities. Journal: The Journal of Educational Research Pages: 58-65 Issue: 1 Volume: 111 Year: 2018 Month: 1 X-DOI: 10.1080/00220671.2016.1190914 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1190914 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:1:p:58-65 Template-Type: ReDIF-Article 1.0 Author-Name: Rongrong Yu Author-X-Name-First: Rongrong Author-X-Name-Last: Yu Author-Name: Kusum Singh Author-X-Name-First: Kusum Author-X-Name-Last: Singh Title: Teacher support, instructional practices, student motivation, and mathematics achievement in high school Abstract: The authors examined the relationships among teacher classroom practices, student motivation, and mathematics achievement in high school. The data for this study was drawn from the base-year data of High School Longitudinal Study of 2009. Structural equation modeling method was used to estimate the relationships among variables. The results indicate that conceptual teaching positively affected student mathematics achievement, whereas procedural emphasis in mathematics instruction had a negative effect. Teacher support influenced student mathematics achievement indirectly through students' mathematics self-efficacy, and also influenced students' interest in mathematics courses. Finally, students with higher levels of family socioeconomic status and prior achievement were more likely to have teachers who use conceptual teaching strategies. Students with higher prior achievement were also more likely to perceive higher levels of teacher support. The findings have theoretical and practical implications. Journal: The Journal of Educational Research Pages: 81-94 Issue: 1 Volume: 111 Year: 2018 Month: 1 X-DOI: 10.1080/00220671.2016.1204260 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1204260 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:1:p:81-94 Template-Type: ReDIF-Article 1.0 Author-Name: Simon T. Tidd Author-X-Name-First: Simon T. Author-X-Name-Last: Tidd Author-Name: Timothy M. Stoelinga Author-X-Name-First: Timothy M. Author-X-Name-Last: Stoelinga Author-Name: Angela M. Bush-Richards Author-X-Name-First: Angela M. Author-X-Name-Last: Bush-Richards Author-Name: Donna L. De Sena Author-X-Name-First: Donna L. Author-X-Name-Last: De Sena Author-Name: Theodore J. Dwyer Author-X-Name-First: Theodore J. Author-X-Name-Last: Dwyer Title: An intensification approach to double-block algebra: A pilot implementation of Intensified Algebra in a large urban school district Abstract: Double-block instruction has become a popular strategy for supporting struggling mathematics students in algebra I. Despite its widespread adoption, little consistent evidence supports the attributes of a successful double-block design or the effectiveness of this instructional strategy. In this study, the authors examine a pilot implementation of a double-block strategy—instantiated in the program Intensified Algebra—that combines core algebra content with insights from research on how students learn mathematics and explicit noncognitive supports focused on key attitudes, beliefs, and behaviors essential to student success. The results of the study show that, when implemented with fidelity, participation in the program significantly increased student achievement on the state end-of-course algebra I assessment. Journal: The Journal of Educational Research Pages: 95-107 Issue: 1 Volume: 111 Year: 2018 Month: 1 X-DOI: 10.1080/00220671.2016.1209454 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1209454 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:1:p:95-107 Template-Type: ReDIF-Article 1.0 Author-Name: Mary F. Lamar Author-X-Name-First: Mary F. Author-X-Name-Last: Lamar Author-Name: Jennifer Anne Wilhelm Author-X-Name-First: Jennifer Anne Author-X-Name-Last: Wilhelm Author-Name: Merryn Cole Author-X-Name-First: Merryn Author-X-Name-Last: Cole Title: A mixed methods comparison of teachers' lunar modeling lesson implementation and student learning outcomes Abstract: The authors compare three teachers' adaptations and implementation of a lunar modeling lesson to explain marked differences in student learning outcomes on a spatial-scientific lunar assessment. They used a modified version of the Practices of Science Observation Protocol (P-SOP; Forbes, Biggers, & Zangori, 2013) to identify ways in which features of inquiry were emphasized in each classroom. Additionally, classroom communities of practice were categorized as task-based or practice-based (Riel & Polin, 2004). The authors found that student learning outcomes were related to the fidelity with which the teachers implemented the lesson. Teachers with higher P-SOP scores fostered more of a practice-based learning community than task-based one, which also paralleled greater student learning gains. Although the students' scores did not differ by teacher on the preassessment, they did differ significantly on the postassessment, indicating that the curricular choices and learning communities developed by the teachers impacted what students were able to learn. Journal: The Journal of Educational Research Pages: 108-123 Issue: 1 Volume: 111 Year: 2018 Month: 1 X-DOI: 10.1080/00220671.2016.1220356 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1220356 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:1:p:108-123 Template-Type: ReDIF-Article 1.0 Author-Name: Olga Bakadorova Author-X-Name-First: Olga Author-X-Name-Last: Bakadorova Author-Name: Diana Raufelder Author-X-Name-First: Diana Author-X-Name-Last: Raufelder Title: Do socio-motivational relationships predict achievement motivation in adolescents with high and low school self-concepts? Abstract: Considering the essential role that socio-motivational relationships at school play with respect to achievement motivation, this study examined the differences between students with a low school self-concept and students with a high school self-concept in a large sample of 7th and 8th grade students (N= 1088; MAge= 13.7) in secondary schools in Brandenburg, Germany. Multi-group structural equation modelling was used to estimate the associations between the variables of socio-motivational support and achievement motivation. The results showed that students with a high school self-concept report higher levels of socio-motivational support than students with a low school self-concept, whereas a teacher plays a more important role in motivating low self-concept students. Furthermore, the results underline the importance of adjusting the teacher's support to the level of the student's school self-concept as one of the possible prevention and intervention strategies aimed at boosting adolescents' achievement motivation after the transition to secondary school. Journal: The Journal of Educational Research Pages: 219-231 Issue: 3 Volume: 109 Year: 2016 Month: 5 X-DOI: 10.1080/00220671.2014.942031 File-URL: http://hdl.handle.net/10.1080/00220671.2014.942031 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:3:p:219-231 Template-Type: ReDIF-Article 1.0 Author-Name: Jessie De Naeghel Author-X-Name-First: Jessie Author-X-Name-Last: De Naeghel Author-Name: Hilde Van Keer Author-X-Name-First: Hilde Author-X-Name-Last: Van Keer Author-Name: Maarten Vansteenkiste Author-X-Name-First: Maarten Author-X-Name-Last: Vansteenkiste Author-Name: Leen Haerens Author-X-Name-First: Leen Author-X-Name-Last: Haerens Author-Name: Nathalie Aelterman Author-X-Name-First: Nathalie Author-X-Name-Last: Aelterman Title: Promoting elementary school students' autonomous reading motivation: Effects of a teacher professional development workshop Abstract: Responding to the declining trend in reading motivation in and beyond the elementary school years, the authors aimed to enhance late-elementary school students' autonomous reading motivation. Toward this end, the authors evaluated the influence of a teacher professional development grounded in self-determination theory on fifth-grade students' (n = 664) autonomous motivation for in-school and leisure-time reading. A quasi-experimental repeated measures design was set up with experimental and control conditions. The experimental condition consisted of teachers participating in a professional development workshop aimed at providing the knowledge and skills necessary to implement an autonomy-supportive and structuring teaching style, whereas the control condition included teachers who continued with their current teaching repertoire. Multilevel piece-wise growth analyses corroborated that students in the experimental group reported increased recreational autonomous reading motivation from pretest to posttest relative to the control group. Additional analyses made clear that boys in particular benefitted from their teachers' professional development. Journal: The Journal of Educational Research Pages: 232-252 Issue: 3 Volume: 109 Year: 2016 Month: 5 X-DOI: 10.1080/00220671.2014.942032 File-URL: http://hdl.handle.net/10.1080/00220671.2014.942032 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:3:p:232-252 Template-Type: ReDIF-Article 1.0 Author-Name: Yves Karlen Author-X-Name-First: Yves Author-X-Name-Last: Karlen Title: Differences in students' metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners Abstract: Metacognitive strategy knowledge, motivation, and learning strategies play an important role in self-regulated learning (SRL). However, little is known about different profiles of self-regulated learners in schools that prepare students for the university entrance certificate. The aim of this study was to examine intraindividual differences in the patterns of students' SRL. In this 2-wave longitudinal study, 897 students were involved. Latent class analyses revealed four-cluster solutions at the beginning as well as at the end of the school year. Maximal self-regulated learners with the highest levels on all cognitive, metacognitive, and motivational components of SRL reported the highest grades in the academic subject of German (first language) at both measurement points, followed by motivated and strategic learners. Students with a low level on several SRL components reported the lowest grades. Further, the results indicated changes in profiles of SRL over time. Journal: The Journal of Educational Research Pages: 253-265 Issue: 3 Volume: 109 Year: 2016 Month: 5 X-DOI: 10.1080/00220671.2014.942895 File-URL: http://hdl.handle.net/10.1080/00220671.2014.942895 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:3:p:253-265 Template-Type: ReDIF-Article 1.0 Author-Name: Hua Wei Author-X-Name-First: Hua Author-X-Name-Last: Wei Author-Name: Ashley Melissa Cromwell Author-X-Name-First: Ashley Melissa Author-X-Name-Last: Cromwell Author-Name: Katie Larsen McClarty Author-X-Name-First: Katie Larsen Author-X-Name-Last: McClarty Title: Career readiness: An analysis of text complexity for occupational reading materials Abstract: The Common Core State Standards (CCSS) and the broader college and career readiness agenda encourage educators, researchers, and other stakeholders to focus on preparing students for life after high school. A key emphasis is literacy, as the ability to read and comprehend written language is critical to success in college and careers. Understanding the level of reading comprehension needed for college and careers has important instructional implications. This study examined text complexity levels of various career texts using the Reading Maturity Metric and compared them to expectations in the CCSS. Text samples were selected for jobs from the five job zones in the Occupational Information Network database. Text complexity demands for all careers were generally in the CCSS range of college and career readiness and increased as job zone and required preparation increased. Results could provide specific career-related targets to make the CCSS reading requirements more relevant for students. Journal: The Journal of Educational Research Pages: 266-274 Issue: 3 Volume: 109 Year: 2016 Month: 5 X-DOI: 10.1080/00220671.2014.945149 File-URL: http://hdl.handle.net/10.1080/00220671.2014.945149 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:3:p:266-274 Template-Type: ReDIF-Article 1.0 Author-Name: Sumathi Renganathan Author-X-Name-First: Sumathi Author-X-Name-Last: Renganathan Title: Educating the Orang Asli children: Exploring indigenous children's practices and experiences in schools Abstract: The author is concerned with the education available for the Orang Asli, an indigenous minority community in Malaysia. Literature written about Orang Asli and education mostly assumes a deficit perspective where the lack of educational achievement among the Orang Asli children is often attributed to their culture and community. Therefore, rather than taking a perspective that Orang Asli students perform poorly in schools because of their own personal failure attributed to their culture and community, the author explores and analyses schooling experiences of the Orang Asli children to investigate the roles and responsibilities of schools to provide the necessary support for successful educational outcomes for these children. Journal: The Journal of Educational Research Pages: 275-285 Issue: 3 Volume: 109 Year: 2016 Month: 5 X-DOI: 10.1080/00220671.2014.945150 File-URL: http://hdl.handle.net/10.1080/00220671.2014.945150 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:3:p:275-285 Template-Type: ReDIF-Article 1.0 Author-Name: Haigen Huang Author-X-Name-First: Haigen Author-X-Name-Last: Huang Author-Name: Guodong Liang Author-X-Name-First: Guodong Author-X-Name-Last: Liang Title: Parental cultural capital and student school performance in mathematics and science across nations Abstract: The authors' purpose was to examine the relationship between three forms of cultural capital—the embodied, the objectified, and the institutionalized—and student performance in mathematics and science. Their analysis of Trends in International Mathematics and Science Study 2011 data from 32 countries and regions revealed that parental expectation (the embodied cultural capital) had the strongest association with student performance. Parental education (the institutionalized cultural capital) and book possession (the objectified cultural capital) were also significant, with some exceptions. However, their relationship with student performance was relatively weaker. This suggested that the significant relationship between cultural capital and student performance holds in the 32 countries included in the sample, about 4 decades after Bourdieu first introduced the concept (i.e., students with higher parental cultural capital are more likely to perform better in mathematics and science). Journal: The Journal of Educational Research Pages: 286-295 Issue: 3 Volume: 109 Year: 2016 Month: 5 X-DOI: 10.1080/00220671.2014.946122 File-URL: http://hdl.handle.net/10.1080/00220671.2014.946122 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:3:p:286-295 Template-Type: ReDIF-Article 1.0 Author-Name: Cindy Jong Author-X-Name-First: Cindy Author-X-Name-Last: Jong Title: Linking reform-oriented experiences to teacher identity: The case of an elementary mathematics teacher Abstract: Novice teachers often have difficulty transferring what they learn in teacher education programs to classroom practice. This is especially true for elementary school teachers who are expected to teach mathematics with reform-oriented methods. The purpose of this longitudinal case study was to examine the experience of one novice elementary school teacher over a 3-year period, and understand the factors that supported her to enact a reform-oriented practice in mathematics as she transitioned from being a preservice to inservice teacher. Influential mathematics education models, her commitment to learning, and school-based contexts affected her teaching identity and practices. To conclude, an argument is made for teacher education experiences to explicitly address mathematics teacher identity to support the enactment of reform-oriented practices. Journal: The Journal of Educational Research Pages: 296-310 Issue: 3 Volume: 109 Year: 2016 Month: 5 X-DOI: 10.1080/00220671.2014.947398 File-URL: http://hdl.handle.net/10.1080/00220671.2014.947398 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:3:p:296-310 Template-Type: ReDIF-Article 1.0 Author-Name: André Flieller Author-X-Name-First: André Author-X-Name-Last: Flieller Author-Name: Annette Jarlégan Author-X-Name-First: Annette Author-X-Name-Last: Jarlégan Author-Name: Youssef Tazouti Author-X-Name-First: Youssef Author-X-Name-Last: Tazouti Title: Who benefits from dyadic teacher–student interactions in whole-class settings? Abstract: To what extent can teacher–student dyadic interactions modify the hierarchy of student performances within a single class? To answer this insufficiently researched question, the authors conducted two parallel studies involving 33 Grade 5 classes in France (759 students) and 15 Grade 5 classes in Luxembourg (243 students). Interactions were observed during whole-class lessons. Posttest scores were analyzed using multilevel models controlling for five level-1 variables and two level-2 variables. The authors did not find any effect of dyadic interactions on relative student performance in mathematics or in language (French or German), in France or in Luxembourg. This result is interpreted in terms of both the public character of dyadic interactions in whole-class settings and the class management functions of these interactions. Journal: The Journal of Educational Research Pages: 311-324 Issue: 3 Volume: 109 Year: 2016 Month: 5 X-DOI: 10.1080/00220671.2014.950718 File-URL: http://hdl.handle.net/10.1080/00220671.2014.950718 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:3:p:311-324 Template-Type: ReDIF-Article 1.0 Author-Name: Anke de Boer Author-X-Name-First: Anke Author-X-Name-Last: de Boer Author-Name: Sip Jan Pijl Author-X-Name-First: Sip Jan Author-X-Name-Last: Pijl Title: The acceptance and rejection of peers with ADHD and ASD in general secondary education Abstract: The authors focused on analyzing (a) peer acceptance and peer rejection of typically developing students, students with attention deficit hyperactivity disorder (ADHD), and students with autism spectrum disorder (ASD) in general secondary education; (b) attitudes of general secondary-aged students toward peers with ADHD and ASD; and (c) the relationship between peer acceptance/rejection and students' attitudes. A cross-sectional study was performed (n = 437 typically developing students, n = 28 students with ADHD/ASD; range = 12–15 years old). Students were asked to indicate with whom they prefer to hang out or preferably not want to hang out (peer acceptance and peer rejection). Attitudes were assessed using the Attitude Survey Toward Inclusive Education. Multilevel analysis showed significant differences between students with ADHD and ASD and typically developing peers on peer acceptance and higher on peer rejection. Second, typically developing peers showed neutral attitudes toward peers with ADHD or ASD. Third, the results showed that students' rejection and attitudes of peers significantly relate to each other. Journal: The Journal of Educational Research Pages: 325-332 Issue: 3 Volume: 109 Year: 2016 Month: 5 X-DOI: 10.1080/00220671.2014.958812 File-URL: http://hdl.handle.net/10.1080/00220671.2014.958812 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:3:p:325-332 Template-Type: ReDIF-Article 1.0 Author-Name: Saskia K. Brokamp Author-X-Name-First: Saskia K. Author-X-Name-Last: Brokamp Author-Name: Antonia A. M. Houtveen Author-X-Name-First: Antonia A. M. Author-X-Name-Last: Houtveen Author-Name: Willem J. C. M. van de Grift Author-X-Name-First: Willem J. C. M. Author-X-Name-Last: van de Grift Title: The relationship among students' reading performance, their classroom behavior, and teacher skills Abstract: The relationship among students' reading performance, their behavior (task-focused behavior, emotional stability, and compliant behavior) in the classroom, and the teacher's skills was investigated in 66 third-grade classrooms. Results from this study showed the students' reading performance and their behavior in the classroom are all significantly interrelated. Better reading performance at the beginning of the school year goes with better behavior at the end of the school year. In turn, better behavior at the beginning of the school year goes with better reading performance at the end of the school year. The teacher can improve the behavior of the students by providing high-quality reading instruction. Some teacher skills have differential effects, however, on the various behavioral aspects. The implications for the educational practice as well as for future research are discussed. Journal: The Journal of Educational Research Pages: 1-11 Issue: 1 Volume: 112 Year: 2019 Month: 1 X-DOI: 10.1080/00220671.2017.1411878 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1411878 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:1:p:1-11 Template-Type: ReDIF-Article 1.0 Author-Name: Maria José Prata Author-X-Name-First: Maria José Author-X-Name-Last: Prata Author-Name: Bruno de Sousa Author-X-Name-First: Bruno Author-X-Name-Last: de Sousa Author-Name: Isabel Festas Author-X-Name-First: Isabel Author-X-Name-Last: Festas Author-Name: Albertina L. Oliveira Author-X-Name-First: Albertina L. Author-X-Name-Last: Oliveira Title: Cooperative methods and self-regulated strategies development for argumentative writing Abstract: The authors analyze the efficacy of a cooperative method associated with self-regulated strategy development (SRSD) for argumentative writing compared with a SRSD single approach. Seven teachers and 230 ninth-grade students from three middle schools participated in the present study in which teachers were part of a practice-based professional development program. Schools were assigned either to the experimental group or to the comparison group. Over a three-month period, all students were taught SRSD strategies. After this period, students from the experimental group participated in a cooperative setting, whereas the comparison group followed the SRSD only. The results indicated that students in the experimental group made statistically significant greater gains in structural argumentative elements and in the quality of writing texts immediately after the intervention and one month later. Thus, the study provides evidence for the benefits of adding a cooperative setting to SRSD in implementing argumentative writing skills. Journal: The Journal of Educational Research Pages: 12-27 Issue: 1 Volume: 112 Year: 2019 Month: 1 X-DOI: 10.1080/00220671.2018.1427037 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1427037 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:1:p:12-27 Template-Type: ReDIF-Article 1.0 Author-Name: Montserrat Franquesa-Soler Author-X-Name-First: Montserrat Author-X-Name-Last: Franquesa-Soler Author-Name: Laura Barraza Author-X-Name-First: Laura Author-X-Name-Last: Barraza Author-Name: Juan Carlos Serio-Silva Author-X-Name-First: Juan Carlos Author-X-Name-Last: Serio-Silva Title: Children's learning preferences for the development of conservation education programs in Mexican communities Abstract: Learning theories are rarely considered in the design of conservation education programs in Mexico. However, if students are taught in a way in which they can easily relate, this could improve the educational experience through better attitudes toward the natural environment. The learning preferences of 354 Mexican children at the primary level were evaluated to identify the effect of context (rural or urban) and gender on learning preferences. Statistical differences related to the children's context and gender-associated context were found. The authors discuss different discourses of critical thinking and experiential education, the predominance of traditional education found in rural communities, and how conservation education could enrich these processes. Studying how children learn can provide valuable information for the development of effective conservation education programs, establishing a dialogue about learners' strengths and weaknesses, enhancing their participation, and empowering them to take action. Journal: The Journal of Educational Research Pages: 28-37 Issue: 1 Volume: 112 Year: 2019 Month: 1 X-DOI: 10.1080/00220671.2018.1427038 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1427038 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:1:p:28-37 Template-Type: ReDIF-Article 1.0 Author-Name: Göran Jutengren Author-X-Name-First: Göran Author-X-Name-Last: Jutengren Author-Name: Eva Medin Author-X-Name-First: Eva Author-X-Name-Last: Medin Title: Cross-ethnic friendship and prosocial behavior's potential significance to elementary children's academic competence Abstract: The authors, with Swedish elementary school students (N = 201), 9–12 years old, examined the potential significance to self-perceived academic competence of students' cross-ethnic friendship ties and prosocial behavior to better understand education's minority achievement gap. A crossed-lagged panel model was tested to investigate potential relationships between these variables over time, while controlling for temporal associations. The results revealed that higher levels of prosocial behavior were related to more positive academic performance six months later. However, higher levels of cross-ethnic friendship did not. The findings further establish the predictive influence of prosocial behavior on academic competence, indicating that this over-time relation is applicable also in the North European context, with its increasingly diverse ethnicity. Journal: The Journal of Educational Research Pages: 38-45 Issue: 1 Volume: 112 Year: 2019 Month: 1 X-DOI: 10.1080/00220671.2018.1431872 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1431872 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:1:p:38-45 Template-Type: ReDIF-Article 1.0 Author-Name: Carin Neitzel Author-X-Name-First: Carin Author-X-Name-Last: Neitzel Author-Name: Kelley Drennan Author-X-Name-First: Kelley Author-X-Name-Last: Drennan Author-Name: Hillary N. Fouts Author-X-Name-First: Hillary N. Author-X-Name-Last: Fouts Title: Immigrant and nonimmigrant children's social interactions and peer responses in mainstream preschool classrooms Abstract: The authors examined the social practices and outcomes of 23 immigrant and 16 nonimmigrant preschoolers in English only preschool classrooms. In both classrooms, the majority of the children (nearly two thirds) were immigrant, English language learners. The children's social attempts, social strategies, speech functions, and degree of social success were observed and comparisons were made between nonimmigrant and immigrant peers. There were similarities between groups in their social engagement and social construction strategies; there were differences in social roles, social language functions, and types of social construction strategies. There also were significant differences in the social success of the two groups. Immigrant children experienced rejection of their social bids more than their preschool peers did. Immigrant children also were less likely to be leaders and seemed positioned in a lower social status among their peers did. These results are discussed along with implications for educational practices. Journal: The Journal of Educational Research Pages: 46-60 Issue: 1 Volume: 112 Year: 2019 Month: 1 X-DOI: 10.1080/00220671.2018.1437529 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1437529 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:1:p:46-60 Template-Type: ReDIF-Article 1.0 Author-Name: Mu-Hsuan Chou Author-X-Name-First: Mu-Hsuan Author-X-Name-Last: Chou Title: Predicting self-efficacy in test preparation: Gender, value, anxiety, test performance, and strategies Abstract: Considerable evidence indicates that self-efficacy, task value, anxiety, and the use of language learning strategies are related. However, there is currently an insufficient understanding about their relations in high-stakes testing contexts. The author aimed to investigate how well social factors, test value, anxiety, test performance, and learning strategies predict high school students' self-efficacy in preparing for the English listening test as part of the University Entrance Examination in Taiwan. This research involved a large-scale questionnaire survey and a collection of students' English test scores. The participants were 636 students in Grade 12 of high school in Taiwan. A quantitative analysis of the questionnaire was conducted via hierarchical regression analysis. The results show that students' recent English test performance and test anxiety were two strong predictors of self-efficacy in preparing for the high-stakes test. In addition, resource management and metacognitive listening strategies had better predictive power over prior English level and test value. Journal: The Journal of Educational Research Pages: 61-71 Issue: 1 Volume: 112 Year: 2019 Month: 1 X-DOI: 10.1080/00220671.2018.1437530 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1437530 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:1:p:61-71 Template-Type: ReDIF-Article 1.0 Author-Name: Nicole M. Martin Author-X-Name-First: Nicole M. Author-X-Name-Last: Martin Author-Name: Joy Myers Author-X-Name-First: Joy Author-X-Name-Last: Myers Title: Comprehension in disciplinary learning: An examination of elementary readers' processing and recall Abstract: The authors explored elementary students' comprehension of informational text in disciplinary learning. Forty on-grade-level readers in Grades 2–5 participated. A priori and emergent coding was used to analyze 120 verbal protocols and 120 oral recalls. Analyses of variance and correlations showed students' processing and recall of procedural text contrasted with their processing and recall of biography or persuasive text. Also, second-grade students did not process informational text as actively or recall informational text as well as third- through fifth-grade students did. An expanded focus on students' comprehension of informational text in disciplinary learning and further study of the relationships among students' text use, text processing and recall, and development are warranted. Journal: The Journal of Educational Research Pages: 72-85 Issue: 1 Volume: 112 Year: 2019 Month: 1 X-DOI: 10.1080/00220671.2018.1438982 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1438982 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:1:p:72-85 Template-Type: ReDIF-Article 1.0 Author-Name: Lynn Dare Author-X-Name-First: Lynn Author-X-Name-Last: Dare Author-Name: Elizabeth Nowicki Author-X-Name-First: Elizabeth Author-X-Name-Last: Nowicki Title: Beliefs about educational acceleration: Students in inclusive classes conceptualize benefits, feelings, and barriers Abstract: For high-ability students to develop their full potential, they require evidence-based interventions tailored to their exceptional needs. Educational acceleration has proven effective with many high-ability students, but educators sometimes express concerns about social issues, and such concerns may block access to accelerative interventions. Despite these concerns, little is known about students' thoughts on placing high-ability students with older classmates. In this study, we used group concept mapping methodology to investigate students' beliefs about grade-based acceleration. Sixth-, seventh-, and eighth-grade students in inclusive classes generated ideas about acceleration, and then sorted and rated a synthesized list of factors to consider when deciding about acceleration. Using multidimensional scaling and hierarchical cluster analysis, the authors identified five key concepts in the structured data: (a) better for the fast learner, (b) concerns of moving up, (c) benefits for others (d) potential barriers to acceptance, and (e) uncomfortable feelings. Practical implications are discussed. Journal: The Journal of Educational Research Pages: 86-97 Issue: 1 Volume: 112 Year: 2019 Month: 1 X-DOI: 10.1080/00220671.2018.1440368 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1440368 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:1:p:86-97 Template-Type: ReDIF-Article 1.0 Author-Name: James Russo Author-X-Name-First: James Author-X-Name-Last: Russo Author-Name: Sarah Hopkins Author-X-Name-First: Sarah Author-X-Name-Last: Hopkins Title: Teaching primary mathematics with challenging tasks: How should lessons be structured? Abstract: Engaging students in a challenging (cognitively demanding) task and launching a mathematics lesson with a task before instruction are two characteristics of a reform-oriented approach to mathematics instruction often considered together. The authors systematically contrasted teaching with challenging tasks using a task-first lesson structure with that of a discussion-first lesson structure to three composite classes of first- and second-grade students (n = 73). Subsequent assessments of mathematical performance revealed that the discussion-first lesson structure was somewhat more efficacious in improving fluency performance but both structures similarly improved problem-solving performance. The findings suggest there is more than one way of incorporating challenging tasks into mathematics lessons to produce sizeable learning gains. Journal: The Journal of Educational Research Pages: 98-109 Issue: 1 Volume: 112 Year: 2019 Month: 1 X-DOI: 10.1080/00220671.2018.1440369 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1440369 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:1:p:98-109 Template-Type: ReDIF-Article 1.0 Author-Name: Jeffrey K. Smith Author-X-Name-First: Jeffrey K. Author-X-Name-Last: Smith Title: Why knowledge matters: Rescuing our children from failed educational theories, Journal: The Journal of Educational Research Pages: 140-141 Issue: 1 Volume: 112 Year: 2019 Month: 1 X-DOI: 10.1080/00220671.2018.1443583 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1443583 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:1:p:140-141 Template-Type: ReDIF-Article 1.0 Author-Name: David D. Paige Author-X-Name-First: David D. Author-X-Name-Last: Paige Author-Name: Grant S. Smith Author-X-Name-First: Grant S. Author-X-Name-Last: Smith Author-Name: Timothy Victor Rasinski Author-X-Name-First: Timothy Victor Author-X-Name-Last: Rasinski Author-Name: William H. Rupley Author-X-Name-First: William H. Author-X-Name-Last: Rupley Author-Name: Theresa Magpuri-Lavell Author-X-Name-First: Theresa Author-X-Name-Last: Magpuri-Lavell Author-Name: William D. Nichols Author-X-Name-First: William D. Author-X-Name-Last: Nichols Title: A path analytic model linking foundational skills to Grade 3 state reading achievement Abstract: Considerable evidence supports that close to two thirds of all fourth-grade students read at less than adequate levels on reading achievement tests and that the problem has persisted for decades. This study of 1,064 third-grade students at risk for reading failure uses path analytic techniques to measure a hypothesized model linking developmental spelling, sight- and pseudo-word reading, and reading fluency to achievement on an end-of-year state reading test. While all hypothesized paths were found to be significant, paths not hypothesized were also significant. These paths included direct effects for spelling development on fluency and reading achievement, as well as the direct effect of sight-word reading on state reading achievement. In total, the model predicted 41.9% of the variance in state reading achievement and found that students proficient at foundational reading skills were 7 times more likely to be proficient on the state reading achievement assessment. Journal: The Journal of Educational Research Pages: 110-120 Issue: 1 Volume: 112 Year: 2019 Month: 1 X-DOI: 10.1080/00220671.2018.1445609 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1445609 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:1:p:110-120 Template-Type: ReDIF-Article 1.0 Author-Name: Chase Young Author-X-Name-First: Chase Author-X-Name-Last: Young Title: Increased frequency and planning: A more effective approach to guided reading in Grade 2 Abstract: This yearlong quasi experimental study examined the effects of two approaches to guided reading on second-grade students' reading abilities. The 79 subjects were chosen as a nonprobability sample and served as the treatment and comparison groups. The groups were pre- and post tested using the Developmental Reading Assessment, Second Edition determine students' reading levels. A 2 × 2 repeated measures analysis of variance revealed significant main and interaction effects. According to a post hoc analysis of mean difference effect size, both groups experienced very large effects, but treatment effects (d = 3.66) were much larger than the comparison (d = 1.34). The results suggest that increased emphasis on guided reading can lead to a greater impact on second-grade students' reading ability. Journal: The Journal of Educational Research Pages: 121-130 Issue: 1 Volume: 112 Year: 2019 Month: 1 X-DOI: 10.1080/00220671.2018.1451814 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1451814 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:1:p:121-130 Template-Type: ReDIF-Article 1.0 Author-Name: Zafer Ibrahimoğlu Author-X-Name-First: Zafer Author-X-Name-Last: Ibrahimoğlu Title: Middle school students' conceptual perceptions of the social studies course, and their transfer of the outcomes to daily life Abstract: The primary aim of this study was to identify middle school students' conceptual perceptions of the social studies course, and their usage and awareness of the course outcomes in daily life. Qualitative research methods and techniques were employed in the study. The participants were 34 middle school seventh-grade students from a state middle school in Istanbul, Turkey. Letter writing was used as the data-gathering tool, and the data were analyzed by means of the content analysis technique. The findings showed that the participants perceived social studies as a course consisting of social-humanistic sciences with an emphasis on history and communication in accordance with the theoretical structure of the course, and employed their outcomes from this course that they can partly use in daily life. Journal: The Journal of Educational Research Pages: 131-139 Issue: 1 Volume: 112 Year: 2019 Month: 1 X-DOI: 10.1080/00220671.2018.1469112 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1469112 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:1:p:131-139 Template-Type: ReDIF-Article 1.0 Author-Name: Siti Zulaiha Author-X-Name-First: Siti Author-X-Name-Last: Zulaiha Title: Self-regulation in learning: The role of language and formative assessment Journal: The Journal of Educational Research Pages: 142-142 Issue: 1 Volume: 112 Year: 2019 Month: 1 X-DOI: 10.1080/00220671.2019.1540526 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1540526 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:1:p:142-142 Template-Type: ReDIF-Article 1.0 Author-Name: Christina M. Sias Author-X-Name-First: Christina M. Author-X-Name-Last: Sias Author-Name: Louis S. Nadelson Author-X-Name-First: Louis S. Author-X-Name-Last: Nadelson Author-Name: Stephanie M. Juth Author-X-Name-First: Stephanie M. Author-X-Name-Last: Juth Author-Name: Anne L. Seifert Author-X-Name-First: Anne L. Author-X-Name-Last: Seifert Title: The best laid plans: Educational innovation in elementary teacher generated integrated STEM lesson plans Abstract: Students need to be prepared for the 21st century by developing the literacy skills necessary for participating in the age of synthesis—an age that requires a progressive set of skills and knowledge. The authors identified nine educational innovations that are perceived to be effective for preparing students for the 21st century age of synthesis society. They coded a collection of 39 teacher-generated Grade 3–5 science, technology, engineering, and mathematics (STEM) lesson plans to document the extent to which the teachers included these nine educational innovations their STEM lesson planning. The authors found practices such as project-based and student-centered learning (which are common established approaches to teaching STEM) to be strongly represented in the plans, whereas practices such as family involvement and place-based learning (which have not been traditionally used in STEM instruction) were less evident in the plans. In their discussion they explore the implications for STEM teaching, and potential directions for future research. Journal: The Journal of Educational Research Pages: 227-238 Issue: 3 Volume: 110 Year: 2017 Month: 5 X-DOI: 10.1080/00220671.2016.1253539 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1253539 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:3:p:227-238 Template-Type: ReDIF-Article 1.0 Author-Name: Christine Schnittka Author-X-Name-First: Christine Author-X-Name-Last: Schnittka Title: STEM road map: A framework for integrated STEM education Journal: The Journal of Educational Research Pages: 317-317 Issue: 3 Volume: 110 Year: 2017 Month: 5 X-DOI: 10.1080/00220671.2016.1253949 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1253949 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:3:p:317-317 Template-Type: ReDIF-Article 1.0 Author-Name: Lyn D. English Author-X-Name-First: Lyn D. Author-X-Name-Last: English Author-Name: Donna King Author-X-Name-First: Donna Author-X-Name-Last: King Author-Name: Joanna Smeed Author-X-Name-First: Joanna Author-X-Name-Last: Smeed Title: Advancing integrated STEM learning through engineering design: Sixth-grade students’ design and construction of earthquake resistant buildings Abstract: As part of a 3-year longitudinal study, 136 sixth-grade students completed an engineering-based problem on earthquakes involving integrated STEM learning. Students employed engineering design processes and STEM disciplinary knowledge to plan, sketch, then construct a building designed to withstand earthquake damage, taking into account a number of constraints. On testing, students redesigned to build an improved structure. Using a framework of design processes, we report on the students' capabilities in planning, creating annotated sketches, and transforming these into 3D models. An understanding of core STEM concepts was apparent in their responses, including shape properties, stability, rigidity, balance, strength, and engineering techniques. Group problem solving involved moving iteratively between design phases, frequently revisiting problem scoping, being cognizant of the problem goal, boundaries and constraints, and appreciating design sketches as guiding constructions. Students were also observed to consider a number of problem components simultaneously, indicating their capabilities in handling the complexity of the task. Journal: The Journal of Educational Research Pages: 255-271 Issue: 3 Volume: 110 Year: 2017 Month: 5 X-DOI: 10.1080/00220671.2016.1264053 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1264053 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:3:p:255-271 Template-Type: ReDIF-Article 1.0 Author-Name: Baki Cavlazoglu Author-X-Name-First: Baki Author-X-Name-Last: Cavlazoglu Author-Name: Carol Stuessy Author-X-Name-First: Carol Author-X-Name-Last: Stuessy Title: Changes in science teachers' conceptions and connections of STEM concepts and earthquake engineering Abstract: The authors find justification for integrating science, technology, engineering, and mathematics (STEM) in the complex problems that today's students will face as tomorrow's STEM professionals. Teachers with individual subject-area specialties in the STEM content areas have limited experience in integrating STEM. In this study, the authors investigated the conceptual changes of secondary school teachers teaching domain-specific STEM courses after a week-long professional development experience integrating earthquake engineering and domain-specific concepts. They documented and then triangulated outcomes of the experience using participating teachers' concept maps and teacher-generated written materials, respectively. Statistical comparisons of participants' concept maps revealed significant increases in their overall understanding of earthquake engineering and more accurate linkages with and among science domain-specific concepts. Content analyses of teachers' learning products confirmed the concept map analysis and also provided evidence of transfer of workshop learning experiences into teacher-designed curriculum products accurately linking earthquake engineering and domain-specific STEM content knowledge. Journal: The Journal of Educational Research Pages: 239-254 Issue: 3 Volume: 110 Year: 2017 Month: 5 X-DOI: 10.1080/00220671.2016.1273176 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1273176 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:3:p:239-254 Template-Type: ReDIF-Article 1.0 Author-Name: Colby Tofel-Grehl Author-X-Name-First: Colby Author-X-Name-Last: Tofel-Grehl Author-Name: Carolyn M. Callahan Author-X-Name-First: Carolyn M. Author-X-Name-Last: Callahan Author-Name: Louis S. Nadelson Author-X-Name-First: Louis S. Author-X-Name-Last: Nadelson Title: Comparative analyses of discourse in specialized STEM school classes Abstract: The authors detail the discourse patterns observed within mathematics and science classes at specialized STEM (science, technology, engineering, and mathematics) high schools. Analyses reveal that teachers in mathematics classes tended to engage their students in authoritative discourse while teachers in science classes tended to engage students in dialogic discourse. The authors examined variations in the type of discourse in relationship to the discipline being taught, the educational level of the teacher, and course requirements were also explored. Journal: The Journal of Educational Research Pages: 294-307 Issue: 3 Volume: 110 Year: 2017 Month: 5 X-DOI: 10.1080/00220671.2016.1273177 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1273177 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:3:p:294-307 Template-Type: ReDIF-Article 1.0 Author-Name: Gale M. Sinatra Author-X-Name-First: Gale M. Author-X-Name-Last: Sinatra Author-Name: Ananya Mukhopadhyay Author-X-Name-First: Ananya Author-X-Name-Last: Mukhopadhyay Author-Name: Taylor N. Allbright Author-X-Name-First: Taylor N. Author-X-Name-Last: Allbright Author-Name: Julie A. Marsh Author-X-Name-First: Julie A. Author-X-Name-Last: Marsh Author-Name: Morgan S. Polikoff Author-X-Name-First: Morgan S. Author-X-Name-Last: Polikoff Title: Speedometry: A vehicle for promoting interest and engagement through integrated STEM instruction Abstract: The curriculum, Hot Wheels Speedometry (Mattel, El Segundo, CA, USA), was designed to align with the Next Generation Science Standards for science and the Common Core State Standards for mathematics. Our objective was to develop, implement, and evaluate the impact of this integrated science, technology, engineering, and mathematics (STEM) curriculum on students' knowledge, interest, and engagement. The authors conducted the study in a district where students were predominantly from communities under-represented in STEM fields. The findings indicate that student individual interest developed. Furthermore, students demonstrated affective, behavioral, and cognitive engagement along their progression of interest development. The study shows promise for the development of interest and engagement in under-represented groups through the use of an integrated STEM curriculum. Journal: The Journal of Educational Research Pages: 308-316 Issue: 3 Volume: 110 Year: 2017 Month: 5 X-DOI: 10.1080/00220671.2016.1273178 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1273178 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:3:p:308-316 Template-Type: ReDIF-Article 1.0 Author-Name: Mitchell J. Nathan Author-X-Name-First: Mitchell J. Author-X-Name-Last: Nathan Author-Name: Matthew Wolfgram Author-X-Name-First: Matthew Author-X-Name-Last: Wolfgram Author-Name: Rachaya Srisurichan Author-X-Name-First: Rachaya Author-X-Name-Last: Srisurichan Author-Name: Candace Walkington Author-X-Name-First: Candace Author-X-Name-Last: Walkington Author-Name: Martha W. Alibali Author-X-Name-First: Martha W. Author-X-Name-Last: Alibali Title: Threading mathematics through symbols, sketches, software, silicon, and wood: Teachers produce and maintain cohesion to support STEM integration Abstract: This classroom-based investigation sought to document how, in real time, STEM teachers and students attempt to locate the invariant mathematical relations that are threaded through the range of activities and representations in these classes, and how highlighting this common thread influences student participation and learning. The authors conducted multimodal discourse analyses of teacher–student interactions during multiday observations in 3 urban high school STEM classes. The focal lessons were in electrical engineering and mechanical engineering (within Project Lead the Way), and precollege geometry. Across 3 cases, teachers and students actively built and maintained cohesion of invariant mathematical relations across activities and representations. Pre- and postlesson interviews revealed that teachers intentionally managed cohesion to provide the continuity across the curricular activities that teachers believed would promote student understanding. The findings contribute to ways of fostering STEM integration and ways of grounding abstractions to promote meaning making and transfer. Journal: The Journal of Educational Research Pages: 272-293 Issue: 3 Volume: 110 Year: 2017 Month: 5 X-DOI: 10.1080/00220671.2017.1287046 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1287046 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:3:p:272-293 Template-Type: ReDIF-Article 1.0 Author-Name: Louis S. Nadelson Author-X-Name-First: Louis S. Author-X-Name-Last: Nadelson Author-Name: Anne L. Seifert Author-X-Name-First: Anne L. Author-X-Name-Last: Seifert Title: Integrated STEM defined: Contexts, challenges, and the future Journal: The Journal of Educational Research Pages: 221-223 Issue: 3 Volume: 110 Year: 2017 Month: 5 X-DOI: 10.1080/00220671.2017.1289775 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1289775 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:3:p:221-223 Template-Type: ReDIF-Article 1.0 Author-Name: Greg Pearson Author-X-Name-First: Greg Author-X-Name-Last: Pearson Title: National academies piece on integrated STEM Abstract: Advocates of more connected approaches to teaching the STEM subjects argue that such integration, especially in the context of real-world issues, can make these fields more relevant to students and ultimately increase their motivation and achievement. However, there is little research on how best to integrate the STEM disciplines or on what factors make integration more likely to produce positive outcomes. This article summarizes the results of a recent study of STEM integration in K–12 education by the National Academies of Sciences, Engineering, and Medicine. The study reviewed evidence on student outcomes, developed a descriptive framework for practitioners, suggested key elements for the design of integrated STEM initiatives, and identified research priorities. The report from the study provides a useful foundation for future efforts to implement effective integrated STEM education. Journal: The Journal of Educational Research Pages: 224-226 Issue: 3 Volume: 110 Year: 2017 Month: 5 X-DOI: 10.1080/00220671.2017.1289781 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1289781 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:3:p:224-226 Template-Type: ReDIF-Article 1.0 Author-Name: Chiung-Hui Chiu Author-X-Name-First: Chiung-Hui Author-X-Name-Last: Chiu Author-Name: Hsiao-Wei Cheng Author-X-Name-First: Hsiao-Wei Author-X-Name-Last: Cheng Author-Name: Chiu-Yi Wu Author-X-Name-First: Chiu-Yi Author-X-Name-Last: Wu Title: Applying questioning or reading strategy to review technology enhanced coedited notes of elementary school students Abstract: The authors examined whether applying questioning review better enhances elementary level students' learning from technology-enhanced coediting-based note taking than does traditional reading review. A nonequivalent comparison group quasi-experimental design was implemented and replicated on four independent units. Two sixth grade elementary classes (66 students) participated in this study and were arranged into coediting notes with questioning review and coediting notes with reading review conditions respectively. The comparisons of student notes and achievement tests do not reveal that the questioning review group achieves better performance than does the reading review group. Considerations associated with technology enhanced coediting notes and questions are discussed based on the results. Journal: The Journal of Educational Research Pages: 111-121 Issue: 2 Volume: 109 Year: 2016 Month: 3 X-DOI: 10.1080/00220671.2014.924471 File-URL: http://hdl.handle.net/10.1080/00220671.2014.924471 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:2:p:111-121 Template-Type: ReDIF-Article 1.0 Author-Name: Natalia Palacios Author-X-Name-First: Natalia Author-X-Name-Last: Palacios Author-Name: Amanda Kibler Author-X-Name-First: Amanda Author-X-Name-Last: Kibler Title: Oral English language proficiency and reading mastery: The role of home language and school supports Abstract: The analysis of 21,409 participants of the Early Childhood Longitudinal Study–Kindergarten cohort focused on home and school factors sought to understand the level of reading mastery that children experienced throughout elementary school and Grade 8 by relating home language use, timing of oral English language proficiency, and the provision of school-based English language learner services to reading mastery. Results confirm that non-English language use at home is associated with a decreased reading mastery at higher levels of proficiency in Grades 1 and 3, and is reduced to nonsignificance in Grades 5 and 8 with the inclusion of teacher and school factors. Also, the negative association between timing of oral English language proficiency and reading mastery is partially explained by teacher and school factors, particularly children's receipt of English language learner services. The findings provide support for policies that provide language services for language minority children and families during the transition to school and through the elementary school years. Journal: The Journal of Educational Research Pages: 122-136 Issue: 2 Volume: 109 Year: 2016 Month: 3 X-DOI: 10.1080/00220671.2014.927341 File-URL: http://hdl.handle.net/10.1080/00220671.2014.927341 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:2:p:122-136 Template-Type: ReDIF-Article 1.0 Author-Name: Kristopher M. Goodrich Author-X-Name-First: Kristopher M. Author-X-Name-Last: Goodrich Author-Name: Melissa Luke Author-X-Name-First: Melissa Author-X-Name-Last: Luke Title: Navigating the complexities at an LGBTQQI-identified charter school: An ethnography of c/overt narratives Abstract: The authors describe ethnographic research exploring the experiences of school stakeholders at a lesbian, gay, bisexual, transgender, queer, questioning, and intersex (LGBTQQI)–identified charter school. Participants evidenced use of an overt and covert narrative that appeared to reflect how they navigated the complexities at the LGBTQQI-identified charter school. Participants’ narrative included 5 broad themes of complexity: (a) a negotiation of autonomy with support and belonging, (b) ambiguities in professional roles and boundaries, (c) inconsistency across educational standards and assessment, (d) interaction between individual and collective identity, and (e) the gap between needs and resources. Implications for future practice and research are explored. Journal: The Journal of Educational Research Pages: 137-147 Issue: 2 Volume: 109 Year: 2016 Month: 3 X-DOI: 10.1080/00220671.2014.927342 File-URL: http://hdl.handle.net/10.1080/00220671.2014.927342 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:2:p:137-147 Template-Type: ReDIF-Article 1.0 Author-Name: Jianzhong Xu Author-X-Name-First: Jianzhong Author-X-Name-Last: Xu Author-Name: Ruiping Yuan Author-X-Name-First: Ruiping Author-X-Name-Last: Yuan Author-Name: Brian Xu Author-X-Name-First: Brian Author-X-Name-Last: Xu Author-Name: Melinda Xu Author-X-Name-First: Melinda Author-X-Name-Last: Xu Title: Modeling students' interest in mathematics homework Abstract: The authors examine the factors influencing mathematics homework interest for Chinese students and compare the findings with a recent study involving U.S. students. The findings from multilevel analyses revealed that some predictors for homework interest functioned similarly (e.g., affective attitude toward homework, learning-oriented reasons, monitoring motivation) across the two cultural samples, while some others did not (e.g., parent education, family homework help, and teacher feedback), suggesting that cultural differences influence students' interest in homework. In addition, this study bridges a gap in previous research on homework, by revealing that mathematics homework interest was positively related to mathematics self-concept. These findings were discussed relating to previous research in the field, and in the context of cultural values and societal influences. Journal: The Journal of Educational Research Pages: 148-158 Issue: 2 Volume: 109 Year: 2016 Month: 3 X-DOI: 10.1080/00220671.2014.928252 File-URL: http://hdl.handle.net/10.1080/00220671.2014.928252 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:2:p:148-158 Template-Type: ReDIF-Article 1.0 Author-Name: Karen J. S. Bell Author-X-Name-First: Karen J. S. Author-X-Name-Last: Bell Author-Name: W. Grant Willis Author-X-Name-First: W. Grant Author-X-Name-Last: Willis Title: Teachers’ perceptions of bullying among youth Abstract: A series of 48 vignettes of bullying was constructed by crossing (a) four kinds of social contact (physical aggression, verbal aggression, relational aggression, and non-aggression) with (b) male and female bullies, (c) male and female and victims, and (d) reaction of the victim (aggressive, passive, and no reaction). Teachers rated vignettes for seriousness. Physical aggression was perceived as more serious than any other kind of bullying, and vignettes that depicted female bullies and male victims were perceived as least serious across all kinds of bullying. Results are discussed in terms of applied implications for teachers in school settings and directions for future research. Journal: The Journal of Educational Research Pages: 159-168 Issue: 2 Volume: 109 Year: 2016 Month: 3 X-DOI: 10.1080/00220671.2014.931833 File-URL: http://hdl.handle.net/10.1080/00220671.2014.931833 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:2:p:159-168 Template-Type: ReDIF-Article 1.0 Author-Name: Curt M. Adams Author-X-Name-First: Curt M. Author-X-Name-Last: Adams Author-Name: Jordan K. Ware Author-X-Name-First: Jordan K. Author-X-Name-Last: Ware Author-Name: Ryan C. Miskell Author-X-Name-First: Ryan C. Author-X-Name-Last: Miskell Author-Name: Patrick B. Forsyth Author-X-Name-First: Patrick B. Author-X-Name-Last: Forsyth Title: Self-regulatory climate: A positive attribute of public schools Abstract: This study contributes to the development of a positive framework for effective public schools in 2 ways. First, it advances the construct self-regulatory climate as consisting of 3 generative school norms—collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis. The authors argue these norms signal a school climate supportive of student psychological needs. Second, they test the predictive validity of self-regulatory climate by empirically examining its relationship with school performance. Results of structural equation modeling support the theory that collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis combine to form a self-regulatory climate that has positive consequences for urban school performance. Journal: The Journal of Educational Research Pages: 169-180 Issue: 2 Volume: 109 Year: 2016 Month: 3 X-DOI: 10.1080/00220671.2014.934419 File-URL: http://hdl.handle.net/10.1080/00220671.2014.934419 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:2:p:169-180 Template-Type: ReDIF-Article 1.0 Author-Name: Robert M. Capraro Author-X-Name-First: Robert M. Author-X-Name-Last: Capraro Author-Name: Mary Margaret Capraro Author-X-Name-First: Mary Margaret Author-X-Name-Last: Capraro Author-Name: James Joseph Scheurich Author-X-Name-First: James Joseph Author-X-Name-Last: Scheurich Author-Name: Meredith Jones Author-X-Name-First: Meredith Author-X-Name-Last: Jones Author-Name: Jim Morgan Author-X-Name-First: Jim Author-X-Name-Last: Morgan Author-Name: Kristin Shawn Huggins Author-X-Name-First: Kristin Shawn Author-X-Name-Last: Huggins Author-Name: M. Sencer Corlu Author-X-Name-First: M. Sencer Author-X-Name-Last: Corlu Author-Name: Rayya Younes Author-X-Name-First: Rayya Author-X-Name-Last: Younes Author-Name: Sunyoung Han Author-X-Name-First: Sunyoung Author-X-Name-Last: Han Title: Impact of sustained professional development in STEM on outcome measures in a diverse urban district Abstract: Sustained professional development can support STEM (Science, Technology, Engineering, and Mathematics) reform. The authors describe a 3-year study of sustained professional development for 3 diverse urban schools across the salient factors of fidelity of implementation of project-based learning, development of professional learning communities, and student achievement. Qualitative and quantitative data were collected. The students who experienced the greatest fidelity of implementation exhibited the greatest gains (d = 1.41–2.03) on standardized test scores, while those with the lowest fidelity of implementation exhibited negative gains (d = –0.16 to –0.08). Qualitative data indicated teachers perceived there were multiple benefits from the implementation of project-based learning. Journal: The Journal of Educational Research Pages: 181-196 Issue: 2 Volume: 109 Year: 2016 Month: 3 X-DOI: 10.1080/00220671.2014.936997 File-URL: http://hdl.handle.net/10.1080/00220671.2014.936997 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:2:p:181-196 Template-Type: ReDIF-Article 1.0 Author-Name: Elisa Caponera Author-X-Name-First: Elisa Author-X-Name-Last: Caponera Author-Name: Paolo Sestito Author-X-Name-First: Paolo Author-X-Name-Last: Sestito Author-Name: Paolo M. Russo Author-X-Name-First: Paolo M. Author-X-Name-Last: Russo Title: The influence of reading literacy on mathematics and science achievement Abstract: The aim of this study was to evaluate the influence of students' reading literacy, measured by the PIRLS (Progress in International Reading Literacy Study) test, on their performance in the TIMSS (Trends in International Mathematics and Science Study) mathematics and science tests. The data on 4,125 Italian students from 199 schools were analyzed: the sample was representative of students in Grade 4, who participated both in TIMSS and PIRLS 2011. Italian descriptive results were compared with those of other countries that participated in both projects. The results showed a high correlation among all three subjects. Repeated measure variance analyses were conducted to determine the effect of reading literacy on mathematics and science performance on the Italian sample. As far as Italian students were concerned, results confirmed the influence of reading literacy on mathematics achievement, whereas the influence of reading literacy on science achievement was not clear. Journal: The Journal of Educational Research Pages: 197-204 Issue: 2 Volume: 109 Year: 2016 Month: 3 X-DOI: 10.1080/00220671.2014.936998 File-URL: http://hdl.handle.net/10.1080/00220671.2014.936998 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:2:p:197-204 Template-Type: ReDIF-Article 1.0 Author-Name: Fikret Korur Author-X-Name-First: Fikret Author-X-Name-Last: Korur Author-Name: Gizem Enil Author-X-Name-First: Gizem Author-X-Name-Last: Enil Author-Name: Gizem Göçer Author-X-Name-First: Gizem Author-X-Name-Last: Göçer Title: Effects of two combined methods on the teaching of basic astronomy concepts Abstract: The authors mainly aimed to investigate the following question: Are there any significant effects of the first combined method of a conceptual change approach with refutation text, worksheets, and activities with respect to the second combined method of a conceptual change approach with conceptual texts, presentations, and activities on students' misconceptions and achievement on a 3-tier posttest score measuring Grade 7 basic astronomy concepts when independent variables are controlled? There was a statistically significant effect of the first combined method with respect to the second method at the medium effect size on both misconception scores and achievement scores. This finding clearly demonstrates that use of the first combined method, which included refutation texts with worksheets, eliminated the students' misconceptions and increased their achievement. The second combined method also increased the students' achievement, but almost 40% of their misconceptions remained. Journal: The Journal of Educational Research Pages: 205-217 Issue: 2 Volume: 109 Year: 2016 Month: 3 X-DOI: 10.1080/00220671.2014.946121 File-URL: http://hdl.handle.net/10.1080/00220671.2014.946121 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:2:p:205-217 Template-Type: ReDIF-Article 1.0 Author-Name: Ralph McNeal Author-X-Name-First: Ralph Author-X-Name-Last: McNeal Title: Checking In or Checking Out? Investigating the Parent Involvement Reactive Hypothesis Abstract: There are many conflicting findings regarding the relationship between parent involvement and student performance. Some findings support a positive relationship between involvement and achievement, whereas others support a negative relationship. The most common explanation for the negative findings, in which parent involvement is associated with lower levels of academic achievement, has been termed the reactive hypothesis (e.g., Catsambis, 1998; Epstein, 1988). The reactive hypothesis claims that any negative correlation or relationship between parent involvement and academic achievement stems from a reactive parent involvement strategy whereby a student having academic or behavioral difficulties at school leads to greater levels of parent involvement (i.e., checking in). Using the National Longitudinal Education Study, the author used a 3-panel, cross-lagged regression model to empirically investigate this claim. The analysis reveals little to no empirical support for the reactive hypothesis. In fact, reduced achievement and increased truancy are not met with greater levels of parental involvement, but rather with reduced levels of parent involvement. Journal: The Journal of Educational Research Pages: 79-89 Issue: 2 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2010.519410 File-URL: http://hdl.handle.net/10.1080/00220671.2010.519410 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:2:p:79-89 Template-Type: ReDIF-Article 1.0 Author-Name: Cheryl Craig Author-X-Name-First: Cheryl Author-X-Name-Last: Craig Title: “Butterfly Under a Pin”: An Emergent Teacher Image amid Mandated Curriculum Reform Abstract: The author examines 1 experienced teacher's image of teaching and how it was purposely changed—through external intervention and against the individual's will—from the view of teacher as curriculum maker to the view of teacher as curriculum implementer. Laura's account of the “butterfly under a pin” image, a version of the teacher-as-curriculum-implementer image discussed in the literature, vividly portrays the events that led up to the imposed transition and demonstrates how the press for accountability in U.S. schools appeared to supersede in importance other ethical and professional considerations. The findings of this research study form a sharp reminder of what is lost and gained in compulsory curriculum reform efforts—even welcomed ones. Journal: The Journal of Educational Research Pages: 90-101 Issue: 2 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2010.519411 File-URL: http://hdl.handle.net/10.1080/00220671.2010.519411 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:2:p:90-101 Template-Type: ReDIF-Article 1.0 Author-Name: James Telese Author-X-Name-First: James Author-X-Name-Last: Telese Title: Middle School Mathematics Teachers’ Professional Development and Student Achievement Abstract: Middle school mathematics teacher quality is questionable because the number of certified mathematics teachers considered highly qualified is low (Birman et al., 2009). The author examined Grade 8 data from the 2005 National Association of Educational Progress mathematics assessment. The purposes of the study were to (a) determine the impact of middle school mathematics teachers’ content knowledge and teachers’ mathematics pedagogical knowledge on student achievement and (b) compare the effect of the degree to which teachers received reform-oriented professional development activities on student achievement. The results indicated that mathematics content knowledge has a larger role in predicting student achievement than mathematics pedagogical knowledge. Also, teachers who reported participating in fewer professional development activities had students with higher scores than those students whose teachers reported either participating in more professional development. Results for various professional development activities are also presented. Journal: The Journal of Educational Research Pages: 102-111 Issue: 2 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2010.521209 File-URL: http://hdl.handle.net/10.1080/00220671.2010.521209 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:2:p:102-111 Template-Type: ReDIF-Article 1.0 Author-Name: Thomas Hodges Author-X-Name-First: Thomas Author-X-Name-Last: Hodges Author-Name: Jo Cady Author-X-Name-First: Jo Author-X-Name-Last: Cady Title: Negotiating Contexts to Construct an Identity as a Mathematics Teacher Abstract: The authors focused on 1 middle-grades mathematics teacher's identity and her efforts to implement standards-based instructional practices. As professionals, teachers participate in multiple professional communities and must negotiate and manage conflicting agendas. The authors analyze how the contexts of these communities influence the teacher's identity and thus her teaching of mathematics. Journal: The Journal of Educational Research Pages: 112-122 Issue: 2 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2010.529956 File-URL: http://hdl.handle.net/10.1080/00220671.2010.529956 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:2:p:112-122 Template-Type: ReDIF-Article 1.0 Author-Name: John Ross Author-X-Name-First: John Author-X-Name-Last: Ross Author-Name: Garth Scott Author-X-Name-First: Garth Author-X-Name-Last: Scott Author-Name: Timothy Sibbald Author-X-Name-First: Timothy Author-X-Name-Last: Sibbald Title: Student Achievement Outcomes Comprehensive School Reform: A Canadian Case Study Abstract: The authors conducted a third-party study of the student achievement effects of Struggling Schools, a user-generated approach to Comprehensive School Reform (CSR). The design was a quasiexperimental, pre–post matched sample (N = 180) with school as unit of analysis, drawing on 3 years of achievement data from standardized external assessments. Struggling Schools had a statistically significant positive effect on Grade 3 reading achievement (effect size = .48 in 2005–2006 and .60 in 2006–2007). There were enduring achievement effects 2 years after exit from the program. The outcomes indicate that CSR approaches based on capacity building, partnerships with an external agency, and accountability enhance student learning. Journal: The Journal of Educational Research Pages: 123-133 Issue: 2 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2010.532835 File-URL: http://hdl.handle.net/10.1080/00220671.2010.532835 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:2:p:123-133 Template-Type: ReDIF-Article 1.0 Author-Name: Shaljan Areepattamannil Author-X-Name-First: Shaljan Author-X-Name-Last: Areepattamannil Title: Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar Abstract: The author sought to investigate the effects of inquiry-based science instruction on science achievement and interest in science of 5,120 adolescents from 85 schools in Qatar. Results of hierarchical linear modeling analyses revealed the substantial positive effects of science teaching and learning with a focus on model or applications and interactive science teaching and learning on science achievement and interest in science. In contrast, science teaching and learning using student investigations and hands-on activities had substantial negative effects on science achievement in the context of other variables. Implications of the findings for educational policy and classroom practice are discussed. Journal: The Journal of Educational Research Pages: 134-146 Issue: 2 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2010.533717 File-URL: http://hdl.handle.net/10.1080/00220671.2010.533717 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:2:p:134-146 Template-Type: ReDIF-Article 1.0 Author-Name: Cindy Jong Author-X-Name-First: Cindy Author-X-Name-Last: Jong Title: A Review of “Social Network Theory and Educational Change” Journal: The Journal of Educational Research Pages: 147-148 Issue: 2 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2011.620794 File-URL: http://hdl.handle.net/10.1080/00220671.2011.620794 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:2:p:147-148 Template-Type: ReDIF-Article 1.0 Author-Name: Susan Kushner Benson Author-X-Name-First: Susan Author-X-Name-Last: Kushner Benson Title: A Review of “The Reviewer's Guide to Quantitative Methods in the Social Sciences” Journal: The Journal of Educational Research Pages: 148-149 Issue: 2 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2011.626376 File-URL: http://hdl.handle.net/10.1080/00220671.2011.626376 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:2:p:148-149 Template-Type: ReDIF-Article 1.0 Author-Name: Spyros Konstantopoulos Author-X-Name-First: Spyros Author-X-Name-Last: Konstantopoulos Author-Name: Wei Li Author-X-Name-First: Wei Author-X-Name-Last: Li Author-Name: Shazia R. Miller Author-X-Name-First: Shazia R. Author-X-Name-Last: Miller Author-Name: Arie van der Ploeg Author-X-Name-First: Arie Author-X-Name-Last: van der Ploeg Title: Do interim assessments reduce the race and SES achievement gaps? Abstract: The authors examined differential effects of interim assessments on minority and low socioeconomic status students' achievement in Grades K–6. They conducted a large-scale cluster randomized experiment in 2009–2010 to evaluate the impact of Indiana's policy initiative introducing interim assessments statewide. The authors used 2-level models to analyze the single-grade data and determine whether interim assessments interacted with student ethnicity, socioeconomic status, gender, or school composition (i.e., percent of minority or disadvantaged students). The authors also combined estimates across grades using fixed effects meta-analysis. Results indicated little evidence about differential effects. The majority of interaction estimates were insignificant and close to zero. There is some indication that in Grades K–2 Indiana's interim assessment may have closed the Hispanic–White gap in reading. In kindergarten and Grade 3 the treatment may have widened the gap between schools with higher and lower percentages of minority students and may have reduced the gap between schools with higher and lower percentages of economically disadvantaged students in mathematics. Journal: The Journal of Educational Research Pages: 319-330 Issue: 4 Volume: 110 Year: 2017 Month: 7 X-DOI: 10.1080/00220671.2015.1103685 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1103685 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:4:p:319-330 Template-Type: ReDIF-Article 1.0 Author-Name: D. Diego Torres Author-X-Name-First: D. Diego Author-X-Name-Last: Torres Title: Cultural discontinuity between home and school and American Indian and Alaska Native children's achievement Abstract: An assumption of culture-based education with respect to American Indian and Alaska Native (AI/AN) children is that discontinuity between home and school cultures is responsible for educational underachievement. Using data from the 2009 round of the National Indian Education Study, a subset of the larger National Assessment of Education Progress (NAEP), the author constructed a measure of cultural discontinuity and examined its relationship to AI/AN students' Grade 4 and 8 reading and mathematics achievement. Contrary to the cultural discontinuity hypothesis, there is no statistically significant negative relationship when the culture of the home is discontinued at school. On the Grade 4 NAEP reading assessment, in particular, cultural discontinuity was positively associated with students' achievement, net of both student- and school-level controls. Findings suggest that the assumptions of culture-based education may be overstated, though longitudinal data are still needed to be able to make causal claims. Journal: The Journal of Educational Research Pages: 331-347 Issue: 4 Volume: 110 Year: 2017 Month: 7 X-DOI: 10.1080/00220671.2015.1103686 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1103686 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:4:p:331-347 Template-Type: ReDIF-Article 1.0 Author-Name: Philippa S. McDowall Author-X-Name-First: Philippa S. Author-X-Name-Last: McDowall Author-Name: Elizabeth Schaughency Author-X-Name-First: Elizabeth Author-X-Name-Last: Schaughency Title: Elementary school parent engagement efforts: Relations with educator perceptions and school characteristics Abstract: School efforts to engage parents are posited to influence whether and how they are involved in their children's schooling. The authors examined educators' engagement efforts in beginning reading, their subjective evaluations of engagement practices, and beliefs about parent involvement, in two stratified samples of New Zealand elementary school educators. They explored whether educators' ratings supported multidimensional and multitiered theoretical models of engagement. The authors invited responses from elementary principals and teachers, given their different roles in the nested ecology of schools and relationships with parents, and examined associations between pairs of principals and teachers working in the same school. Finally, the authors examined relations among educators' engagement efforts, evaluations of engagement practices, and beliefs about involvement, and school characteristics including community socioeconomic status, size of school population, ethnic composition of school population, community size, and geographic region. Journal: The Journal of Educational Research Pages: 348-365 Issue: 4 Volume: 110 Year: 2017 Month: 7 X-DOI: 10.1080/00220671.2015.1103687 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1103687 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:4:p:348-365 Template-Type: ReDIF-Article 1.0 Author-Name: Amy Gillespie Rouse Author-X-Name-First: Amy Author-X-Name-Last: Gillespie Rouse Author-Name: Steve Graham Author-X-Name-First: Steve Author-X-Name-Last: Graham Author-Name: Donald Compton Author-X-Name-First: Donald Author-X-Name-Last: Compton Title: Writing to learn in science: Effects on Grade 4 students' understanding of balance Abstract: In this study, we randomly assigned 69 Grade 4 students to a writing-to-learn treatment (n = 23), comparison (n = 23), or no-treatment control (n = 23). Treatment and comparison students completed a science experiment involving balance. During the experiment, treatment students wrote four short responses and an extended response to document their learning. To control for writing time, comparison students wrote four short responses and an extended response about topics other than balance. On a 20-item balance knowledge posttest, control outperformed treatment (d = 0.89) and comparison (d = 1.05) on the lowest level balance questions (Level 1). At the highest level questions, Levels 3 and 4, treatment (ds = 1.42 and 0.94) and comparison (ds = 1.62 and 1.37) outperformed control. There were no significant differences in total words written or level of balance understanding on a posttest written response. The performance of individual responders to treatment is also discussed. Journal: The Journal of Educational Research Pages: 366-379 Issue: 4 Volume: 110 Year: 2017 Month: 7 X-DOI: 10.1080/00220671.2015.1103688 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1103688 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:4:p:366-379 Template-Type: ReDIF-Article 1.0 Author-Name: Ru-De Liu Author-X-Name-First: Ru-De Author-X-Name-Last: Liu Author-Name: Yi Ding Author-X-Name-First: Yi Author-X-Name-Last: Ding Author-Name: Le Xu Author-X-Name-First: Le Author-X-Name-Last: Xu Author-Name: Jia Wang Author-X-Name-First: Jia Author-X-Name-Last: Wang Title: Involvement of working memory in mental multiplication in Chinese elementary students Abstract: The authors' aim was to examine the relation between two-digit mental multiplication and working memory. In Study 1, involving 30 fifth-grade students, we used digit span backward as an abbreviated measure of working memory. In Study 2, involving 41 fourth-grade students, working memory comprised measures of phonological loop, visuospatial sketchpad, and central executive (i.e., updating) based on A. Miyake et al. (2000). In Study 1, working memory measured through the use of digit span backward explained unique variance in response time. In Study 2, participants' accuracy and response time were most susceptible to phonological loop influence. The findings support the argument that multiplication facts are stored in a verbal form and the retrieval of multiplication facts relies more on verbal modality. Unique features of Chinese mathematics instruction of mental multiplication were discussed. The findings suggested that the involvement of different subcomponents of working memory in mental arithmetic may be subject to instructional, contextual, and linguistic factors. Journal: The Journal of Educational Research Pages: 380-390 Issue: 4 Volume: 110 Year: 2017 Month: 7 X-DOI: 10.1080/00220671.2015.1103689 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1103689 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:4:p:380-390 Template-Type: ReDIF-Article 1.0 Author-Name: Rebecca Silverman Author-X-Name-First: Rebecca Author-X-Name-Last: Silverman Author-Name: Young-Suk Kim Author-X-Name-First: Young-Suk Author-X-Name-Last: Kim Author-Name: Anna Hartranft Author-X-Name-First: Anna Author-X-Name-Last: Hartranft Author-Name: Stephanie Nunn Author-X-Name-First: Stephanie Author-X-Name-Last: Nunn Author-Name: Daniel McNeish Author-X-Name-First: Daniel Author-X-Name-Last: McNeish Title: Effects of a multimedia enhanced reading buddies program on kindergarten and Grade 4 vocabulary and comprehension Abstract: Reading buddies programs, which pair older and younger students to read books together on a regular basis, are common in many U.S. elementary schools. Yet, the research base on these programs is limited. Therefore, we conducted a quasiexperimental study of a reading buddies program targeting vocabulary and comprehension. The program we studied paired fourth-grade students with kindergarten students to read, talk, play, and write together. In all, 16 Grade 4 classrooms and 16 kindergarten classrooms participated in the treatment group and in the comparison group. The treatment included 10 one-hour sessions implemented over the course of roughly 10 weeks. Analyses revealed effects of treatment on proximal measures of vocabulary for both kindergarteners and fourth-grade students. However, there were no effects on distal measures for either group. Teachers' perceptions of the program are presented, and findings are discussed in light of the extant literature. Journal: The Journal of Educational Research Pages: 391-404 Issue: 4 Volume: 110 Year: 2017 Month: 7 X-DOI: 10.1080/00220671.2015.1103690 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1103690 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:4:p:391-404 Template-Type: ReDIF-Article 1.0 Author-Name: Muhammet Mustafa Alpaslan Author-X-Name-First: Muhammet Mustafa Author-X-Name-Last: Alpaslan Title: The relationship between personal epistemology and self-regulation among Turkish elementary school students Abstract: The purpose of the study was to determine the level of the relationship among Turkish elementary school students' personal epistemologies, motivation, learning strategies, and achievements in science. A total of 322 fifth-grade students participated in the study. Results from the structural equation modeling showed that students' personal epistemologies influence both their motivation and metacognitive strategies in science learning. Viewing scientific knowledge as constructed by the learner contributes to the students having high motivations, high science achievement, and the ability to engage metacognitively in learning tasks. Journal: The Journal of Educational Research Pages: 405-414 Issue: 4 Volume: 110 Year: 2017 Month: 7 X-DOI: 10.1080/00220671.2015.1108277 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1108277 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:4:p:405-414 Template-Type: ReDIF-Article 1.0 Author-Name: Shu-Shen Shih Author-X-Name-First: Shu-Shen Author-X-Name-Last: Shih Title: Factors related to Taiwanese adolescents' academic procrastination, time management, and perfectionism Abstract: There is a shortage of studies that explore adolescents' academic procrastination. The author hence attempted to examine the mechanisms determining Taiwanese adolescent students' perfectionistic tendencies, time management, and academic procrastination. A total of 405 eighth-grade Taiwanese students completed a self-reported survey assessing their perceptions of classroom structure, parental expectations and criticism, perfectionistic tendencies, time management, and academic procrastination. Findings of regression analyses indicated that parental expectations and criticism were the key predictors of students' adaptive and maladaptive perfectionism. Students' perceptions of classroom structure also positively predicted their adaptive perfectionism. Moreover, results of hierarchical regressions suggested that perceived classroom structure, parental expectations and criticism, as well as adaptive perfectionism all emerged as predictors of time management. With regard to procrastination on homework and examination preparation, parental expectations and adaptive perfectionism were negative predictors, whereas parental criticism and maladaptive perfectionism were positive predictors. Also, time management negatively predicted academic procrastination. Journal: The Journal of Educational Research Pages: 415-424 Issue: 4 Volume: 110 Year: 2017 Month: 7 X-DOI: 10.1080/00220671.2015.1108278 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1108278 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:4:p:415-424 Template-Type: ReDIF-Article 1.0 Author-Name: Oz Guterman Author-X-Name-First: Oz Author-X-Name-Last: Guterman Author-Name: Ari Neuman Author-X-Name-First: Ari Author-X-Name-Last: Neuman Title: Schools and emotional and behavioral problems: A comparison of school-going and homeschooled children Abstract: Much attention has been focused recently on the deepening crisis in the education system. Researchers have attributed these problems to the school environment. One method for examining this claim is to compare specific emotional and behavior problems among children who attend schools and children who do not. This study examined three aspects of children's emotional world—emotional and behavioral problems, depression, and attachment security—in a group of children attending school and a group of homeschooled children, matched for socioeconomic background and research procedure. The findings indicated a lower level of depression among the homeschooled children; no difference was found between the groups in attachment security. With respect to emotional and behavioral problems, no difference was found in internalizing problems, but more externalizing problems were found among the school-going than the homeschooled children, in 9–10-year-olds and 11–12-year-olds, but not in 6–8-year-olds. Journal: The Journal of Educational Research Pages: 425-432 Issue: 4 Volume: 110 Year: 2017 Month: 7 X-DOI: 10.1080/00220671.2015.1116055 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1116055 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:4:p:425-432 Template-Type: ReDIF-Article 1.0 Author-Name: Hüsnüye Durmaz Author-X-Name-First: Hüsnüye Author-X-Name-Last: Durmaz Author-Name: Seçkin Mutlu Author-X-Name-First: Seçkin Author-X-Name-Last: Mutlu Title: The effect of an instructional intervention on elementary students' science process skills Abstract: The authors' aim was to investigate the effects of the instructional intervention on science processes skills (SPSs) of seventh-grade students. The study was designed as nonequivalent control-group pretest-posttest, and it was carried out with 43 students. Participants were chosen according to the convenient sampling method. The authors collected data from the test of SPSs assessment, worksheets, or experiment reports. While the control group received a regular teaching approach over existing science curriculum, an instructional intervention by emphasizing SPSs via multiple types of practical activities was used to improve SPSs of the experimental group. Data obtained were analyzed both for inferential and descriptive purposes. The results indicated a significant difference between the experimental group's pretest and posttest scores related to the assessment SPSs. However, the difference between the control group's pretest and posttest scores related to the test of SPSs assessment was not significant. Despite the limitations of the study such as small sample size, lack of analysis of the long-term students' outcomes of SPSs, and no collection of performance-based assessment data from the control group, the authors suggest that the experimental group improved their SPSs via the instructional intervention more than the control group students. The study results also revealed that the students had several problems in using SPSs. Journal: The Journal of Educational Research Pages: 433-445 Issue: 4 Volume: 110 Year: 2017 Month: 7 X-DOI: 10.1080/00220671.2015.1118003 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1118003 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:4:p:433-445 Template-Type: ReDIF-Article 1.0 Author-Name: Andrea Bertucci Author-X-Name-First: Andrea Author-X-Name-Last: Bertucci Author-Name: David Johnson Author-X-Name-First: David Author-X-Name-Last: Johnson Author-Name: Roger Johnson Author-X-Name-First: Roger Author-X-Name-Last: Johnson Author-Name: Stella Conte Author-X-Name-First: Stella Author-X-Name-Last: Conte Title: Influence of Group Processing on Achievement and Perception of Social and Academic Support in Elementary Inexperienced Cooperative Learning Groups Abstract: Sixty-one elementary school students who had never participated in cooperative learning lessons before were included in this study. Students were randomly assigned to the conditions of cooperative learning with and without group processing and participated to 5 instructional sessions during a period of approximately 15 instructional days. Results on achievement show that by the end of the study students assigned to group processing condition achieved higher than did students assigned to no processing condition. Results on perception of peer academic and personal support and teacher academic and personal support do not show significant differences between the experimental groups. Journal: The Journal of Educational Research Pages: 329-335 Issue: 5 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2011.627396 File-URL: http://hdl.handle.net/10.1080/00220671.2011.627396 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:5:p:329-335 Template-Type: ReDIF-Article 1.0 Author-Name: Dake Zhang Author-X-Name-First: Dake Author-X-Name-Last: Zhang Author-Name: Yan Ping Xin Author-X-Name-First: Yan Ping Author-X-Name-Last: Xin Title: A Follow-Up Meta-analysis for Word-Problem-Solving Interventions for Students with Mathematics Difficulties Abstract: Following a meta-analysis study conducted by Y. P. Xin and A. Jitendra (1999), the authors carried out a follow-up meta-analysis of word problem-solving interventions published from 1996 to 2009 for students with learning problems in mathematics. The authors examined the influence of education reforms as moderator variables on intervention effects, including inclusive movement, response to intervention model, standard movement, and mathematics education reform. The researchers analyzed 29 group-design studies and 10 single-subject-design studies that met the criteria for inclusion. Separate analyses were performed for group-design studies and single-subject studies using standardized mean change and percentage of nonoverlapping data (PND), respectively. The overall mean-weighted effect size (d) and PND for word problem-solving instruction were positive across the group-design studies (d = 1.848) and single-subject studies (PND = 95%). Implications for policymakers and researchers were discussed within the contexts of inclusive education, standard based movement, the response to intervention model, and mathematics education reform. Journal: The Journal of Educational Research Pages: 303-318 Issue: 5 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2011.627397 File-URL: http://hdl.handle.net/10.1080/00220671.2011.627397 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:5:p:303-318 Template-Type: ReDIF-Article 1.0 Author-Name: Faridah Haq Author-X-Name-First: Faridah Author-X-Name-Last: Haq Author-Name: Lawrence Mundia Author-X-Name-First: Lawrence Author-X-Name-Last: Mundia Title: Comparison of Brunei Preservice Student Teachers’ Attitudes to Inclusive Education and Specific Disabilities: Implications for Teacher Education Abstract: The authors investigated and compared Brunei trainee teachers’ attitudes to specific disabilities and students with high support needs. The random sample consisted of 89 participants of both genders on 2 teacher education programs. Data were collected using a 3-part self-report instrument constructed by the researchers. Overall, the participants supported inclusion but were not in favor of accommodating students with sensory, mental, challenging behaviors, and multiple disabilities. Such students tend to have high support needs. Moreover, there were no significant differences in attitudes to inclusion and specific disabilities between the genders and types of programs. Future teacher training programs should develop and foster more positive attitudes toward the integration of students with less favorable disabilities and high support needs. Journal: The Journal of Educational Research Pages: 366-374 Issue: 5 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2011.627399 File-URL: http://hdl.handle.net/10.1080/00220671.2011.627399 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:5:p:366-374 Template-Type: ReDIF-Article 1.0 Author-Name: Stephen Caldas Author-X-Name-First: Stephen Author-X-Name-Last: Caldas Author-Name: Sylvain Bernier Author-X-Name-First: Sylvain Author-X-Name-Last: Bernier Title: The Effects of Competition from Private Schooling on French Public School Districts in the Province of Québec Abstract: The Province of Québec subsidizes nearly 50% of private education, and at the same time heavily regulates private schools. To date, no studies have been done to determine the effect of the unique nature of competition from K–12 private schools on public school education of the sort found in Québec. The authors used multiple regression to determine the effects of private school competition on school district performance and efficiency. The authors found that private school competition has a positive, though nonsignificant, effect on school district performance. However, private school competition does have a significant, positive effect on the efficiency of public school districts. This gain in efficiency is explained by competition's influence on lowering expenditures across the board. Journal: The Journal of Educational Research Pages: 353-365 Issue: 5 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2011.627400 File-URL: http://hdl.handle.net/10.1080/00220671.2011.627400 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:5:p:353-365 Template-Type: ReDIF-Article 1.0 Author-Name: Mimi Bong Author-X-Name-First: Mimi Author-X-Name-Last: Bong Author-Name: Catherine Cho Author-X-Name-First: Catherine Author-X-Name-Last: Cho Author-Name: Hyun Seon Ahn Author-X-Name-First: Hyun Seon Author-X-Name-Last: Ahn Author-Name: Hye Jin Kim Author-X-Name-First: Hye Jin Author-X-Name-Last: Kim Title: Comparison of Self-Beliefs for Predicting Student Motivation and Achievement Abstract: The authors examined whether self-concept, self-efficacy, and self-esteem show differential predictive utility for academic achievement across age groups and domains. More specifically, the relationships of 3 self-constructs with achievement were examined in mathematics for elementary school students and mathematics and language arts for middle school students in Korea. Task value and test anxiety were hypothesized to mediate these relationships. Consistent with previous reports, domain-specific self-constructs such as self-efficacy and self-concept were better predictors of task value and achievement than was general self-esteem. Task value and test anxiety significantly mediated only the relationships of self-efficacy assessed by the Bandura-type scale to achievement. These domain-specific relationships tended to be stronger for middle school than elementary school students and in mathematics than language arts. Journal: The Journal of Educational Research Pages: 336-352 Issue: 5 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2011.627401 File-URL: http://hdl.handle.net/10.1080/00220671.2011.627401 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:5:p:336-352 Template-Type: ReDIF-Article 1.0 Author-Name: Isabelle Archambault Author-X-Name-First: Isabelle Author-X-Name-Last: Archambault Author-Name: Michel Janosz Author-X-Name-First: Michel Author-X-Name-Last: Janosz Author-Name: Roch Chouinard Author-X-Name-First: Roch Author-X-Name-Last: Chouinard Title: Teacher Beliefs as Predictors of Adolescents’ Cognitive Engagement and Achievement in Mathematics Abstract: The authors explored the moderating effect of teachers’ expectancies and general sense of efficacy on the relationship between students’ achievement and their cognitive engagement and achievement 1 year later. They used hierarchical linear modeling with a longitudinal sample of 79 mathematics teachers and their 1,364 secondary school students coming from 33 schools serving disadvantaged communities in Québec (Canada). Results indicate that teachers’ self-reported beliefs directly influenced student academic experience. However, they did not influence more importantly low-achieving than high-achieving students. Such findings suggest that in schools serving low socioeconomic status students, teachers should be made aware of the role their attitudes can play on students’ cognitive engagement and achievement. Special efforts should also be made to help them develop positive attitudes toward all students. Journal: The Journal of Educational Research Pages: 319-328 Issue: 5 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2011.629694 File-URL: http://hdl.handle.net/10.1080/00220671.2011.629694 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:5:p:319-328 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Roe Author-X-Name-First: Mary Author-X-Name-Last: Roe Title: A Review of “The Algebra Solution to Mathematics Reform (Completing the Equation)” Journal: The Journal of Educational Research Pages: 375-375 Issue: 5 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2012.676528 File-URL: http://hdl.handle.net/10.1080/00220671.2012.676528 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:5:p:375-375 Template-Type: ReDIF-Article 1.0 Author-Name: Rojann Alpers Author-X-Name-First: Rojann Author-X-Name-Last: Alpers Title: A Review of “Ethnographic Interviewing for Teacher Preparation and Staff Development: A Field Guide” Journal: The Journal of Educational Research Pages: 375-376 Issue: 5 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2012.678776 File-URL: http://hdl.handle.net/10.1080/00220671.2012.678776 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:5:p:375-376 Template-Type: ReDIF-Article 1.0 Author-Name: Vicki-Lynn Holmes Author-X-Name-First: Vicki-Lynn Author-X-Name-Last: Holmes Author-Name: Yooyeun Hwang Author-X-Name-First: Yooyeun Author-X-Name-Last: Hwang Title: Exploring the effects of project-based learning in secondary mathematics education Abstract: This mixed-method, longitudinal study investigated the benefits of project-based learning (PBL) on secondary-mathematics students' academic skill development and motivated strategies for learning (i.e., cognitive, social, and motivational). The focus of this study was academic skill development (algebra- and geometry-assessment scores) and other factors related to secondary mathematics learning, with comparable traditional high schoolers serving as the control group. In addition, the relationship between PBL and racially/ethnically and economically diverse secondary students was investigated. Results showed that at-risk and minority students benefited greatly from PBL in learning mathematics. The academic performance gap was present, but its width diminished significantly. Compared to their public school counterparts, PBL students were more intrinsically motivated, showed significantly higher critical thinking skills, and appreciated peer learning. Impact of socioeconomic status on the PBL approach needs further investigation. Journal: The Journal of Educational Research Pages: 449-463 Issue: 5 Volume: 109 Year: 2016 Month: 9 X-DOI: 10.1080/00220671.2014.979911 File-URL: http://hdl.handle.net/10.1080/00220671.2014.979911 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:5:p:449-463 Template-Type: ReDIF-Article 1.0 Author-Name: Soyoung Kim Author-X-Name-First: Soyoung Author-X-Name-Last: Kim Author-Name: Meejung Chin Author-X-Name-First: Meejung Author-X-Name-Last: Chin Title: Gender differences in factors associated with how parents communicate with school in Korea Abstract: The authors explored different factors that were associated with mothers' and fathers' choice between two forms of parent–school communication: school briefing sessions and parent–teacher conferences. A total of 585 parents—295 mothers and 290 fathers from different households—who had at least one child enrolled in middle school in Korea were surveyed. Analytic results indicated that there were gender differences in how mothers and fathers were motivated to communicate with school. More educated and affluent mothers who positively assessed their child's academic achievement but were less confident in the child's ability and dissatisfied with the school-provided information were more likely to communicate with the school, whereas fathers were influenced by the employment status of their wives and communication with the child. Perception of positive child–teacher relationship predicted both mothers' and fathers' engagement in communication. Based on the findings, the authors discuss ways to promote parental involvement in communication with school. Journal: The Journal of Educational Research Pages: 464-477 Issue: 5 Volume: 109 Year: 2016 Month: 9 X-DOI: 10.1080/00220671.2014.979912 File-URL: http://hdl.handle.net/10.1080/00220671.2014.979912 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:5:p:464-477 Template-Type: ReDIF-Article 1.0 Author-Name: William Ellery Samuels Author-X-Name-First: William Ellery Author-X-Name-Last: Samuels Author-Name: Nelly Tournaki Author-X-Name-First: Nelly Author-X-Name-Last: Tournaki Author-Name: Sheldon Blackman Author-X-Name-First: Sheldon Author-X-Name-Last: Blackman Author-Name: Christopher Zilinski Author-X-Name-First: Christopher Author-X-Name-Last: Zilinski Title: Executive functioning predicts academic achievement in middle school: A four-year longitudinal study Abstract: Executive functioning (EF) is a strong predictor of children's and adolescents' academic performance. Although research indicates that EF can increase during childhood and adolescence, few studies have tracked the effect of EF on academic performance throughout the middle school grades. EF was measured at the end of Grades 6–9 through 21 teachers' and 22 teacher assistants' assessments of 322 adolescents from disadvantaged backgrounds who attended an urban, chartered middle/high school. Assessment of EF was done through the completion of the Behavior Rating Inventory of Executive Function (BRIEF). BRIEF global executive composite scores (GEC) predicted both current and future English/language arts, mathematics, science, social studies, and Spanish annual grade point averages (GPAs). The effect of BRIEF GEC scores often overshadowed the effects of gender, poverty, and having an individual education plan; the other, non–BRIEF-related effects retained slightly more impact among teacher assistant–derived data than teacher-derived data. The strong relationships between BRIEF GEC scores and these GPAs also remained constant over these 4 years: There was little evidence that EF changed over the measured grades or that the relationship between EF and grades itself regularly changed. The findings indicate that EF scores during early middle grades can well predict academic performance in subsequent secondary-school grades. Although methodological constraints may have impeded the abilities of other factors (i.e., poverty) to be significantly related to GPAs, the effects of EF were strong and robust enough to prompt us to recommend its use to guide long-term, academic interventions. Journal: The Journal of Educational Research Pages: 478-490 Issue: 5 Volume: 109 Year: 2016 Month: 9 X-DOI: 10.1080/00220671.2014.979913 File-URL: http://hdl.handle.net/10.1080/00220671.2014.979913 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:5:p:478-490 Template-Type: ReDIF-Article 1.0 Author-Name: Bruce Randel Author-X-Name-First: Bruce Author-X-Name-Last: Randel Author-Name: Helen Apthorp Author-X-Name-First: Helen Author-X-Name-Last: Apthorp Author-Name: Andrea D. Beesley Author-X-Name-First: Andrea D. Author-X-Name-Last: Beesley Author-Name: Tedra F. Clark Author-X-Name-First: Tedra F. Author-X-Name-Last: Clark Author-Name: Xin Wang Author-X-Name-First: Xin Author-X-Name-Last: Wang Title: Impacts of professional development in classroom assessment on teacher and student outcomes Abstract: The authors describe an impact study of Classroom Assessment for Student Learning (CASL), a widely used professional development program in classroom and formative assessment. Researchers randomly assigned 67 elementary schools to receive CASL materials or continue with regularly scheduled professional development. Teachers in CASL schools formed learning teams, trained with CASL materials, and implemented CASL in their classrooms under real-world conditions and without any involvement of, or requirements from, the researchers. Analysis of all schools and 9,596 students failed to yield statistically significant impacts of CASL on student mathematics achievement as measured by the statewide test. Impact analyses with 231 teachers yielded statistically significant positive impacts of CASL on teacher knowledge of assessment and the frequency of student involvement in classroom assessment. No statistically significant impacts were found on teachers' assessment practice. CASL implementation fidelity was below the CASL developer recommendations. Findings suggest potential of CASL for improving teacher outcomes. Journal: The Journal of Educational Research Pages: 491-502 Issue: 5 Volume: 109 Year: 2016 Month: 9 X-DOI: 10.1080/00220671.2014.992581 File-URL: http://hdl.handle.net/10.1080/00220671.2014.992581 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:5:p:491-502 Template-Type: ReDIF-Article 1.0 Author-Name: Margarita Huerta Author-X-Name-First: Margarita Author-X-Name-Last: Huerta Author-Name: Fuhui Tong Author-X-Name-First: Fuhui Author-X-Name-Last: Tong Author-Name: Beverly J. Irby Author-X-Name-First: Beverly J. Author-X-Name-Last: Irby Author-Name: Rafael Lara-Alecio Author-X-Name-First: Rafael Author-X-Name-Last: Lara-Alecio Title: Measuring and comparing academic language development and conceptual understanding via science notebooks Abstract: The authors of this quantitative study measured and compared the academic language development and conceptual understanding of fifth-grade economically disadvantaged English language learners (ELL), former ELLs, and native English-speaking (ES) students as reflected in their science notebook scores. Using an instrument they developed, the authors quantified the student notebook language and concept scores. They compared language growth over time across three time points: beginning, middle, and end of the school year and across language-status (ELL, former ELL, and ES), and gender using mixed between-within subjects analysis of variance (ANOVA). The authors also compared students’ conceptual understanding scores across categories in three domains using ANOVA. Students demonstrated statistically significant growth over time in their academic language as reflected by science notebook scores, and we noticed conceptual trends in which scores for ELLs, former ELLs, and male students lagged behind at first, but caught up to their peers by the end of the school year. Journal: The Journal of Educational Research Pages: 503-517 Issue: 5 Volume: 109 Year: 2016 Month: 9 X-DOI: 10.1080/00220671.2014.992582 File-URL: http://hdl.handle.net/10.1080/00220671.2014.992582 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:5:p:503-517 Template-Type: ReDIF-Article 1.0 Author-Name: Christian Tarchi Author-X-Name-First: Christian Author-X-Name-Last: Tarchi Author-Name: Giuliana Pinto Author-X-Name-First: Giuliana Author-X-Name-Last: Pinto Title: Reciprocal teaching: Analyzing interactive dynamics in the co-construction of a text's meaning Abstract: Reciprocal teaching is one of the most successfully implemented cooperative learning practices, yet many aspects of the process it follows are still unclear. The authors' aim was two-fold: To analyze whether reciprocal teaching activates diversity in discourse moves, communicative functions, and interaction sequences; and to determine whether reciprocal teaching needs to be based on prior work on student collaboration and cooperation skills in order to be effective (context dependency vs. context independency). Two groups with a different instructional background were compared: one with a teacher-centered and one with a student-centered approach. Forty-three third-grade students were led through a reciprocal teaching reading activity. Video recordings of each group were transcribed and analyzed at the micro level. Frequencies for each category were described and interpreted. The two groups did not differ significantly in the processes followed, indicating that reciprocal teaching is context independent and able to create interaction-rich and diverse environment. Journal: The Journal of Educational Research Pages: 518-530 Issue: 5 Volume: 109 Year: 2016 Month: 9 X-DOI: 10.1080/00220671.2014.992583 File-URL: http://hdl.handle.net/10.1080/00220671.2014.992583 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:5:p:518-530 Template-Type: ReDIF-Article 1.0 Author-Name: Joseph Murphy Author-X-Name-First: Joseph Author-X-Name-Last: Murphy Author-Name: Linda Holste Author-X-Name-First: Linda Author-X-Name-Last: Holste Title: Explaining the effects of communities of pastoral care for students Abstract: This article explains how communities of pastoral care work. It presents an empirically forged theory in action. We examined theoretical and empirical work across the targeted area of personalization for students. We also completed what Hallinger (2012) refers to as “exhaustive review” of the field of school improvement writ large. We treated the literature as qualitative data, inductively developing macro-level constructs, mid-level elements, and micro-level practices. We find that pastoral care for students has important effects on student learning. We conclude that the impact is mediated through two critical variables, institutional affiliation and student engagement. Journal: The Journal of Educational Research Pages: 531-540 Issue: 5 Volume: 109 Year: 2016 Month: 9 X-DOI: 10.1080/00220671.2014.993460 File-URL: http://hdl.handle.net/10.1080/00220671.2014.993460 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:5:p:531-540 Template-Type: ReDIF-Article 1.0 Author-Name: Nihat Polat Author-X-Name-First: Nihat Author-X-Name-Last: Polat Author-Name: Ashley Zarecky-Hodge Author-X-Name-First: Ashley Author-X-Name-Last: Zarecky-Hodge Author-Name: James B. Schreiber Author-X-Name-First: James B. Author-X-Name-Last: Schreiber Title: Academic growth trajectories of ELLs in NAEP data: The case of fourth- and eighth-grade ELLs and non-ELLs on mathematics and reading tests Abstract: Utilizing the National Assessment of Educational Progress (NAEP) data, this study examined (1) how fourth and eighth-grade ELLs' mathematics and reading scores on national tests compared to their non-ELL peers' scores over the testing period between 2003 and 2011, and (2) if gender and ethnicity contributed to variation in the growth patterns among the student groups across grade levels and content areas. Since the NAEP data, which provides a national sample of 10,000–20,000 students, is collected using a probability sample design, sampling weights are adjusted so inferences can be appropriately made. Sample sizes within NAEP are large enough to generate adequate power for statistical significance. Thus, to display the data in a multivariate mode, Tableau 8.0.0 software was used. Results suggested that the achievement gap between non-ELLs and ELLs is either steady or slightly widening in both mathematics and reading, with multiple paths across the content areas, grade levels, and gender and ethnic groups. Journal: The Journal of Educational Research Pages: 541-553 Issue: 5 Volume: 109 Year: 2016 Month: 9 X-DOI: 10.1080/00220671.2014.993461 File-URL: http://hdl.handle.net/10.1080/00220671.2014.993461 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:5:p:541-553 Template-Type: ReDIF-Article 1.0 Author-Name: Fenella Fleischmann Author-X-Name-First: Fenella Author-X-Name-Last: Fleischmann Author-Name: Annabel de Haas Author-X-Name-First: Annabel Author-X-Name-Last: de Haas Title: Explaining parents' school involvement: The role of ethnicity and gender in the Netherlands Abstract: Ethnic minority parents are often less involved with their children's schooling, and this may hamper their children's academic success, thus contributing to ethnic educational inequality. The authors aim to explain differences in parental involvement, using nationally representative survey data from the Netherlands of parents of primary school-aged children of Dutch, Turkish, and Moroccan origin. Descriptive findings show lower levels of parental involvement across several domains among ethnic minority compared to Dutch majority parents. Moreover, mothers are significantly more involved than fathers. To explain ethnic and gender gaps in parental engagement, the authors draw on parents' skills and household resources, parenting goals, and self-efficacy as important antecedents for their motivation to become involved. The model explains substantial portions of the variance in parental involvement and succeeds in fully explaining ethnic discrepancies by parents' levels of education and language proficiency. However, the gender gap in parental involvement remains unexplained. Journal: The Journal of Educational Research Pages: 554-565 Issue: 5 Volume: 109 Year: 2016 Month: 9 X-DOI: 10.1080/00220671.2014.994196 File-URL: http://hdl.handle.net/10.1080/00220671.2014.994196 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:5:p:554-565 Template-Type: ReDIF-Article 1.0 Author-Name: Mohammad Ahmadi Safa Author-X-Name-First: Mohammad Author-X-Name-Last: Ahmadi Safa Author-Name: Fatemeh Rozati Author-X-Name-First: Fatemeh Author-X-Name-Last: Rozati Title: The impact of scaffolding and nonscaffolding strategies on the EFL learners' listening comprehension development Abstract: Drawing on sociocultural theory, and a large number of empirical studies conducted on the effectiveness of scaffolding on second or foreign language learning, the authors investigated the application of different forms of scaffolding to improve listening comprehension of the Iranian intermediate English as a foreign language (EFL) learners. To this end, 90 intermediate EFL learners were randomly assigned to 2 experimental groups and a control group. During 15 treatment sessions of listening comprehension instruction, expert peers in the first experimental group assisted their less knowledgeable peers in their listening comprehension tasks. The participants in the second experimental group were asked to assist their coequal peers while doing the listening comprehension tasks, but the participants in group 3 did not interact with each other or even their teacher and no scaffolding scheme was used when they were doing the listening comprehension tasks. One-way analysis of variance and post hoc analyses revealed that the expert peers' scaffolding was the most effective procedure for the intermediate EFL learners' listening comprehension development. Furthermore, coequal peers' scaffolding was proved to be the second effective procedure for the listening comprehension improvement. The findings underscore the relative efficacy of different forms of scaffolding procedure and the superiority of the expert peers' scaffolding over coequals' scaffolding. The qualitative analysis of the recorded data indicated that the implicit scaffolding strategies were more frequently used by the expert peers. However, the explicit scaffolding strategies were more frequently used to by the coequals. The findings of the study underscore the positive potentiality of scaffolding in its different forms for the EFL learners' listening comprehension development. Journal: The Journal of Educational Research Pages: 447-456 Issue: 5 Volume: 110 Year: 2017 Month: 9 X-DOI: 10.1080/00220671.2015.1118004 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1118004 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:5:p:447-456 Template-Type: ReDIF-Article 1.0 Author-Name: Angela Pyle Author-X-Name-First: Angela Author-X-Name-Last: Pyle Author-Name: Christopher DeLuca Author-X-Name-First: Christopher Author-X-Name-Last: DeLuca Title: Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices Abstract: Kindergarten education is changing. Current reforms have increased accountability structures requiring teachers to integrate assessments throughout their instruction to support academic learning while retaining developmentally appropriate pedagogies such as play-based learning. Despite these reforms, comparatively little research has been conducted on teachers' assessment practices within play-based instructional contexts. The purpose of this study was to explore teachers' approaches to assessment in play-based kindergarten education and specifically to examine how assessment practices differed based on teachers' conceptions of the purpose of play in student learning. Data were obtained from 77 Ontario kindergarten teachers via (a) an electronic survey, (b) in-depth interviews, and (c) classroom observations. Overall, data from this study suggest a misalignment in teachers' perspectives of the purpose of play and what teachers assess during periods of play. Journal: The Journal of Educational Research Pages: 457-466 Issue: 5 Volume: 110 Year: 2017 Month: 9 X-DOI: 10.1080/00220671.2015.1118005 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1118005 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:5:p:457-466 Template-Type: ReDIF-Article 1.0 Author-Name: Jianzhong Xu Author-X-Name-First: Jianzhong Author-X-Name-Last: Xu Author-Name: Jianxia Du Author-X-Name-First: Jianxia Author-X-Name-Last: Du Author-Name: Xitao Fan Author-X-Name-First: Xitao Author-X-Name-Last: Fan Title: Self-regulation of mathematics homework behavior: An empirical investigation Abstract: The authors examined self-regulation of mathematics homework behavior (i.e., mathematics homework management). The participants consisted of 796 eighth-grade students (46 classes) in China. Multilevel results showed that mathematics homework management was positively associated with value belief at the class and individual level. At the individual level, students' management in mathematics homework was positively related to affective attitude, expectancy belief, learning-oriented reasons, homework interest, parent education, teacher feedback, adult-oriented reasons, and value belief. Meanwhile, students' management in mathematics homework was negatively related to time spent on television. Our findings were discussed in the context of related theoretical frameworks (e.g., self-regulation and expectancy value) as well as previous findings pertaining to homework. Journal: The Journal of Educational Research Pages: 467-477 Issue: 5 Volume: 110 Year: 2017 Month: 9 X-DOI: 10.1080/00220671.2015.1125837 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1125837 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:5:p:467-477 Template-Type: ReDIF-Article 1.0 Author-Name: Luce C. A. Claessens Author-X-Name-First: Luce C. A. Author-X-Name-Last: Claessens Author-Name: Jan van Tartwijk Author-X-Name-First: Jan Author-X-Name-Last: van Tartwijk Author-Name: Anna C. van der Want Author-X-Name-First: Anna C. Author-X-Name-Last: van der Want Author-Name: Helena J. M. Pennings Author-X-Name-First: Helena J. M. Author-X-Name-Last: Pennings Author-Name: Nico Verloop Author-X-Name-First: Nico Author-X-Name-Last: Verloop Author-Name: Perry J. den Brok Author-X-Name-First: Perry J. Author-X-Name-Last: den Brok Author-Name: Theo Wubbels Author-X-Name-First: Theo Author-X-Name-Last: Wubbels Title: Positive teacher–student relationships go beyond the classroom, problematic ones stay inside Abstract: The authors voice teachers' perceptions of their interpersonal experiences with students in both positive and problematic relationships. Interview data from 28 teachers were examined by coding utterances on teacher and student interactions. Results indicate that teachers defined the quality of the relationship mostly by the level of communion (friendly vs. hostile), instead of by the level of agency (in control vs. powerless). Analyses of mentioned teacher and student behavior show a friendly interactional pattern for positive relationships and a hostile pattern for problematic ones. In teachers' perceptions, positive and problematic relationships also differed in context where encounters take place and topic of talk. Contrary to interactions in problematic relationships, encounters in positive relationships were mostly situated outside the classroom context and conversations during these encounters covered a wide range of topics. Implications for teacher education programs are discussed. Journal: The Journal of Educational Research Pages: 478-493 Issue: 5 Volume: 110 Year: 2017 Month: 9 X-DOI: 10.1080/00220671.2015.1129595 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1129595 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:5:p:478-493 Template-Type: ReDIF-Article 1.0 Author-Name: Joke H. van Velzen Author-X-Name-First: Joke H. Author-X-Name-Last: van Velzen Title: Measuring senior high school students’ self-induced self-reflective thinking Abstract: Theoretically, reflection is known to be an essential skill for improving learning on a metacognitive level. In practice, students may not use it of their own accord to improve this kind of learning because it can be mentally demanding. The author reports on the legitimation of an instrument measuring self-induced self-reflective thinking, which is reflection of one's own accord focused on improving general knowledge of the learning process. In 2 studies, the psychometric properties and nomological validity of open-ended self-induced self-reflective thinking questions were examined. Senior high school students responded to these questions and several measures of general knowledge of the learning process. Results showed statistically significant relationships between self-induced self-reflective thinking and general knowledge of the learning process. Implications for educational research are discussed. Journal: The Journal of Educational Research Pages: 494-502 Issue: 5 Volume: 110 Year: 2017 Month: 9 X-DOI: 10.1080/00220671.2015.1129596 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1129596 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:5:p:494-502 Template-Type: ReDIF-Article 1.0 Author-Name: Kit-Ling Lau Author-X-Name-First: Kit-Ling Author-X-Name-Last: Lau Title: Strategy use, listening problems, and motivation of high- and low-proficiency Chinese listeners Abstract: Building on previous listening strategy research, the author aimed to explore the differences between Chinese high-proficiency listeners (HLs) and low-proficiency listeners (LLs) on their strategy use, problems, and motivation in native language (L1) listening. It involved 1,290 Grade 7 and 1,515 Grade 9 students. Both quantitative and qualitative methods, including a listening comprehension test, questionnaires, and interviews, were adopted. The findings indicated that HLs possessed more types of strategies and used strategies more frequently and effectively than LLs. HLs not only reported fewer listening problems but also had a better awareness of listening problems and use of problem-solving strategies than LLs. Both HLs and LLs agreed with the importance of listening but showed little interest in doing listening tasks. The similarities and differences between the findings of this study and those of second-language listening research and implications for planning effective instruction to enhance native language listening proficiency are discussed. Journal: The Journal of Educational Research Pages: 503-514 Issue: 5 Volume: 110 Year: 2017 Month: 9 X-DOI: 10.1080/00220671.2015.1134421 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1134421 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:5:p:503-514 Template-Type: ReDIF-Article 1.0 Author-Name: Erica M. Barnes Author-X-Name-First: Erica M. Author-X-Name-Last: Barnes Author-Name: David K. Dickinson Author-X-Name-First: David K. Author-X-Name-Last: Dickinson Author-Name: Jill F. Grifenhagen Author-X-Name-First: Jill F. Author-X-Name-Last: Grifenhagen Title: The role of teachers’ comments during book reading in children's vocabulary growth Abstract: This study described the commenting practices of Head Start teachers, and the relationship of comments to the expressive and receptive vocabulary growth of children with below-the-mean language ability across one year of preschool. Participants included 52 Head Start teachers, and 489 children (247 early intervention candidates and 242 Head Start typical). Descriptive analyses reveal that teachers used informative comments that gave or explained information more frequently than comments that responded to children's utterances, and that these comments contained more conceptually focused content than vocabulary or skills content. Responsive and conceptually focused comments were significantly related to the children's receptive vocabulary growth, and were moderated by children's initial language ability indicating the presence of the Matthew Effect. These findings underscore the importance of integrating instructional comments into book reading sessions, and the need to differentiate instruction based on children's initial vocabulary sizes. Practical implications are discussed. Journal: The Journal of Educational Research Pages: 515-527 Issue: 5 Volume: 110 Year: 2017 Month: 9 X-DOI: 10.1080/00220671.2015.1134422 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1134422 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:5:p:515-527 Template-Type: ReDIF-Article 1.0 Author-Name: Louis Manfra Author-X-Name-First: Louis Author-X-Name-Last: Manfra Author-Name: Christina Squires Author-X-Name-First: Christina Author-X-Name-Last: Squires Author-Name: Laura H. B. Dinehart Author-X-Name-First: Laura H. B. Author-X-Name-Last: Dinehart Author-Name: Charles Bleiker Author-X-Name-First: Charles Author-X-Name-Last: Bleiker Author-Name: Suzanne C. Hartman Author-X-Name-First: Suzanne C. Author-X-Name-Last: Hartman Author-Name: Adam Winsler Author-X-Name-First: Adam Author-X-Name-Last: Winsler Title: Preschool writing and premathematics predict Grade 3 achievement for low-income, ethnically diverse children Abstract: The present study was designed to explore the association between preschool academic skills and Grade 3 achievement among a sample of ethnically diverse children from low-income families. Data were collected from a sample of 1,442 low-income, ethnically diverse children in preschool and associated with Grade 3 achievement in reading and mathematics 4 years later. Mixed-effects modeling indicated that preschool skills significantly predicted Grade 3 achievement measures while controlling for various child-level factors and random school effects. While several preschool factors were predictive of Grade 3 achievement, writing/copying and counting/premathematics skills were consistently strong predictors of Grade 3 achievement across all measures and domains suggesting these are important foundational skills for academic success in midelementary school among low-income, ethnically diverse children. Findings also replicate studies demonstrating that writing plays an important role in learning and achievement. Findings have implications for early education policy and practice intended to support academic development among low-income, ethnically diverse children. Journal: The Journal of Educational Research Pages: 528-537 Issue: 5 Volume: 110 Year: 2017 Month: 9 X-DOI: 10.1080/00220671.2016.1145095 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1145095 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:5:p:528-537 Template-Type: ReDIF-Article 1.0 Author-Name: Christie S. Martin Author-X-Name-First: Christie S. Author-X-Name-Last: Martin Author-Name: Drew Polly Author-X-Name-First: Drew Author-X-Name-Last: Polly Author-Name: Brian Kissel Author-X-Name-First: Brian Author-X-Name-Last: Kissel Title: Exploring the impact of written reflections on learning in the elementary mathematics classroom Abstract: The authors examined the implementation of written reflections in a Grade 4 mathematics classroom over the course of 8 weeks. Students in this case study engaged in a workshop modeled after Calkin's Writers' Workshop and within this workshop the use of writing as a reflective tool in mathematics was introduced. The authors explore how students used writing to evaluate their learning and how the teacher used the students' written reflections as a formative assessment for instructional purposes. Students' written reflections were coded and these codes were used to conduct an inductive thematic analysis. Analysis of written reflections via constant-comparison analysis was used for further differentiation. The findings show students' ability to accurately self-evaluate their problem-solving skills and highlighted students' confidence level with certain mathematical concepts. Teachers were able to use students' reflections as a place to begin conferring with a student for further clarification. The written reflections aided in instructional decisions and increased individual instruction when needed. The authors include implications for teacher practice and areas for future research. Journal: The Journal of Educational Research Pages: 538-553 Issue: 5 Volume: 110 Year: 2017 Month: 9 X-DOI: 10.1080/00220671.2016.1149793 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1149793 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:5:p:538-553 Template-Type: ReDIF-Article 1.0 Author-Name: Yi Ding Author-X-Name-First: Yi Author-X-Name-Last: Ding Author-Name: Ru-De Liu Author-X-Name-First: Ru-De Author-X-Name-Last: Liu Author-Name: Le Xu Author-X-Name-First: Le Author-X-Name-Last: Xu Author-Name: Jia Wang Author-X-Name-First: Jia Author-X-Name-Last: Wang Author-Name: Dake Zhang Author-X-Name-First: Dake Author-X-Name-Last: Zhang Title: Working memory load and automaticity in relation to mental multiplication Abstract: The authors’ aim was to examine the relations among mental multiplication, working memory load (WML), and automaticity by alternating the difficulty level of task characteristics. In Experiment 1, involving 30 fifth-grade students with mixed abilities, a 2 (WML) × 2 (automaticity) design was utilized. In Experiment 2, involving 21 high-achieving mathematics learners and 21 low-achieving mathematics learners in Grade 4, a 2 (WML) × 2 (automaticity) × 2 (achievement) design was utilized. Regardless of level of automaticity, individuals under low-WML conditions performed more accurately and faster. Regardless of level of WML, individuals under high automaticity conditions performed more accurately and faster. Group difference was significant. The simple effect of WML was bigger under the conditions with low automaticity, in comparison to the conditions with high automaticity. Alternating difficulty level simultaneously in 2 dimensions of testing conditions posed an amplified impact on the low-achieving group. Journal: The Journal of Educational Research Pages: 554-564 Issue: 5 Volume: 110 Year: 2017 Month: 9 X-DOI: 10.1080/00220671.2016.1149794 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1149794 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:5:p:554-564 Template-Type: ReDIF-Article 1.0 Author-Name: Gaetana Affuso Author-X-Name-First: Gaetana Author-X-Name-Last: Affuso Author-Name: Dario Bacchini Author-X-Name-First: Dario Author-X-Name-Last: Bacchini Author-Name: Maria Concetta Miranda Author-X-Name-First: Maria Concetta Author-X-Name-Last: Miranda Title: The contribution of school-related parental monitoring, self-determination, and self-efficacy to academic achievement Abstract: The aim of this study was to examine the contribution of school-related parental monitoring (SR-PM), self-determined motivation, and academic self-efficacy to academic achievement across time. The authors hypothesized that SR-PM would affect academic achievement indirectly via its effects on self-determined motivation and academic self-efficacy beliefs. The participants were 501 adolescents (220 boys; 281 girls) in Grades 6 and 9 as well as their mothers and fathers. We carried out a 2-year, multi-informant study in which the authors assessed SR-PM (maternal and paternal reports), self-determined motivation and academic self-efficacy (self-report), and academic achievement (school records). The authors used structural equation model analysis to test the hypotheses. The analysis shows that SR-PM was positively associated with self-determined motivation and academic self-efficacy and that self-determined motivation and academic self-efficacy affected academic achievement. Furthermore, analyses of indirect effects showed that SR-PM influences academic achievement via its effects on self-determined motivation and academic self-efficacy. Journal: The Journal of Educational Research Pages: 565-574 Issue: 5 Volume: 110 Year: 2017 Month: 9 X-DOI: 10.1080/00220671.2016.1149795 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1149795 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:5:p:565-574 Template-Type: ReDIF-Article 1.0 Author-Name: Ewa Łodygowska Author-X-Name-First: Ewa Author-X-Name-Last: Łodygowska Author-Name: Magdalena Chęć Author-X-Name-First: Magdalena Author-X-Name-Last: Chęć Author-Name: Agnieszka Samochowiec Author-X-Name-First: Agnieszka Author-X-Name-Last: Samochowiec Title: Academic motivation in children with dyslexia Abstract: The authors' purpose was to determine which form of therapeutic aid may influence academic approach and avoidance motivation in children with dyslexia. There were 165 children with dyslexia assessed with the use of ”I and my school” questionnaire. The authors considered the children's previous therapeutic experience and on its basis they were divided into three groups. Children receiving systematic therapeutic treatment display a significantly higher level of academic approach motivation as compared to those from the two other groups. Those children also manifest a lower level of academic avoidance motivation compared to those receiving no form of specialist treatment. Girls, regardless of their therapeutic experience, demonstrate a higher level of approach motivation; boys, on the other hand, display a higher level of avoidance motivation. The study shows that the quality of provided therapeutic aid affects emotional-motivational sphere of children with dyslexia. Systematic therapeutic aid increases academic approach motivation and reduces avoidance motivation. Journal: The Journal of Educational Research Pages: 575-580 Issue: 5 Volume: 110 Year: 2017 Month: 9 X-DOI: 10.1080/00220671.2016.1157783 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1157783 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:5:p:575-580 Template-Type: ReDIF-Article 1.0 Author-Name: Holland Banse Author-X-Name-First: Holland Author-X-Name-Last: Banse Author-Name: Natalia Palacios Author-X-Name-First: Natalia Author-X-Name-Last: Palacios Title: Supportive classrooms for Latino English language learners: Grit, ELL status, and the classroom context Abstract: Students' academic achievement is the result of the interplay between person-level and contextual factors (R. R: Greene, 2014; D. E. Hunt, 1975). Students perform better when classroom characteristics support their characteristics. The authors examine whether student perceptions of two classroom characteristics (care and control) fit with two Latino student characteristics (English language learner status and grit) in relation to their academic achievement. Using a sample of fourth- and fifth-grade Latino students from the Measures of Effective Teaching dataset (n = 3,272), the authors conducted a series of nested regression models with two- and three-way interactions between student characteristics and student perceptions of classroom characteristics. Findings revealed that grit is most strongly associated with Latino English language learners’ English/language arts achievement when students perceived that teachers used high levels of care and control. We conclude with implications for practitioners. Journal: The Journal of Educational Research Pages: 645-656 Issue: 6 Volume: 111 Year: 2018 Month: 11 X-DOI: 10.1080/00220671.2017.1389682 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1389682 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:6:p:645-656 Template-Type: ReDIF-Article 1.0 Author-Name: Chase Young Author-X-Name-First: Chase Author-X-Name-Last: Young Author-Name: Daniel Pearce Author-X-Name-First: Daniel Author-X-Name-Last: Pearce Author-Name: Jeannette Gomez Author-X-Name-First: Jeannette Author-X-Name-Last: Gomez Author-Name: Rosalynn Christensen Author-X-Name-First: Rosalynn Author-X-Name-Last: Christensen Author-Name: Bethanie Pletcher Author-X-Name-First: Bethanie Author-X-Name-Last: Pletcher Author-Name: Kathleen Fleming Author-X-Name-First: Kathleen Author-X-Name-Last: Fleming Title: Read Two Impress and the Neurological Impress Method: Effects on elementary students’ reading fluency, comprehension, and attitude Abstract: This seven-week study examined the effects of the Neurological Impress Method and Read Two Impress on reading comprehension, fluency, and students’ attitude toward reading. The 57 first-, second-, and third-grade students were randomly assigned to three conditions and were pre- and posttested on eight reading measures. Several 3 × 2 factorial analyses of variance revealed significant interaction effects on retell, comprehension questions, and the multidimensional fluency scale as well as time effects on words read correctly per minute and word recognition accuracy. Moreover, a comparison of mean difference effect sizes favored the treatment groups on all reading fluency and comprehension measures. The interventions, however, had little effect on students’ attitude toward reading. Practical implications and future research directions are also discussed. Journal: The Journal of Educational Research Pages: 657-665 Issue: 6 Volume: 111 Year: 2018 Month: 11 X-DOI: 10.1080/00220671.2017.1393650 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1393650 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:6:p:657-665 Template-Type: ReDIF-Article 1.0 Author-Name: Jillian L. Wendt Author-X-Name-First: Jillian L. Author-X-Name-Last: Wendt Author-Name: Amanda Rockinson-Szapkiw Author-X-Name-First: Amanda Author-X-Name-Last: Rockinson-Szapkiw Author-Name: Megan Cordes Author-X-Name-First: Megan Author-X-Name-Last: Cordes Title: Examining the influence of a STEM certification model on female, minority science outcomes Abstract: The authors of this exploratory study examine the influence of the Georgia science, technology, engineering, and mathematics (STEM) model; gender; race; and other achievement on elementary students’ science outcomes in Title I schools. Results of the study demonstrate that a positive relationship exists between students participating in a STEM-certified school and science achievement at the third-grade level (n = 339), and that race, gender, and mathematics and reading achievement did not significantly explain science achievement. At the Grade 5 level (n = 279), a negative relationship was found between science achievement and type of school, with students participating in STEM schools scoring lower than those students participating in non-STEM schools. Moreover, in Grade 5, the combination of demographic variables, race and gender, did significantly explain science achievement. The practical and empirical implications of the results are discussed. Journal: The Journal of Educational Research Pages: 666-677 Issue: 6 Volume: 111 Year: 2018 Month: 11 X-DOI: 10.1080/00220671.2017.1396437 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1396437 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:6:p:666-677 Template-Type: ReDIF-Article 1.0 Author-Name: Joanna Higgins Author-X-Name-First: Joanna Author-X-Name-Last: Higgins Author-Name: Raewyn Eden Author-X-Name-First: Raewyn Author-X-Name-Last: Eden Title: Cogenerated understandings of mindfulness-based breathing in elementary mathematics classrooms Abstract: Bringing an awareness of emotions to the fore through mindfulness-based breathing and providing a space to discuss them is a way of promoting teacher and student agency in collectively developing structures specific to their learning environment. The authors explore students', teachers', and researchers' collective sensemaking through cogenerative dialoguing (cogen) about a mindfulness-based breathing practice at the start of mathematics lessons in an elementary classroom. They found that the power of cogen as hybridized space enabled the generation of collective understanding and the potential for all cogen participants to become engaged in an authentic and transformative way in discussing classroom life. The authors argue that the mindfulness-based breathing practice itself acted as a heuristic for thinking about learning environments and, during the reflexive process of thinking about the breathing practice, new forms of classroom culture unfolded both expanding classroom structures and the practice itself, and laying bare otherwise taken-for-granted practices. Journal: The Journal of Educational Research Pages: 678-689 Issue: 6 Volume: 111 Year: 2018 Month: 11 X-DOI: 10.1080/00220671.2017.1396438 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1396438 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:6:p:678-689 Template-Type: ReDIF-Article 1.0 Author-Name: Marloes Muijselaar Author-X-Name-First: Marloes Author-X-Name-Last: Muijselaar Author-Name: Nicole Swart Author-X-Name-First: Nicole Author-X-Name-Last: Swart Author-Name: Esther Steenbeek-Planting Author-X-Name-First: Esther Author-X-Name-Last: Steenbeek-Planting Author-Name: Mienke Droop Author-X-Name-First: Mienke Author-X-Name-Last: Droop Author-Name: Ludo Verhoeven Author-X-Name-First: Ludo Author-X-Name-Last: Verhoeven Author-Name: Peter de Jong Author-X-Name-First: Peter Author-X-Name-Last: de Jong Title: The effect of a strategy training on reading comprehension in fourth-grade students Abstract: Previous studies have shown that instruction of reading strategies is an effective method for enhancing reading comprehension. However, many of the interventions in these studies focused on small groups of (poor) comprehenders and were provided by research assistants, making it time-consuming and relatively expensive. The authors implemented a strategy intervention to intact classrooms, consisting of reciprocal teaching and delivered by teachers. Participants were 510 typically developing fourth-grade students. A clustered randomized controlled trial was conducted with pretest, posttest, and follow-up measures to assess knowledge of reading strategies and reading comprehension. The results revealed that the intervention had an effect on knowledge of reading strategies at posttest and follow-up. However, the intervention did not affect reading comprehension performance. Together with the results of earlier studies, the present study raises the question whether strategy interventions are the most efficient to improve fourth-grade students' reading comprehension. Journal: The Journal of Educational Research Pages: 690-703 Issue: 6 Volume: 111 Year: 2018 Month: 11 X-DOI: 10.1080/00220671.2017.1396439 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1396439 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:6:p:690-703 Template-Type: ReDIF-Article 1.0 Author-Name: Yujing Ni Author-X-Name-First: Yujing Author-X-Name-Last: Ni Author-Name: De-Hui Ruth Zhou Author-X-Name-First: De-Hui Ruth Author-X-Name-Last: Zhou Author-Name: Jinfa Cai Author-X-Name-First: Jinfa Author-X-Name-Last: Cai Author-Name: Xiaoqing Li Author-X-Name-First: Xiaoqing Author-X-Name-Last: Li Author-Name: Qiong Li Author-X-Name-First: Qiong Author-X-Name-Last: Li Author-Name: Iris X. Sun Author-X-Name-First: Iris X. Author-X-Name-Last: Sun Title: Improving cognitive and affective learning outcomes of students through mathematics instructional tasks of high cognitive demand Abstract: This study investigated the relationship between three cognitive features of mathematical instruction tasks (high cognitive demand, multiple representations, and multiple solution methods) and student learning outcomes among 1,779 students from 30 Chinese fifth-grade classrooms using a new mathematics curriculum. Measures of mathematics learning outcomes at two data points over 16 months were analyzed. These included cognitive (calculation, routine problem solving, and complex problem solving) as well as affective outcomes (expressed interest in learning mathematics, classroom participation, views of mathematics, and views of learning mathematics). The student post-assessment was administered 13 months after the assessment of teaching quality on the three task variables. The results indicated that the frequency of mathematical tasks involving multiple representations positively predicted students' improvement in solving complex questions. The frequency of mathematical tasks of high cognitive demand did not predict any of the three cognitive learning outcomes. However, it did positively predict students' indicated interest in learning mathematics, indicated classroom participation, and a dynamic view of learning mathematics. The results highlight the significance of the cognitive demand of instructional tasks—connecting procedural and conceptual aspects of mathematics—in facilitating students' positive relationships with mathematics and mathematics classrooms. The findings provide much-needed normative data of a systematic description that links the three cognitive features of instructional tasks to the specific student learning outcomes in a cultural setting, which is a unique addition to the literature of pedagogy on mathematics instructional tasks. Journal: The Journal of Educational Research Pages: 704-719 Issue: 6 Volume: 111 Year: 2018 Month: 11 X-DOI: 10.1080/00220671.2017.1402748 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1402748 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:6:p:704-719 Template-Type: ReDIF-Article 1.0 Author-Name: Mable Chan Author-X-Name-First: Mable Author-X-Name-Last: Chan Title: Processing instruction in helping map forms and meaning in second language acquisition of English simple past Abstract: In the first phase of this study, how English simple past is being taught in the classroom was examined through a questionnaire. The findings report how primary and secondary teachers perceived the difficulties faced by Cantonese English as a second language learners when acquiring English simple past, and the dominant teaching approaches or strategies used to address the problems. The second phase of the study examined the role of explicit instruction versus implicit instruction by involving primary 2 students being taught using three different forms of pedagogical intervention: processing instruction, traditional instruction, and implicit instruction. Findings show that the processing instruction group had significant improvement from pretest to posttest in the interpretation task, and they also obtained the greatest gains. In the production task, both processing instruction and traditional instruction groups obtained greatest gains and their improvement was significant. Explicit instruction was found to be more effective than implicit instruction in second language acquisition of English simple past. Journal: The Journal of Educational Research Pages: 720-732 Issue: 6 Volume: 111 Year: 2018 Month: 11 X-DOI: 10.1080/00220671.2017.1411879 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1411879 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:6:p:720-732 Template-Type: ReDIF-Article 1.0 Author-Name: Vanessa A. Völlinger Author-X-Name-First: Vanessa A. Author-X-Name-Last: Völlinger Author-Name: Nadine Spörer Author-X-Name-First: Nadine Author-X-Name-Last: Spörer Author-Name: Dirk Lubbe Author-X-Name-First: Dirk Author-X-Name-Last: Lubbe Author-Name: Joachim C. Brunstein Author-X-Name-First: Joachim C. Author-X-Name-Last: Brunstein Title: 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 Abstract: This study examined a theoretical model hypothesizing that reading strategies mediate the effects of intrinsic reading motivation, reading fluency, and vocabulary knowledge on reading comprehension. Using path analytic methods, we tested the direct and indirect effects specified in the hypothesized model in a sample of 1105 fifth-graders. In addition to standardized tests and questionnaires, we administered a performance test to assess students' proficiency in the application of three reading strategies. The overall fit of the model to the data was good. Both cognitive (fluency and vocabulary) and motivational (intrinsic reading motivation) variables had an indirect effect on reading comprehension through their influence on reading strategies. Reading strategies had a unique effect on reading comprehension and partially mediated the effects that cognitive and motivational variables had on fifth-graders' reading achievements. Journal: The Journal of Educational Research Pages: 733-745 Issue: 6 Volume: 111 Year: 2018 Month: 11 X-DOI: 10.1080/00220671.2017.1412930 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1412930 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:6:p:733-745 Template-Type: ReDIF-Article 1.0 Author-Name: Barbara Sini Author-X-Name-First: Barbara Author-X-Name-Last: Sini Author-Name: Barbara Muzzulini Author-X-Name-First: Barbara Author-X-Name-Last: Muzzulini Author-Name: Susanna Schmidt Author-X-Name-First: Susanna Author-X-Name-Last: Schmidt Author-Name: Carla Tinti Author-X-Name-First: Carla Author-X-Name-Last: Tinti Title: School motivation: A comparison between Kenya and Italy Abstract: The authors compare school motivation in Kenya and Italy, two countries that differ in terms of socioeconomic conditions, structure of the school system, and access to education. Free primary education is indeed a recent attainment for Kenyan students. The participants, 449 Kenyan and 480 Italian students, 9–14 years old and attending Grades 4–8, were asked to complete a questionnaire about learning motivation. A factor analysis revealed that school motivation can be described by five dimensions in both contexts: intrinsic motivation, extrinsic motivation, academic self-concept, causal attribution, and amotivation. Differences between countries and lower (Grades 4–5) and higher (Grades 6–8) grades emerged: intrinsic motivation, extrinsic motivation, and academic self-concept were found to be higher in Kenyan than in Italian students, whereas amotivation was lower. Moreover, only Italian students showed less intrinsic motivation and more amotivation in higher grades than in the lower ones. Journal: The Journal of Educational Research Pages: 746-755 Issue: 6 Volume: 111 Year: 2018 Month: 11 X-DOI: 10.1080/00220671.2018.1427035 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1427035 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:6:p:746-755 Template-Type: ReDIF-Article 1.0 Author-Name: Jian Zhao Author-X-Name-First: Jian Author-X-Name-Last: Zhao Author-Name: Lijia Lin Author-X-Name-First: Lijia Author-X-Name-Last: Lin Author-Name: Jiangshan Sun Author-X-Name-First: Jiangshan Author-X-Name-Last: Sun Author-Name: Xudong Zheng Author-X-Name-First: Xudong Author-X-Name-Last: Zheng Author-Name: Jia Yin Author-X-Name-First: Jia Author-X-Name-Last: Yin Title: Students' engagement in a science classroom: Does knowledge diversity matter? Abstract: Knowledge diversity describes group members' differences in terms of prior knowledge in a domain. The purpose of the study was to investigate whether knowledge diversity would impact students' engagement in small-group learning in a science classroom. A total of 45 seventh-grade students were recruited to participate in the study in which two experimental conditions were compared: low-prior-knowledge groups (all low-prior-knowledge students) versus mixed knowledge groups (low-prior-knowledge students with one knowledgeable student). Participates were randomly assigned into six low-prior-knowledge groups (24 individuals in total) and five mixed knowledge groups (21 individuals in total). Engagement, as well as group performance, was measured. The results of a series of independent-samples t test demonstrated that the mixed knowledge groups had significantly higher behavioral, emotional, and social engagement and better group performance than did the low-prior-knowledge groups. This implies that even having one knowledgeable student could enhance students' engagement in a science classroom. Journal: The Journal of Educational Research Pages: 756-763 Issue: 6 Volume: 111 Year: 2018 Month: 11 X-DOI: 10.1080/00220671.2018.1427036 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1427036 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:6:p:756-763 Template-Type: ReDIF-Article 1.0 Author-Name: Sarah K. Clark Author-X-Name-First: Sarah K. Author-X-Name-Last: Clark Author-Name: John Neal Author-X-Name-First: John Author-X-Name-Last: Neal Title: Teaching second-grade students to write sequential text Abstract: With the adoption of the English Language Arts Common Core State Standards, writing has become an increasingly important area of instruction. Moreover, there has been an increased sophistication in the types of writing required of young children and the use of textual evidence expected in student writing. Historically, children have not been routinely taught explicit strategies for writing, but have been exposed to less rigid writing instruction such as Writer's Workshop. The current study examined an explicit writing strategy, the Read-to-Write Strategy, to determine its effectiveness in teaching young children how to write sequential text. A single subject design (N = 40) was used to compare the writing of second graders before and after instruction. Results indicated that the Read-to-Write Strategy significantly increased the quality of sequential text from the pre- to post-instruction with a large effect size reported. Implications and recommendations for educators and researchers are provided. Journal: The Journal of Educational Research Pages: 764-772 Issue: 6 Volume: 111 Year: 2018 Month: 11 X-DOI: 10.1080/00220671.2018.1437531 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1437531 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:6:p:764-772 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Heller Author-X-Name-First: Mary Author-X-Name-Last: Heller Title: Acknowledgments Journal: The Journal of Educational Research Pages: 773-774 Issue: 6 Volume: 111 Year: 2018 Month: 11 X-DOI: 10.1080/00220671.2018.1513891 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1513891 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:6:p:773-774 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Editorial Board EOV Journal: The Journal of Educational Research Pages: 775-775 Issue: 6 Volume: 111 Year: 2018 Month: 11 X-DOI: 10.1080/00220671.2018.1500838 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1500838 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:6:p:775-775 Template-Type: ReDIF-Article 1.0 Author-Name: Brian R. Belland Author-X-Name-First: Brian R. Author-X-Name-Last: Belland Author-Name: Jiangyue Gu Author-X-Name-First: Jiangyue Author-X-Name-Last: Gu Author-Name: Nam Ju Kim Author-X-Name-First: Nam Ju Author-X-Name-Last: Kim Author-Name: David Jaden Turner Author-X-Name-First: David Author-X-Name-Last: Jaden Turner Author-Name: David Mark Weiss Author-X-Name-First: David Author-X-Name-Last: Mark Weiss Title: Exploring epistemological approaches and beliefs of middle school students in problem-based learning Abstract: The authors investigated the influence of engaging in a problem-based learning unit on middle school students' epistemic beliefs, and how such students' epistemic beliefs and approaches to argumentation within and outside of their small groups related. Data sources include state science achievement test scores, epistemic beliefs pre- and posttests, videotaped class sessions, retrospective interviews, and pre- and post-cognitive interviews. Quantitative data were collected and analyzed from 59 students, while the qualitative subsample consisted of 15 students. Engaging in problem-based learning led to a significant effect on students' epistemic beliefs. The effect was of a large magnitude among high-achieving students, of a small magnitude among average-achieving students, and of a small negative magnitude among lower-achieving students. Students employed different approaches to generating and evaluating arguments in different ecosystems, including as small groups and in discussions with the teacher. Journal: The Journal of Educational Research Pages: 643-655 Issue: 6 Volume: 112 Year: 2019 Month: 11 X-DOI: 10.1080/00220671.2019.1650701 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1650701 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:6:p:643-655 Template-Type: ReDIF-Article 1.0 Author-Name: Josune Rodríguez-Negro Author-X-Name-First: Josune Author-X-Name-Last: Rodríguez-Negro Author-Name: Lavinia Falese Author-X-Name-First: Lavinia Author-X-Name-Last: Falese Author-Name: Javier Yanci Author-X-Name-First: Javier Author-X-Name-Last: Yanci Title: Effects of different balance interventions for primary school students Abstract: This study examines the effects of two different 8-week balance intervention programs for students of primary school age. Static and dynamic balance were assessed in 380 students (6–12 years) before and after an 8-week balance intervention program. Students were divided and assigned into a no intervention control group, a direct instructional model (DIM) or a tactical games model (TGM). Static and dynamic balance improved after both intervention programs, but results differed by grade (age). DIM was the most effective for G2 (7–8 years), and TGM was most effective for G4-G6 (9–12 years) students. Thus, at the youngest ages of primary school DIM balance programs in which skills are taught and practised in isolation and students work individually are more effective, but for improving balance. At more advanced ages (>8 years), TGM balance programs may be more effective. Journal: The Journal of Educational Research Pages: 656-662 Issue: 6 Volume: 112 Year: 2019 Month: 11 X-DOI: 10.1080/00220671.2019.1669522 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1669522 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:6:p:656-662 Template-Type: ReDIF-Article 1.0 Author-Name: Christie Lynn Martin Author-X-Name-First: Christie Lynn Author-X-Name-Last: Martin Author-Name: Drew Polly Author-X-Name-First: Drew Author-X-Name-Last: Polly Title: Examining the use of multiple writing and discourse tasks in 5th grade mathematics Abstract: The purpose of this study is to examine how fifth grade students were impacted by the infusion of multiple writing tasks in mathematics. In this study, writing tasks provided opportunities for students to communicate prior knowledge, share ideas to construct and justify arguments, for reflection, and assessment. In this deductive qualitative study, students’ work samples were analyzed. Findings indicated that students grew in their understanding of mathematics and ability to self-reflect and self-evaluate through multiple opportunities to write for a variety of purposes. The opportunities for constructing mathematical understanding with activities that included writing and discourse also fostered learning between peers. The findings suggest a variety of opportunities to write and engage in mathematics discourse encouraged reflection, evaluation, and learning. Implications for future research include the need to examine the impact of these activities on students’ mathematics understanding as measured by assessments or an analysis of student work samples. Journal: The Journal of Educational Research Pages: 663-675 Issue: 6 Volume: 112 Year: 2019 Month: 11 X-DOI: 10.1080/00220671.2019.1678106 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1678106 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:6:p:663-675 Template-Type: ReDIF-Article 1.0 Author-Name: Benjamin M. Torsney Author-X-Name-First: Benjamin M. Author-X-Name-Last: Torsney Author-Name: Jennifer E. Symonds Author-X-Name-First: Jennifer E. Author-X-Name-Last: Symonds Title: The professional student program for educational resilience: Enhancing momentary engagement in classwork Abstract: The Professional Student Program for Educational Resilience (PROSPER) was designed to increase students’ ability to stay momentarily engaged in classwork, thus promoting educational resilience. Participants (N = 277, 51% male, 74% Irish) from two low-income schools in Dublin, Ireland (School A n = 158; School B n = 119), were assessed using the intervention’s theory of change: (1) change in knowledge of how to stay engaged in classwork, (2) subsequent change in momentary engagement in classwork, and (3) subsequent longer-term change in dispositions for engagement (i.e., tendency to enjoy learning). Qualitative results demonstrated that PROSPER facilitated students’ knowledge, momentary engagement, and teachers’ involvement with students. Quantitative analyses uncovered changes in knowledge and momentary engagement for both the higher and lower ability tracks in School A. The results give refined information on how this universal-school based program increased students’ momentary engagement and supported their educational resilience. Journal: The Journal of Educational Research Pages: 676-692 Issue: 6 Volume: 112 Year: 2019 Month: 11 X-DOI: 10.1080/00220671.2019.1687414 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1687414 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:6:p:676-692 Template-Type: ReDIF-Article 1.0 Author-Name: Francisco Alegre Author-X-Name-First: Francisco Author-X-Name-Last: Alegre Author-Name: Lidon Moliner Author-X-Name-First: Lidon Author-X-Name-Last: Moliner Author-Name: Ana Maroto Author-X-Name-First: Ana Author-X-Name-Last: Maroto Author-Name: Gil Lorenzo-Valentin Author-X-Name-First: Gil Author-X-Name-Last: Lorenzo-Valentin Title: Peer tutoring in algebra: A study in Middle school Abstract: This study reports the academic benefits of peer tutoring in algebra for middle school students. A total of 380 students enrolled in grades 7th and 8th participated in the study. Two peer tutoring sessions took place during each week (10 weeks). Interactions between peers lasted 20 to 25 minutes for each session. The typology of tutoring was fixed and same-age. A pretest posttest with control group design was used. Statistical significant improvements were reported in the academic achievement variable after the implementation of the peer tutoring program for 7th and 8th grade courses separately and altogether. Over 87% of the students in the experimental group improved their marks. The overall effect size for the experience was reported to be medium (Hedge’s g = 0.48). The main conclusion of this study is that fixed and same-age peer tutoring in algebra may be very beneficial for middle school students. Journal: The Journal of Educational Research Pages: 693-699 Issue: 6 Volume: 112 Year: 2019 Month: 11 X-DOI: 10.1080/00220671.2019.1693947 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1693947 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:6:p:693-699 Template-Type: ReDIF-Article 1.0 Author-Name: Chi-Ming Lam Author-X-Name-First: Chi-Ming Author-X-Name-Last: Lam Title: Integrating philosophy into English curriculum: The development of thinking and language competence Abstract: This article reports the results of a study that assesses the effectiveness of a Philosophy in Schools (PIS) program in developing English as a Second Language (ESL) students’ thinking skills and English competence in Hong Kong. In the study, training and support were provided for two English teachers to enable them to teach PIS to their Secondary 4 ESL students during English lessons. The students were found to be capable of reasoning and arguing about philosophical problems arising from various stimuli prepared by their teachers according to the English curriculum. Also, PIS was found to play an important role in promoting the students’ critical and creative thinking and enhance the development of their English language proficiency to a significant extent. The findings of this study suggest that integrating philosophy into the English curriculum can promote critical thinking, creative thinking, and English language proficiency in ESL students. Journal: The Journal of Educational Research Pages: 700-709 Issue: 6 Volume: 112 Year: 2019 Month: 11 X-DOI: 10.1080/00220671.2019.1696273 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1696273 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:6:p:700-709 Template-Type: ReDIF-Article 1.0 Author-Name: Işıl Çelimli Author-X-Name-First: Işıl Author-X-Name-Last: Çelimli Author-Name: Julia Higdon Author-X-Name-First: Julia Author-X-Name-Last: Higdon Title: Putting writing into perspective: Cultivating empathy through high-intensity writing practice Abstract: The present study examined whether and to what degree empathy increased in adolescents who participated in a high-intensity writing program over the course of a year. Data for this study came from writing samples of a randomly selected group of middle-grade students (n = 61) collected at three different time points to answer whether: 1) it was possible to reliably and systematically measure empathy as a complex construct that included both affective and cognitive elements, and 2) empathy increased over one year in an intensive writing practice program. The findings showed statistically significant increases in various aspects of empathy such as reasoning, including multiple perspectives, expressing emotion, and proposals for action, and statistically significant increases in empathy as a latent construct. The high-intensity writing program, an essential component of the school’s curriculum, served as an educational tool and provided a showcase for the role of deliberate practice in skill building. Journal: The Journal of Educational Research Pages: 710-720 Issue: 6 Volume: 112 Year: 2019 Month: 11 X-DOI: 10.1080/00220671.2019.1696274 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1696274 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:6:p:710-720 Template-Type: ReDIF-Article 1.0 Author-Name: Sehee Hong Author-X-Name-First: Sehee Author-X-Name-Last: Hong Author-Name: Sukkyung You Author-X-Name-First: Sukkyung Author-X-Name-Last: You Title: Understanding Latino Children's Heterogeneous Academic Growth Trajectories: Latent Growth Mixture Modeling Approach Abstract: Addressing the academic needs of a growing student population with culturally and linguistically diverse characteristics is one of the challenges facing educators. This study used data from the Early Childhood Longitudinal Study to test for differences in patterns of mathematics growth (e.g., high, middle, and low performance groups) in Latino children. Analysis through the latent growth mixture method yielded 4 distinct mathematics development profiles. Examinations into positive or negative factors related to successful mathematics achievement were also conducted. Results indicate that students in the highest performing group were associated with education programs in which language of instruction and home language were English. Journal: The Journal of Educational Research Pages: 235-244 Issue: 4 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2011.584921 File-URL: http://hdl.handle.net/10.1080/00220671.2011.584921 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:4:p:235-244 Template-Type: ReDIF-Article 1.0 Author-Name: Gail Hughes Author-X-Name-First: Gail Author-X-Name-Last: Hughes Title: Teacher Retention: Teacher Characteristics, School Characteristics, Organizational Characteristics, and Teacher Efficacy Abstract: The researcher utilized block-entry regression analysis to determine the impacts of teacher characteristics, school characteristics, organizational characteristics, and teacher efficacy on retention in teaching from 782 teacher surveys. Findings indicated that 83.50% of participants planned to teach until retirement. Wald statistics indicated that years teaching experience, socioeconomic status (SES), salary and workload, parent and student, and technology all made statistically significant contributions to the model. Contrary to existing literature, the findings indicated that teachers in the lowest SES schools were more likely to continue teaching until retirement than teachers in the highest SES schools. The data seemed to indicate that schools in this study interested in increasing teacher retention rates should consider increasing salaries, reducing their workloads, and strive to improve parent and student participation and cooperation levels. Journal: The Journal of Educational Research Pages: 245-255 Issue: 4 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2011.584922 File-URL: http://hdl.handle.net/10.1080/00220671.2011.584922 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:4:p:245-255 Template-Type: ReDIF-Article 1.0 Author-Name: Cigdem Sahin Taskin Author-X-Name-First: Cigdem Author-X-Name-Last: Sahin Taskin Title: Learning: What Do Primary Pupils Think About It? Abstract: The author aimed to explore primary pupils’ perceptions of learning and to what extent they perceive learning is important to them. Fifty-five primary school pupils in Istanbul and Canakkale (Turkey) were interviewed. To analyze the data, A. Strauss and J. Corbin's (1998) grounded theory methodology was followed. NVivo 7 (QSR, Australia) a software program for qualitative analysis, was also used during the analysis process. Research findings revealed that pupils who have a low-socioeconomic background have stated that learning is for a reason of employability. The interviews also revealed that many pupils associated learning with memorization and listening. This showed that they perceive learning as a passive transmission. Journal: The Journal of Educational Research Pages: 277-285 Issue: 4 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2011.627394 File-URL: http://hdl.handle.net/10.1080/00220671.2011.627394 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:4:p:277-285 Template-Type: ReDIF-Article 1.0 Author-Name: Franklin Turner Author-X-Name-First: Franklin Author-X-Name-Last: Turner Title: Increasing Word Recognition with Racially Diverse Second-Grade Students Using Fluency-Oriented Reading Approaches Abstract: The author examined the effectiveness of 2 fluency-oriented reading programs on improving reading fluency for an ethnically diverse sample of second-grade students. The first approach is Fluency-Oriented Reading Instruction (S. A. Stahl & K. Heubach, 2005), which incorporates the repeated reading of a grade-level text over the course of an academic week. This approach to reading is scaffolded by expert readers. The other approach is Wide-Reading Instruction (M. R. Kuhn, 2005), which also utilizes scaffolding by expert readers, but 3 different grade-level texts are read repeatedly each academic week. The results indicate that both Fluency-Oriented Reading Instruction and Wide-Reading Instruction are useful schemes for reading instruction with ethnically diverse second-grade students. Journal: The Journal of Educational Research Pages: 264-276 Issue: 4 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2011.627395 File-URL: http://hdl.handle.net/10.1080/00220671.2011.627395 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:4:p:264-276 Template-Type: ReDIF-Article 1.0 Author-Name: Hakan Dedeoglu Author-X-Name-First: Hakan Author-X-Name-Last: Dedeoglu Author-Name: Mustafa Ulusoy Author-X-Name-First: Mustafa Author-X-Name-Last: Ulusoy Author-Name: Linda Lamme Author-X-Name-First: Linda Author-X-Name-Last: Lamme Title: Turkish Preservice Teachers’ Perceptions of Children's Picture Books Reflecting LGBT-Related Issues Abstract: This research study focuses on Turkish preservice teachers’ perceptions of children's picture books containing lesbian, gay, bisexual, and transgender issues to lend support to encouraging diversity in teacher education programs and elementary school classrooms. The authors proposed that reading, listening, and responding to diverse children's picture books within reader response theories and critical literacy have the potential to help preservice teachers develop a deeper understanding of themselves and of others. In the written responses, the authors examined teacher education students’ responses to 2 children's picture books: And Tango Makes Three and Molly's Family. Journal: The Journal of Educational Research Pages: 256-263 Issue: 4 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2011.627398 File-URL: http://hdl.handle.net/10.1080/00220671.2011.627398 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:4:p:256-263 Template-Type: ReDIF-Article 1.0 Author-Name: Shu-Shen Shih Author-X-Name-First: Shu-Shen Author-X-Name-Last: Shih Title: An Examination of Academic Burnout Versus Work Engagement Among Taiwanese Adolescents Abstract: The author attempted to examine how Taiwanese junior high school students’ perfectionistic tendencies and achievement goals were related to their academic burnout versus work engagement, and to determine differences in the indicators of burnout versus engagement among students with different subtypes of perfectionism. A total of 456 eighth-grade Taiwanese students completed a self-reported survey assessing their perfectionistic tendencies, achievement goals, academic burnout, and work engagement. Results of this study indicated that perfectionism along with achievement goals emerged as statistically significant predictors of Taiwanese students’ burnout and work engagement. Additionally, the quality of adolescents’ engagement varied as a function of perfectionistic tendencies. Adaptive perfectionists displayed the healthiest pattern of engagement in schoolwork. Implications for educational practices and future research are discussed. Journal: The Journal of Educational Research Pages: 286-298 Issue: 4 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2011.629695 File-URL: http://hdl.handle.net/10.1080/00220671.2011.629695 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:4:p:286-298 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Roe Author-X-Name-First: Mary Author-X-Name-Last: Roe Title: A Review of “Artifactual Literacies: Every Object Tells a Story” Journal: The Journal of Educational Research Pages: 299-299 Issue: 4 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2012.654754 File-URL: http://hdl.handle.net/10.1080/00220671.2012.654754 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:4:p:299-299 Template-Type: ReDIF-Article 1.0 Author-Name: Rick Melmer Author-X-Name-First: Rick Author-X-Name-Last: Melmer Title: A Review of “Contrasting Models of State and School” Journal: The Journal of Educational Research Pages: 300-301 Issue: 4 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2012.678658 File-URL: http://hdl.handle.net/10.1080/00220671.2012.678658 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:4:p:300-301 Template-Type: ReDIF-Article 1.0 Author-Name: Eunjoo Jung Author-X-Name-First: Eunjoo Author-X-Name-Last: Jung Author-Name: Yue Zhang Author-X-Name-First: Yue Author-X-Name-Last: Zhang Title: Parental involvement, children's aspirations, and achievement in new immigrant families Abstract: The authors investigated the relationships among multiple aspects of parental involvement (English proficiency, school involvement, control and monitoring of children), children's aspirations, and achievement in new immigrant families in the United States. They used data on immigrant parents and school-age children (N = 1,255) from the New Immigrant Survey to examine immigrant families from diverse backgrounds. Structural equation modeling analyses revealed that parental English proficiency and involvement in school education are related to children's academic achievement, cognitive development, and English language ability, directly as well as indirectly, through children's educational aspirations. Parental control and monitoring is not beneficial to immigrant children's cognitive development, although variations were found across different groups. They also observed intriguing findings regarding gender and racial or ethnic diversity. Based on their findings, they provide recommendations for the fostering of academic success and the design and implementation of educational programs and practices for immigrant children. Journal: The Journal of Educational Research Pages: 333-350 Issue: 4 Volume: 109 Year: 2016 Month: 7 X-DOI: 10.1080/00220671.2014.959112 File-URL: http://hdl.handle.net/10.1080/00220671.2014.959112 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:4:p:333-350 Template-Type: ReDIF-Article 1.0 Author-Name: Shawanda Stockfelt Author-X-Name-First: Shawanda Author-X-Name-Last: Stockfelt Title: Economic, social and embodied cultural capitals as shapers and predictors of boys' educational aspirations Abstract: The author presents the result of a quantitative survey as a part of a larger mixed-methods study conducted across two case study schools in urban Jamaica. It focuses on Black Caribbean boys' levels of educational aspirations in relation to their economic, social, and embodied cultural capital. The study utilizes Bourdieu's notions of capital, reconceptualized to match the sociocultural context of the research and set within a critical realist metatheoretical framework. Logistic regression models, supported by participants' narratives, show boys' educational aspirations to be highly predictable by their level of capital—including dispositional beliefs held through influence of the maternal family both locally and in the Jamaican diaspora of the United Kingdom, United States, and Canada. Journal: The Journal of Educational Research Pages: 351-359 Issue: 4 Volume: 109 Year: 2016 Month: 7 X-DOI: 10.1080/00220671.2014.968911 File-URL: http://hdl.handle.net/10.1080/00220671.2014.968911 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:4:p:351-359 Template-Type: ReDIF-Article 1.0 Author-Name: Margareta Maria Thomson Author-X-Name-First: Margareta Maria Author-X-Name-Last: Thomson Author-Name: John L. Nietfeld Author-X-Name-First: John L. Author-X-Name-Last: Nietfeld Title: Beliefs systems and classroom practices: Identified typologies of elementary school teachers from the United States Abstract: In a mixed-methods study, the authors investigate teacher typologies of elementary teachers (N = 132) in the United States based on their reformed science teaching beliefs. Additionally, the identified teacher typologies were compared with respect to their science content knowledge, self-efficacy and epistemic beliefs. Results revealed three clusters of teachers with different combinations of teaching beliefs and practices. Comparative analysis indicated significant differences among teacher typologies with respect to their epistemic beliefs and teaching efficacy beliefs. Additionally, interview results enhanced the depth of understanding of participants' views for reformed science teaching and further highlighted differences in the typologies. Study implications are considered with regard to improving teacher quality and preservice teacher training. Journal: The Journal of Educational Research Pages: 360-374 Issue: 4 Volume: 109 Year: 2016 Month: 7 X-DOI: 10.1080/00220671.2014.968912 File-URL: http://hdl.handle.net/10.1080/00220671.2014.968912 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:4:p:360-374 Template-Type: ReDIF-Article 1.0 Author-Name: Allison Ward Parsons Author-X-Name-First: Allison Ward Author-X-Name-Last: Parsons Author-Name: Camille Lawrence Bryant Author-X-Name-First: Camille Lawrence Author-X-Name-Last: Bryant Title: Deepening kindergarteners' science vocabulary: A design study Abstract: Early, effective instruction to introduce both science vocabulary and general academic language may help children build a strong conceptual and linguistic foundation for later instruction. In this study, a design research intervention was employed to expose children to a variety of interrelated science content words to increase both the breadth and the depth of their vocabularies. This 8-week intervention targeted specific science content vocabulary development through adapting teachers' practices to include use of three instructional techniques: Teachers interactively read aloud information books, engaged students in conversation, and provided hands-on science activity centers. Results demonstrated that children deepened their understanding of the targeted vocabulary words. Journal: The Journal of Educational Research Pages: 375-390 Issue: 4 Volume: 109 Year: 2016 Month: 7 X-DOI: 10.1080/00220671.2014.968913 File-URL: http://hdl.handle.net/10.1080/00220671.2014.968913 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:4:p:375-390 Template-Type: ReDIF-Article 1.0 Author-Name: Sabina Neugebauer Author-X-Name-First: Sabina Author-X-Name-Last: Neugebauer Title: Stable or situated understandings of adolescent reading engagement across readers and raters Abstract: Teachers' skill in inferring students' reading motivation influences their ability to provide responsive literacy instruction. Yet, studies show that convergence between students' and teachers' reports of students' affective experience with reading is moderate to poor. The present study, with a sample of 140 students, and 15 middle school teachers, examined the convergence across different rater reports (teachers, students, and research observers) of reading motivation and behavioral engagement in daily reading activities as well as the factors that explain teachers' perceptions of students' daily behavioral engagement with reading. Results indicate that there was no correlation between teacher or research observer reports with student ratings. However, teachers' perceptions of students' behavioral engagement in reading was explained by stable as well as situated student indicators of reading engagement. Additional measures to help teachers more easily detect shifts in motivation as a function of classroom practices are discussed. Journal: The Journal of Educational Research Pages: 391-404 Issue: 4 Volume: 109 Year: 2016 Month: 7 X-DOI: 10.1080/00220671.2014.968914 File-URL: http://hdl.handle.net/10.1080/00220671.2014.968914 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:4:p:391-404 Template-Type: ReDIF-Article 1.0 Author-Name: Molly Mulcahy Author-X-Name-First: Molly Author-X-Name-Last: Mulcahy Author-Name: Sarah Dalton Author-X-Name-First: Sarah Author-X-Name-Last: Dalton Author-Name: Jered Kolbert Author-X-Name-First: Jered Author-X-Name-Last: Kolbert Author-Name: Laura Crothers Author-X-Name-First: Laura Author-X-Name-Last: Crothers Title: Informal mentoring for lesbian, gay, bisexual, and transgender students Abstract: The authors identified the process that 10 lesbian, gay, bisexual, and transgender (LGBT) high school students used to establish an informal adult-mentor relationship with a school personnel member. Five major themes emerged: (a) how LGBT students determined whether this person would be a safe mentor, (b) a listing of the important qualities of LGBT mentors, (c) a description of the process LGBT students used to approach possible mentors, (d) how the mentor relationship was beneficial to LGBT students, and (e) why the relationship was different from their parental relationships. The results revealed that LGBT students were cautious in identifying a potential school personnel mentor because they were concerned about mentor acceptance. Participants looked for mentors to have qualities of independent thinking, liberal political views, genuine interest in the student's life, helping with student career development, and a commitment to bullying prevention. School personnel who are interested in being a mentor to LGBT students can demonstrate an appreciation of diversity by including normalized talk of sexual diversity in conversations or lessons, and making their classroom a safe for LGBT students before, during, and after school. Journal: The Journal of Educational Research Pages: 405-412 Issue: 4 Volume: 109 Year: 2016 Month: 7 X-DOI: 10.1080/00220671.2014.979907 File-URL: http://hdl.handle.net/10.1080/00220671.2014.979907 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:4:p:405-412 Template-Type: ReDIF-Article 1.0 Author-Name: Douglas J. Palmer Author-X-Name-First: Douglas J. Author-X-Name-Last: Palmer Author-Name: Hissa M. Sadiq Author-X-Name-First: Hissa M. Author-X-Name-Last: Sadiq Author-Name: Patricia Lynch Author-X-Name-First: Patricia Author-X-Name-Last: Lynch Author-Name: Dawn Parker Author-X-Name-First: Dawn Author-X-Name-Last: Parker Author-Name: Radhika Viruru Author-X-Name-First: Radhika Author-X-Name-Last: Viruru Author-Name: Stephanie Knight Author-X-Name-First: Stephanie Author-X-Name-Last: Knight Author-Name: Hersh Waxman Author-X-Name-First: Hersh Author-X-Name-Last: Waxman Author-Name: Beverly Alford Author-X-Name-First: Beverly Author-X-Name-Last: Alford Author-Name: Danielle Bairrington Brown Author-X-Name-First: Danielle Bairrington Author-X-Name-Last: Brown Author-Name: Kayla Rollins Author-X-Name-First: Kayla Author-X-Name-Last: Rollins Author-Name: Jacqueline Stillisano Author-X-Name-First: Jacqueline Author-X-Name-Last: Stillisano Author-Name: Abdullah M. Hamdan Abu-Tineh Author-X-Name-First: Abdullah M. Hamdan Author-X-Name-Last: Abu-Tineh Author-Name: Ramzi Nasser Author-X-Name-First: Ramzi Author-X-Name-Last: Nasser Author-Name: Nancy Allen Author-X-Name-First: Nancy Author-X-Name-Last: Allen Author-Name: Hessa Al-Binali Author-X-Name-First: Hessa Author-X-Name-Last: Al-Binali Author-Name: Maha Ellili Author-X-Name-First: Maha Author-X-Name-Last: Ellili Author-Name: Haithem Al-Kateeb Author-X-Name-First: Haithem Author-X-Name-Last: Al-Kateeb Author-Name: Huda Al-Kubaisi Author-X-Name-First: Huda Author-X-Name-Last: Al-Kubaisi Title: A classroom observational study of Qatar's independent schools: Instruction and school reform Abstract: Qatar initiated a K–12 national educational reform in 2001. However, there is limited information on the instructional practices of the teachers in the reform schools. This project was an observational study of classrooms with a stratified random sample of the first six cohorts of reform schools. Specifically, 156 classrooms were observed in 29 reform schools. Instructional differences were noted in schools with different gender of students and were moderated by school level. Implications of findings were discussed pertaining to implementation of the Qatar national reform and professional development needs of teachers. Journal: The Journal of Educational Research Pages: 413-423 Issue: 4 Volume: 109 Year: 2016 Month: 7 X-DOI: 10.1080/00220671.2014.979908 File-URL: http://hdl.handle.net/10.1080/00220671.2014.979908 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:4:p:413-423 Template-Type: ReDIF-Article 1.0 Author-Name: Michael Gottfried Author-X-Name-First: Michael Author-X-Name-Last: Gottfried Author-Name: Vi-Nhuan Le Author-X-Name-First: Vi-Nhuan Author-X-Name-Last: Le Author-Name: Ashlesha Datar Author-X-Name-First: Ashlesha Author-X-Name-Last: Datar Title: English language learners and kindergarten entry age: Achievement and social-emotional effects Abstract: In evaluating the role of kindergarten entry age, previous researchers have not examined the entry-age effects for English language learners (ELL). Additionally, little work has assessed the role of entry age on both achievement and social-emotional outcomes. This study is the first to do both simultaneously. The authors used data from a longitudinal study that followed a national sample of U.S. students from kindergarten through Grade 5. Relying on variation in children's birth dates and in states' kindergarten entrance age cutoffs, the authors estimated how differences in the age at which children enroll in kindergarten are related to their achievement and social-emotional outcomes. Our results show that enrolling in kindergarten as an older entrant is associated with significantly higher achievement and social-behavioral outcomes during the early elementary school years for ELL students, but that these effects largely disappear by the end of elementary school. Policy implications are addressed. Journal: The Journal of Educational Research Pages: 424-435 Issue: 4 Volume: 109 Year: 2016 Month: 7 X-DOI: 10.1080/00220671.2014.979909 File-URL: http://hdl.handle.net/10.1080/00220671.2014.979909 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:4:p:424-435 Template-Type: ReDIF-Article 1.0 Author-Name: Yan Ping Xin Author-X-Name-First: Yan Ping Author-X-Name-Last: Xin Author-Name: Jia Liu Author-X-Name-First: Jia Author-X-Name-Last: Liu Author-Name: Sarah R. Jones Author-X-Name-First: Sarah R. Author-X-Name-Last: Jones Author-Name: Ron Tzur Author-X-Name-First: Ron Author-X-Name-Last: Tzur Author-Name: Luo Si Author-X-Name-First: Luo Author-X-Name-Last: Si Title: A preliminary discourse analysis of constructivist-oriented mathematics instruction for a student with learning disabilities Abstract: Reform efforts in mathematics education arose, in part, in response to constructivist works on conceptual learning. However, little research has examined how students with learning disabilities (LD) respond to constructivist-oriented instruction in mathematics, particularly in moment-to-moment interactions. To understand the nature of constructivist-oriented mathematics instruction involving students with LD, the authors conducted a case study to analyze teacher–student interactions during constructivist-oriented small group instruction involving a student with LD. The student demonstrated, to a certain degree, the ability to reason mathematically when provided with appropriate opportunities and prompting. However, given the limited intervention time, his reasoning and problem solving did not seem to go beyond the semiconcrete level of operation, which may have inhibited his solving of complex word problems with large numbers. Findings indicate that more efforts are needed to support students, those with LD in particular, in their transitions from concrete or semiconcrete to abstract conceptual understanding and problem solving. Journal: The Journal of Educational Research Pages: 436-447 Issue: 4 Volume: 109 Year: 2016 Month: 7 X-DOI: 10.1080/00220671.2014.979910 File-URL: http://hdl.handle.net/10.1080/00220671.2014.979910 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:4:p:436-447 Template-Type: ReDIF-Article 1.0 Author-Name: Tracy G. Spies Author-X-Name-First: Tracy G. Author-X-Name-Last: Spies Author-Name: Rafael Lara-Alecio Author-X-Name-First: Rafael Author-X-Name-Last: Lara-Alecio Author-Name: Fuhui Tong Author-X-Name-First: Fuhui Author-X-Name-Last: Tong Author-Name: Beverly J. Irby Author-X-Name-First: Beverly J. Author-X-Name-Last: Irby Author-Name: Tiberio Garza Author-X-Name-First: Tiberio Author-X-Name-Last: Garza Author-Name: Margarita Huerta Author-X-Name-First: Margarita Author-X-Name-Last: Huerta Title: The effects of developing English language and literacy on Spanish reading comprehension Abstract: In this longitudinal study, the cross-language transfer from second language (L2) to first language (L1) was examined among Spanish-speaking English-language learners in an English intervention (Grades 1–3) in the southwest United States. Path analysis revealed statistically significant transfers (ps < .05) for the treatment group from English reading comprehension to Spanish reading comprehension. English vocabulary and English grammar also had an indirect influence on Spanish reading comprehension through English reading comprehension. For the comparison group, no English to Spanish paths were statistically significant. We concluded that intervention activities in L2 influenced L1 reading even when L1 instructional time was reduced. Journal: The Journal of Educational Research Pages: 517-529 Issue: 5 Volume: 111 Year: 2018 Month: 9 X-DOI: 10.1080/00220671.2017.1306686 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1306686 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:5:p:517-529 Template-Type: ReDIF-Article 1.0 Author-Name: Jerome I. Rotgans Author-X-Name-First: Jerome I. Author-X-Name-Last: Rotgans Author-Name: Henk G. Schmidt Author-X-Name-First: Henk G. Author-X-Name-Last: Schmidt Title: How individual interest influences situational interest and how both are related to knowledge acquisition: A microanalytical investigation Abstract: The extent to which a student experiences situational interest during a learning task is dependent on at least two factors: (1) external stimuli in the learning environment that arouse interest and (2) internal dispositions, such as individual interest. The objective of the present study was to disentangle how both factors influence situational interest during task engagement. Two data sets were collected from primary school science (N = 186) and secondary school history students (N = 71). Path analysis was used to examine the influence of individual interest on seven situational interest measurements and knowledge acquisition. The results suggest that individual interest has only a significant influence on situational interest at the beginning of a task and then its influence fades. In addition, individual interest is not a significant predictor of learning. Only situational interest predicts knowledge acquisition. Implications of these findings for interest research are discussed. Journal: The Journal of Educational Research Pages: 530-540 Issue: 5 Volume: 111 Year: 2018 Month: 9 X-DOI: 10.1080/00220671.2017.1310710 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1310710 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:5:p:530-540 Template-Type: ReDIF-Article 1.0 Author-Name: Lisa Trottier Brown Author-X-Name-First: Lisa Trottier Author-X-Name-Last: Brown Author-Name: Kathleen A. J. Mohr Author-X-Name-First: Kathleen A. J. Author-X-Name-Last: Mohr Author-Name: Bradley R. Wilcox Author-X-Name-First: Bradley R. Author-X-Name-Last: Wilcox Author-Name: Tyson S. Barrett Author-X-Name-First: Tyson S. Author-X-Name-Last: Barrett Title: The effects of dyad reading and text difficulty on third-graders’ reading achievement Abstract: This study replicated, with modifications, previous research of dyad reading using texts at various levels of difficulty (Morgan, 1997). The current project measured the effects of using above–grade-level texts on reading achievement and sought to determine the influences of dyad reading on both lead and assisted readers. Results indicate that weaker readers, using texts at two, three, and four grade levels above their instructional levels with the assistance of lead readers, outscored both proficient and less proficient students in the control group across multiple measures of reading achievement. However, the gains made by assisted readers were not significantly different relative to the various text levels. When all assessments were considered, assisted readers reading texts two grade levels above their instructional levels showed the most robust gains in oral reading fluency and comprehension. Lead readers also benefited from dyad reading and continued their respective reading developmental trajectories across measures. Journal: The Journal of Educational Research Pages: 541-553 Issue: 5 Volume: 111 Year: 2018 Month: 9 X-DOI: 10.1080/00220671.2017.1310711 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1310711 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:5:p:541-553 Template-Type: ReDIF-Article 1.0 Author-Name: Johanna Skillen Author-X-Name-First: Johanna Author-X-Name-Last: Skillen Author-Name: Valérie-D. Berner Author-X-Name-First: Valérie-D. Author-X-Name-Last: Berner Author-Name: Katja Seitz-Stein Author-X-Name-First: Katja Author-X-Name-Last: Seitz-Stein Title: The rule counts! Acquisition of mathematical competencies with a number board game Abstract: The study evaluates the linear number board game 100 House. Taking into account Krajewski's (2003, 2013) development model of mathematical competencies, this game supports the development of mathematical competencies in 6-year-old children. The board game design is based on the American cognitive alignment framework approach and aims to enhance the number board game Race to Space (Laski & Siegler, 2014). German 6-year-old children (N = 48) received four game-playing sessions, either counting on from their current position on the board game (count-on condition) or counting their steps from one (count-from-1 condition). In a pretest, posttest, and follow-up session, children's mathematical performance was assessed. The results show that playing the game led to stable improvements, especially in mathematical competencies of the first and second level of the underlying development model. Children in the count-on condition displayed a greater benefit. Supporting mathematical competencies by playing number board games is discussed. Journal: The Journal of Educational Research Pages: 554-563 Issue: 5 Volume: 111 Year: 2018 Month: 9 X-DOI: 10.1080/00220671.2017.1313187 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1313187 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:5:p:554-563 Template-Type: ReDIF-Article 1.0 Author-Name: Jill S. Goldsmith Author-X-Name-First: Jill S. Author-X-Name-Last: Goldsmith Author-Name: Sharon E. Robinson Kurpius Author-X-Name-First: Sharon E. Robinson Author-X-Name-Last: Kurpius Title: Fostering the academic success of their children: Voices of Mexican immigrant parents Abstract: Latinos, particularly Mexican immigrants, are the fastest-growing population in the United States but lag behind others in educational attainment. Parent involvement in their child's education has been linked to positive student academic outcomes, but few studies have focused specifically on Latino/a parents. To identify and promote culturally salient parent involvement approaches for Mexican immigrant parents, this qualitative strength-based study investigated motivations, actions, and culture of 11 Mexican immigrant parents of students who attended a selective college preparatory high school. The study found that a parent's effort to help their children succeed is not dependent on high levels of parent education or income. Rather, the home-based strategies, many of which are rooted in the Latino culture, and specific outreach by educators influenced parent involvement. Journal: The Journal of Educational Research Pages: 564-573 Issue: 5 Volume: 111 Year: 2018 Month: 9 X-DOI: 10.1080/00220671.2017.1323717 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1323717 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:5:p:564-573 Template-Type: ReDIF-Article 1.0 Author-Name: Catherine Anicama Author-X-Name-First: Catherine Author-X-Name-Last: Anicama Author-Name: Qing Zhou Author-X-Name-First: Qing Author-X-Name-Last: Zhou Author-Name: Jennifer Ly Author-X-Name-First: Jennifer Author-X-Name-Last: Ly Title: Parent involvement in school and Chinese American children's academic skills Abstract: The authors examined the concurrent associations of school-based parent involvement (PI), family sociocultural factors, and children's academic skills in a sample of 258 Chinese American children (5–9 years old) in immigrant families. Parents reported their American and Chinese orientations and family socioeconomic status (SES). Parents and teachers rated parents' school-based involvement, and children's English reading and mathematics calculation skills were assessed with standardized tests. Results of path analysis indicated that, controlling for SES, parents' American orientation was positively associated with their self-reported PI. Although parent- and teacher-reported PI were positively correlated with each other, only teacher-reported PI was positively associated with children's English reading. These findings support the benefits of school-based PI for Chinese immigrant children's English reading achievement. Results also highlight the need to consider differences between teachers' and parents' perceptions of PI in developing culturally sensitive interventions to encourage immigrant parents' school involvement. Journal: The Journal of Educational Research Pages: 574-583 Issue: 5 Volume: 111 Year: 2018 Month: 9 X-DOI: 10.1080/00220671.2017.1323718 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1323718 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:5:p:574-583 Template-Type: ReDIF-Article 1.0 Author-Name: Alicia L. Fedewa Author-X-Name-First: Alicia L. Author-X-Name-Last: Fedewa Author-Name: Colleen Cornelius Author-X-Name-First: Colleen Author-X-Name-Last: Cornelius Author-Name: Heather E. Erwin Author-X-Name-First: Heather E. Author-X-Name-Last: Erwin Author-Name: Soyeon Ahn Author-X-Name-First: Soyeon Author-X-Name-Last: Ahn Author-Name: Claire Stai Author-X-Name-First: Claire Author-X-Name-Last: Stai Title: Examining the influence of teacher behavior and curriculum-based movement breaks Abstract: Little research has explored the impact of teacher behavior in the relationship between classroom movement breaks and student outcomes. The authors' primary purpose was to explore teacher behavior during classroom movement breaks to determine if teacher behavior served as a moderating variable in the relationship between physical activity and student achievement. The second major aim was to examine these relationships across two different types of movement breaks: (a) academic-content movement breaks and (b) aerobic-based movement breaks. Children (n = 466) in Grades 3–5 from four elementary schools served as participants in the study. Results found that teachers who encouraged students to move and teachers who moved themselves did not necessary have students with higher activity levels during the movement breaks. However, significant differences across the type of movement break provided were found. Implications and limitations are discussed. Journal: The Journal of Educational Research Pages: 584-593 Issue: 5 Volume: 111 Year: 2018 Month: 9 X-DOI: 10.1080/00220671.2017.1323719 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1323719 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:5:p:584-593 Template-Type: ReDIF-Article 1.0 Author-Name: Iesha Jackson Author-X-Name-First: Iesha Author-X-Name-Last: Jackson Title: 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 Journal: The Journal of Educational Research Pages: 594-594 Issue: 5 Volume: 111 Year: 2018 Month: 9 X-DOI: 10.1080/00220671.2017.1343071 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1343071 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:5:p:594-594 Template-Type: ReDIF-Article 1.0 Author-Name: Ángela Zamora Author-X-Name-First: Ángela Author-X-Name-Last: Zamora Author-Name: José Manuel Súarez Author-X-Name-First: José Manuel Author-X-Name-Last: Súarez Author-Name: Diego Ardura Author-X-Name-First: Diego Author-X-Name-Last: Ardura Title: A model of the role of error detection and self-regulation in academic performance Abstract: The authors' aim was to determine the extent to which error detection contributes to the explanation of a cognitive and motivational model of student performance in an assessment test. A total of 151 science students of secondary education participated in the investigation. Two causal models were developed using a structural equation analysis. This allowed the authors to estimate the effects and relationships between the different variables involved. In addition, they conducted correlational and descriptive analyses of the study variables to further explore the data obtained for the sample. The results indicate that error detection is an important factor that influences student performance to a greater extent than other strategic and motivational variables that have traditionally been considered strong predictors of performance. The findings show that students' detection of their own errors is a mediatory variable that could act as an engagement in the self-regulation cycle. Journal: The Journal of Educational Research Pages: 595-602 Issue: 5 Volume: 111 Year: 2018 Month: 9 X-DOI: 10.1080/00220671.2017.1349072 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1349072 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:5:p:595-602 Template-Type: ReDIF-Article 1.0 Author-Name: Fabio Alivernini Author-X-Name-First: Fabio Author-X-Name-Last: Alivernini Author-Name: Sara Manganelli Author-X-Name-First: Sara Author-X-Name-Last: Manganelli Author-Name: Elisa Cavicchiolo Author-X-Name-First: Elisa Author-X-Name-Last: Cavicchiolo Author-Name: Laura Girelli Author-X-Name-First: Laura Author-X-Name-Last: Girelli Author-Name: Valeria Biasi Author-X-Name-First: Valeria Author-X-Name-Last: Biasi Author-Name: Fabio Lucidi Author-X-Name-First: Fabio Author-X-Name-Last: Lucidi Title: Immigrant background and gender differences in primary students' motivations toward studying Abstract: In the study, based on a representative sample of 26,670 Italian fifth-grade students, the authors examine the academic motivational profiles of immigrant and native students, as well as of boys and girls. To reliably estimate mean differences, the measurement invariance of a short version of the Academic Self-Regulation Questionnaire was first established across the groups. Boys reported less autonomous motives for studying than girls while first-generation immigrant pupils showed higher levels of intrinsic motivation, identified regulation, and external regulation for studying than natives did. Also, second-generation immigrants had higher levels of academic motivation than natives did, although they were less motivated and reported less autonomous reasons for studying than first generations. While confirming the immigrant paradox in a country with a rapidly increasing level of immigrant students, findings show that second-generation immigrants not only report a lower quantity of motivation than first-generations, but also appear to have a different quality of motivation. Journal: The Journal of Educational Research Pages: 603-611 Issue: 5 Volume: 111 Year: 2018 Month: 9 X-DOI: 10.1080/00220671.2017.1349073 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1349073 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:5:p:603-611 Template-Type: ReDIF-Article 1.0 Author-Name: Keito Shinogaya Author-X-Name-First: Keito Author-X-Name-Last: Shinogaya Title: Motives, beliefs, and perceptions among learners affect preparatory learning strategies Abstract: Preparation is an effective and necessary activity; however, most students do not prepare for future lessons. The present study addressed this problem and examined how learners' motives, beliefs, and perceptions affected their strategy use during preparation for future lessons. Participants were 219 Japanese junior high school students who responded to a questionnaire about mathematics learning. The result of a path analysis suggested that learners' intrinsic motives, extrinsic motives, and cognitive beliefs about learning positively related to their spontaneously obtaining prior knowledge and solving example problems. In addition, noncognitive beliefs positively affected perceived cost of preparation and decreased obtaining prior knowledge. Implications for educational practice, limitations of the present study, and suggestions for future research are discussed. Journal: The Journal of Educational Research Pages: 612-619 Issue: 5 Volume: 111 Year: 2018 Month: 9 X-DOI: 10.1080/00220671.2017.1349074 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1349074 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:5:p:612-619 Template-Type: ReDIF-Article 1.0 Author-Name: Michael A. Gottfried Author-X-Name-First: Michael A. Author-X-Name-Last: Gottfried Title: Teacher's aides in kindergarten: Effects on achievement for students with disabilities Abstract: Over the past 20 years, the number of teacher's aides in the United States has more than doubled, potentially in response to the growth of special education programs now taking place in general education schools. Surprisingly, little research at all has focused on the role that teacher's aides may play in improving student achievement, and no known study had examined this for students with disabilities. The author addressed this void by examining how teacher's aides link to achievement outcomes for students with disabilities in kindergarten. Using nationally representative data, the findings suggest that students with disabilities in full-day kindergarten have higher reading and mathematics outcomes at the end of kindergarten when the classroom has a teacher's aide. In contrast, there was no observed benefit for students with disabilities in part-day kindergarten. The size and strength of this relationship differs by individual characteristics and teacher and classroom characteristics. Implications are discussed. Journal: The Journal of Educational Research Pages: 620-630 Issue: 5 Volume: 111 Year: 2018 Month: 9 X-DOI: 10.1080/00220671.2017.1354174 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1354174 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:5:p:620-630 Template-Type: ReDIF-Article 1.0 Author-Name: Yuliya Ardasheva Author-X-Name-First: Yuliya Author-X-Name-Last: Ardasheva Author-Name: Zhe Wang Author-X-Name-First: Zhe Author-X-Name-Last: Wang Author-Name: Anna Karin Roo Author-X-Name-First: Anna Karin Author-X-Name-Last: Roo Author-Name: Olusola O. Adesope Author-X-Name-First: Olusola O. Author-X-Name-Last: Adesope Author-Name: Judith A. Morrison Author-X-Name-First: Judith A. Author-X-Name-Last: Morrison Title: Representation visuals' impacts on science interest and reading comprehension of adolescent English learners Abstract: This experimental study explored the impact of representation + glossary label visuals on science outcomes in a sample of 174 Grade 7 English learners (ELs). Analysis of covariance results indicated that, regardless of English proficiency, ELs in both treatment and control conditions performed similarly on reading comprehension (p = .26) and triggered interest (p = .65) measures, with a trend in means favoring the no-visuals, control group. These findings suggest that, although recommended by the literature, representation + glossary label visuals for ELs may be associated with deleterious (seductive details) rather than beneficial (dual coding) effects. Additional research is needed on higher-level visuals (organization, interpretation, transformation) to identify visual accommodations most effective in supporting ELs' science learning. Regression analysis results indicated that triggered situational interest predicted science reading comprehension above and beyond English language proficiency, suggesting the importance of instructionally stimulating this interest type. Implications for theory and practice are discussed. Journal: The Journal of Educational Research Pages: 631-643 Issue: 5 Volume: 111 Year: 2018 Month: 9 X-DOI: 10.1080/00220671.2017.1389681 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1389681 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:5:p:631-643 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Erratum Journal: The Journal of Educational Research Pages: 644-644 Issue: 5 Volume: 111 Year: 2018 Month: 9 X-DOI: 10.1080/00220671.2017.1421500 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1421500 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:5:p:644-644 Template-Type: ReDIF-Article 1.0 Author-Name: Matthew K. Burns Author-X-Name-First: Matthew K. Author-X-Name-Last: Burns Author-Name: Amy Frederick Author-X-Name-First: Amy Author-X-Name-Last: Frederick Author-Name: Lori Helman Author-X-Name-First: Lori Author-X-Name-Last: Helman Author-Name: Sandra M. Pulles Author-X-Name-First: Sandra M. Author-X-Name-Last: Pulles Author-Name: Jennifer J. McComas Author-X-Name-First: Jennifer J. Author-X-Name-Last: McComas Author-Name: Lisa Aguilar Author-X-Name-First: Lisa Author-X-Name-Last: Aguilar Title: Relationship between language proficiency and growth during reading interventions Abstract: Many English language learners (ELLs) experience difficulties with basic English reading due in part to low language proficiency. The authors examined the relationship between English language proficiency and growth during reading interventions for ELLs. A total of 201 second- and third-grade students with a variety of home languages participated. The students were identified as needing a targeted intervention, because scores on the fall oral reading fluency screening measure fell below the benchmark criterion. Thus, all participating students received reading interventions approximately four times each week throughout the school year. Results indicated that those students identified in the lowest English proficiency stage on the Assessing Comprehension and Communication in English State-to-State (ACCESS) made the highest growth as indicated in the spring benchmark assessment, and the ACCESS score added negligible variance beyond baseline reading skills. Implications for practice and research are discussed. Journal: The Journal of Educational Research Pages: 581-588 Issue: 6 Volume: 110 Year: 2017 Month: 11 X-DOI: 10.1080/00220671.2016.1158689 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1158689 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:6:p:581-588 Template-Type: ReDIF-Article 1.0 Author-Name: Pedro Goulart Author-X-Name-First: Pedro Author-X-Name-Last: Goulart Author-Name: Arjun S. Bedi Author-X-Name-First: Arjun S. Author-X-Name-Last: Bedi Title: Interest in school and educational success in Portugal Abstract: A large body of work in educational economics displays the tenuous relationship between school inputs and cognitive achievement. Among others, the inability to establish a strong link has been attributed to the difficulty of controlling for attributes such as ability, motivation, and interest. Against this background, and inspired by work in economics and educational psychology, the authors examine whether a child's interest in school has a bearing on educational success. The panel data estimates, based on Portuguese data, show that after controlling for socioeconomic background, school inputs, and time-invariant unobservable traits, children with high levels of interest are 6–10 percentage points less likely to fail as compared with children with low and medium levels of interest. Journal: The Journal of Educational Research Pages: 589-603 Issue: 6 Volume: 110 Year: 2017 Month: 11 X-DOI: 10.1080/00220671.2016.1160358 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1160358 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:6:p:589-603 Template-Type: ReDIF-Article 1.0 Author-Name: Ernesto Treviño Author-X-Name-First: Ernesto Author-X-Name-Last: Treviño Author-Name: Consuelo Béjares Author-X-Name-First: Consuelo Author-X-Name-Last: Béjares Author-Name: Cristóbal Villalobos Author-X-Name-First: Cristóbal Author-X-Name-Last: Villalobos Author-Name: Eloísa Naranjo Author-X-Name-First: Eloísa Author-X-Name-Last: Naranjo Title: Influence of teachers and schools on students' civic outcomes in Latin America Abstract: The authors investigated to what extent teachers' practices and school characteristics can influence students' civic knowledge, civic attitudes, and future participation in Chile, Colombia, and Mexico and how this can be related to their specific curricular structures and educational content. It uses data from the International Civic and Citizenship Education Study. The results show that in Chile, Colombia, and Mexico, teacher practices and attitudes relate to the civic outcomes. Although teachers' practices and attitudes significantly predict students' civic knowledge, this relationship does not seem relevant for students' expected participation and students' attitudes toward diversity. Still, the democratic environment of the school is a relevant variable in the case of expected participation of students and their attitudes toward diversity, which shows a possible indirect influence of teachers through the school environment. The results are discussed in relation to the civic education curriculum in place in the countries analyzed. Journal: The Journal of Educational Research Pages: 604-618 Issue: 6 Volume: 110 Year: 2017 Month: 11 X-DOI: 10.1080/00220671.2016.1164114 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1164114 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:6:p:604-618 Template-Type: ReDIF-Article 1.0 Author-Name: Kathleen A. J. Mohr Author-X-Name-First: Kathleen A. J. Author-X-Name-Last: Mohr Title: Using modeled writing to support English-only and English-learner second-grade students Abstract: This study compared 70 English learners (ELs) and English-only (EO) second-grade students' writing samples before and after a yearlong writing program. The school utilized Write From the Beginning (J. Buckner, 2006) and focused on personal narratives. A subgroup of students also participated in an intervention supporting expository writing on curricular topics. Sociocognitive theory framed the Modeled Writing (MW) used in this study. An analysis of covariance used prescores on 2 writing assessments to compare students' writing achievement at the end of the year, and t tests compared students' writing by gender, language, and group on various pre- and posttest scores. Results indicate that MW benefited both EOs and ELs and that the MW students outscored the controls on all items of the standardized writing assessment at year's end. The comparison affords greater understanding of writing development and achievement differences among young ELs and EOs and suggests instructional and research opportunities. Journal: The Journal of Educational Research Pages: 619-633 Issue: 6 Volume: 110 Year: 2017 Month: 11 X-DOI: 10.1080/00220671.2016.1169391 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1169391 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:6:p:619-633 Template-Type: ReDIF-Article 1.0 Author-Name: Joke H. van Velzen Author-X-Name-First: Joke H. Author-X-Name-Last: van Velzen Title: Complex problem solving in L1 education: Senior high school students' knowledge of the language problem-solving process Abstract: The solving of reasoning problems in first language (L1) education can produce an understanding of language, and student autonomy in language problem solving, both of which are contemporary goals in senior high school education. The purpose of this study was to obtain a better understanding of senior high school students' knowledge of the language problem-solving process. Fifty-three 11th-grade high school students solved standard, comprehension, and linguistic reasoning problems. Before solving the problems, the participants had filled in open-ended questions inquiring about their knowledge regarding the effectiveness of a chosen problem-solving strategy. Content analysis of the responses indicated four categories and nine subcategories. The implications of the relatively few responses in the category of explicit knowledge of the language problem-solving process are discussed in the light of the changing needs of L1 students. Journal: The Journal of Educational Research Pages: 634-641 Issue: 6 Volume: 110 Year: 2017 Month: 11 X-DOI: 10.1080/00220671.2016.1171198 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1171198 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:6:p:634-641 Template-Type: ReDIF-Article 1.0 Author-Name: Adele Eskeles Gottfried Author-X-Name-First: Adele Eskeles Author-X-Name-Last: Gottfried Author-Name: Karen Nylund-Gibson Author-X-Name-First: Karen Author-X-Name-Last: Nylund-Gibson Author-Name: Allen W. Gottfried Author-X-Name-First: Allen W. Author-X-Name-Last: Gottfried Author-Name: Diane Morovati Author-X-Name-First: Diane Author-X-Name-Last: Morovati Author-Name: Amber M. Gonzalez Author-X-Name-First: Amber M. Author-X-Name-Last: Gonzalez Title: Trajectories from academic intrinsic motivation to need for cognition and educational attainment Abstract: This long-term longitudinal study addressed the theoretical underpinning of academic intrinsic motivation (AIM) from childhood through adolescence, to need for cognition (NFC) and educational attainment (EA) during adulthood. AIM was measured from 9 to 17 years old, NFC and EA at 29 years old, and IQ at 8 years old. Latent change and growth mixture modeling were utilized. These models complemented each other, revealing that initial motivational status significantly related to both outcomes. Growth mixture modeling elaborated the findings by identifying distinctive subgroups in initial status and developmental change. In contrast to children with initially higher AIM, those starting lower declined resulting in lower NFC and EA. IQ was controlled in these analyses. Findings enhance understanding of trajectories across two decades of development, indicating that students’ early motivation relates to adulthood NFC and EA. Implications for educational practices are discussed. Journal: The Journal of Educational Research Pages: 642-652 Issue: 6 Volume: 110 Year: 2017 Month: 11 X-DOI: 10.1080/00220671.2016.1171199 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1171199 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:6:p:642-652 Template-Type: ReDIF-Article 1.0 Author-Name: Chao-Yang Cheng Author-X-Name-First: Chao-Yang Author-X-Name-Last: Cheng Author-Name: Sherry Y. Chen Author-X-Name-First: Sherry Y. Author-X-Name-Last: Chen Author-Name: Sunny S. J. Lin Author-X-Name-First: Sunny S. J. Author-X-Name-Last: Lin Title: Episodic and individual effects of elementary students' optimal experience: An HLM study Abstract: The authors defined optimal experience as a functional state of a relatively high level of concentration, time distortion, satisfaction, and enjoyment (Csikszentmihalyi, 1992) and collected data through the Day Reconstruction Method. In three random days, 147 fifth-grade students answered questionnaires for each school event in the previous day resulting repeated data from 2,288 episodes. Several hierarchical linear models were conducted. The authors found that elementary students perceived better quality of optimal experience during break time versus classes taught by activity, seatwork or lecture methods. Unexpectedly, more optimal experience was reported in the events when students perceived themselves as having high skill but low challenge, contradictory to the original expectation of skill–challenge balance. Four additional flow conditions were more effective than primary flow condition and instructional methods in predicting optimal experience. Finally, optimal experience varied much more across event-episodes than among individuals meaning that teachers have rooms to improve students' optimal experience in elementary school days. Journal: The Journal of Educational Research Pages: 653-664 Issue: 6 Volume: 110 Year: 2017 Month: 11 X-DOI: 10.1080/00220671.2016.1172551 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1172551 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:6:p:653-664 Template-Type: ReDIF-Article 1.0 Author-Name: Yuliya Ardasheva Author-X-Name-First: Yuliya Author-X-Name-Last: Ardasheva Author-Name: Sarah N. Newcomer Author-X-Name-First: Sarah N. Author-X-Name-Last: Newcomer Author-Name: Jonah B. Firestone Author-X-Name-First: Jonah B. Author-X-Name-Last: Firestone Author-Name: Richard L. Lamb Author-X-Name-First: Richard L. Author-X-Name-Last: Lamb Title: Mediation in the relationship among EL status, vocabulary, and science reading comprehension Abstract: The authors investigated the mediating effects of general academic and science-specific vocabulary on science reading comprehension among English learners (ELs) of varied proficiency. The sample included 169 regular education Grade 7 students (86 current ELs; 83 former ELs) enrolled in 1 urban school in Pacific Northwest region of the United States. The results indicated that both vocabulary types—rarely explicitly taught at the secondary level—were significant contributors to reading comprehension, above and beyond EL status. The full parallel mediation model accounted for 55% of the variance in science reading comprehension. Notably, the mediating effects of both vocabulary types were significant and statistically similar in size, yet, not sufficient to fully explain ELs' reading scores. Implications and directions for future research are discussed. Journal: The Journal of Educational Research Pages: 665-674 Issue: 6 Volume: 110 Year: 2017 Month: 11 X-DOI: 10.1080/00220671.2016.1175407 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1175407 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:6:p:665-674 Template-Type: ReDIF-Article 1.0 Author-Name: Hod Orkibi Author-X-Name-First: Hod Author-X-Name-Last: Orkibi Author-Name: Hila Tuaf Author-X-Name-First: Hila Author-X-Name-Last: Tuaf Title: School engagement mediates well-being differences in students attending specialized versus regular classes Abstract: The authors examined (a) differences in school engagement and the subjective well-being (SWB) of 330 Israeli students (Grades 7–10, 52% girls) in specialized school classes (arts and science) versus students in classes with no specialized subject and (b) the role of engagement as a mediator between class choice and SWB. A multivariate analysis of covariance examined intergroup differences and structural equation modeling was used to test the mediation model. The results indicated that students in both specialized classes felt more engaged than students in regular classes and that students in science classes experienced higher SWB than did students in art and regular classes. The difference between specialized classes and regular classes in terms of student SWB was fully mediated by student engagement. The results suggest that educators and policymakers should consider enabling students to enroll in specialized classes that may not only increase their engagement but also their SWB. Journal: The Journal of Educational Research Pages: 675-682 Issue: 6 Volume: 110 Year: 2017 Month: 11 X-DOI: 10.1080/00220671.2016.1175408 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1175408 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:6:p:675-682 Template-Type: ReDIF-Article 1.0 Author-Name: Joshua Matsuoka Author-X-Name-First: Joshua Author-X-Name-Last: Matsuoka Title: The public understanding of assessments Journal: The Journal of Educational Research Pages: 683-684 Issue: 6 Volume: 110 Year: 2017 Month: 11 X-DOI: 10.1080/00220671.2016.1252228 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1252228 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:6:p:683-684 Template-Type: ReDIF-Article 1.0 Author-Name: Michele Garabedian Stork Author-X-Name-First: Michele Garabedian Author-X-Name-Last: Stork Title: Is technology good for education?, Journal: The Journal of Educational Research Pages: 685-685 Issue: 6 Volume: 110 Year: 2017 Month: 11 X-DOI: 10.1080/00220671.2016.1253948 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1253948 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:6:p:685-685 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Acknowledgments Journal: The Journal of Educational Research Pages: 686-686 Issue: 6 Volume: 110 Year: 2017 Month: 11 X-DOI: 10.1080/00220671.2017.1365485 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1365485 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:6:p:686-686 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Editorial Board EOV Journal: The Journal of Educational Research Pages: ebi-ebi Issue: 6 Volume: 110 Year: 2017 Month: 11 X-DOI: 10.1080/00220671.2017.1377476 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1377476 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:110:y:2017:i:6:p:ebi-ebi Template-Type: ReDIF-Article 1.0 Author-Name: Babalola Ogunkola Author-X-Name-First: Babalola Author-X-Name-Last: Ogunkola Author-Name: Carlos Knight Author-X-Name-First: Carlos Author-X-Name-Last: Knight Title: Technical drawing course, video games, gender, and type of school on spatial ability Abstract: The authors investigated the effects of a technical drawing course, video games, gender, and type of school on the spatial ability (spatial visualization and orientation) of secondary school students in Barbados. A total of 420 students (269 boys; 151 girls) from nine government schools within Category 3 and Category 4 were sampled. A four-way between-subjects analysis of covariance revealed significant main effects for technical drawing on spatial visualization and orientation and video games on spatial orientation. Significant two- and three-way interactions occurred, but four-way interactions failed to reach significance. Implications are discussed for secondary school teachers and educational stakeholders on improving practice and context through the innovative delivery of spatial content, with consideration of biological and social factors that affect spatial abilities. Journal: The Journal of Educational Research Pages: 575-589 Issue: 5 Volume: 112 Year: 2019 Month: 9 X-DOI: 10.1080/00220671.2019.1592092 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1592092 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:5:p:575-589 Template-Type: ReDIF-Article 1.0 Author-Name: Oona Piipponen Author-X-Name-First: Oona Author-X-Name-Last: Piipponen Author-Name: Liisa Karlsson Author-X-Name-First: Liisa Author-X-Name-Last: Karlsson Title: Children encountering each other through storytelling: Promoting intercultural learning in schools Abstract: Schools need concrete pedagogical tools to promote intercultural learning. The Storycrafting method is used to promote interactions between children that lead to a dynamic, rather than static, experience of culture. Children 9–11 years old exchanged stories told using the Storycrafting method with another class in Finland, Scotland, or an international school in Europe. To understand how children experience the intercultural encounters, the children’s stories and other ethnographic materials are analyzed and frames are developed. These frames are telling to entertain, telling to challenge, telling from real-life experiences, telling from shared experience, responding sensitively and responding defensively. Approaching intercultural learning through Storycrafting creates a shared narrative culture and avoids stereotyping the Other, which is a common limitation in intercultural exchange projects. Journal: The Journal of Educational Research Pages: 590-603 Issue: 5 Volume: 112 Year: 2019 Month: 9 X-DOI: 10.1080/00220671.2019.1614514 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1614514 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:5:p:590-603 Template-Type: ReDIF-Article 1.0 Author-Name: Sabine Schweder Author-X-Name-First: Sabine Author-X-Name-Last: Schweder Author-Name: Diana Raufelder Author-X-Name-First: Diana Author-X-Name-Last: Raufelder Author-Name: Stefan Kulakow Author-X-Name-First: Stefan Author-X-Name-Last: Kulakow Author-Name: Tino Wulff Author-X-Name-First: Tino Author-X-Name-Last: Wulff Title: How the learning context affects adolescents’ goal orientation, effort, and learning strategies Abstract: Research has shown that there are positive associations between students' goals and learning behavior. However, less is known about these associations for adolescent students in competency-based learning compared to adolescent students in teacher-directed learning. The current study was conceptualized with the aim of getting more in-depth information about competency-based learning with a competency matrix based on trait-based scales for students' self-assessment vs. teacher-directed learning. The sample consists of 846 (Mage = 14.06; SD = 0.94) middle adolescent students (8th-9th grades) from secondary schools in Germany. By using latent mean comparison and multigroup structural equation modelling in Mplus, it could be shown that the association between mastery goals and learning behavior is stronger in competency-based learning and performance-approach goals have a positive effect to effort investment. Furthermore, students of competency-based learning report higher values in mastery goals, effort investment and elaboration. Journal: The Journal of Educational Research Pages: 604-614 Issue: 5 Volume: 112 Year: 2019 Month: 9 X-DOI: 10.1080/00220671.2019.1645085 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1645085 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:5:p:604-614 Template-Type: ReDIF-Article 1.0 Author-Name: Chase Young Author-X-Name-First: Chase Author-X-Name-Last: Young Author-Name: Patricia Durham Author-X-Name-First: Patricia Author-X-Name-Last: Durham Author-Name: Melinda Miller Author-X-Name-First: Melinda Author-X-Name-Last: Miller Author-Name: Timothy Victor Rasinski Author-X-Name-First: Timothy Victor Author-X-Name-Last: Rasinski Author-Name: Forrest Lane Author-X-Name-First: Forrest Author-X-Name-Last: Lane Title: Improving reading comprehension with readers theater Abstract: Although readers theater has traditionally been recommended as a method for improving reading fluency, this 18-week quasi-experimental study examined the effects of a readers theater instructional protocol that updates and expands on traditional approaches by adding specific tasks that engage students in various reading comprehension and vocabulary activities. Because the students were not randomly assigned to either condition, propensity score matching was used to minimize potential bias between the groups. After the matching procedure, the overall total of second-grade students decreased from 145 to 76. A repeated-measures analysis of variance was conducted for all three measures. The results revealed statistically significant time effects on all three measures of the Gates-MacGinitie Reading Test, including decoding, word knowledge, and reading comprehension. Only the reading comprehension measure was qualified by an interaction effect, and the results favored the readers theater treatment group. Implications for instruction and future research are discussed. Journal: The Journal of Educational Research Pages: 615-626 Issue: 5 Volume: 112 Year: 2019 Month: 9 X-DOI: 10.1080/00220671.2019.1649240 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1649240 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:5:p:615-626 Template-Type: ReDIF-Article 1.0 Author-Name: Liwei Wei Author-X-Name-First: Liwei Author-X-Name-Last: Wei Author-Name: Carla M. Firetto Author-X-Name-First: Carla M. Author-X-Name-Last: Firetto Author-Name: P. Karen Murphy Author-X-Name-First: P. Karen Author-X-Name-Last: Murphy Author-Name: Mengyi Li Author-X-Name-First: Mengyi Author-X-Name-Last: Li Author-Name: Jeffrey A. Greene Author-X-Name-First: Jeffrey A. Author-X-Name-Last: Greene Author-Name: Rachel M. V. Croninger Author-X-Name-First: Rachel M. V. Author-X-Name-Last: Croninger Title: Facilitating fourth-grade students’ written argumentation: The use of an argumentation graphic organizer Abstract: Literacy instruction in the 21st century must bolster students’ ability to critically process text and craft well-reasoned written argumentation. The authors investigated changes in fourth-grade students’ (N = 28; 15 girls) written argumentation as they used a researcher-developed graphic organizer (i.e., Quality Talk graphic organizer [QTGO]). The authors also examined the extent to which students’ graphic organizer performance predicted their written argumentation and whether such prediction was sustained across genres. Both QTGO responses and written argumentation essays were scored for quantity and quality. Multilevel modeling analyses reveal that (a) both quantity and quality of students’ written argumentation essays statistically significantly improved after students used QTGO and (b) students’ graphic organizer performance seemed to attenuate the effect of genre on their written argumentation for both quantity and quality. Results suggest that QTGO facilitated students’ written argumentation, making it easier for fourth-grade students to write about both narrative and expository texts. Journal: The Journal of Educational Research Pages: 627-639 Issue: 5 Volume: 112 Year: 2019 Month: 9 X-DOI: 10.1080/00220671.2019.1654428 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1654428 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:5:p:627-639 Template-Type: ReDIF-Article 1.0 Author-Name: Mary F. Roe Author-X-Name-First: Mary F. Author-X-Name-Last: Roe Title: Who you know: Unlocking innovations that expand students’ networks Journal: The Journal of Educational Research Pages: 640-640 Issue: 5 Volume: 112 Year: 2019 Month: 9 X-DOI: 10.1080/00220671.2019.1619030 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1619030 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:5:p:640-640 Template-Type: ReDIF-Article 1.0 Author-Name: Brianne W. Morettini Author-X-Name-First: Brianne W. Author-X-Name-Last: Morettini Title: Understanding narrative inquiry Journal: The Journal of Educational Research Pages: 641-641 Issue: 5 Volume: 112 Year: 2019 Month: 9 X-DOI: 10.1080/00220671.2019.1639449 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1639449 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:5:p:641-641 Template-Type: ReDIF-Article 1.0 Author-Name: Ho-Ryong Park Author-X-Name-First: Ho-Ryong Author-X-Name-Last: Park Title: Influences of reading online texts in Korean English language learners' cultural identities Abstract: This qualitative case study investigated 4 Korean elementary level English language learners' (ELLs) cultural identities when they read online texts at home and school. The participants were fourth- or fifth-grade students. The data consisted of observations, interviews, field notes, reflective journals, and the ELLs' verbal reports at home and school between the spring and the fall of 2010. The author's purpose was to identify the influences of reading online texts at home and school in Korean elementary level ELLs' cultural identities. Findings revealed that the online text readings helped the ELLs form, maintain, and shift their cultural identities. The author discusses Korean ELLs' languages, cultures, and technologies in the contexts of electronic literacies and suggests educational implications to facilitate their reading online texts. Journal: The Journal of Educational Research Pages: 385-397 Issue: 4 Volume: 111 Year: 2018 Month: 7 X-DOI: 10.1080/00220671.2017.1284038 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1284038 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:4:p:385-397 Template-Type: ReDIF-Article 1.0 Author-Name: Annie Bérubé Author-X-Name-First: Annie Author-X-Name-Last: Bérubé Author-Name: Julie Ruel Author-X-Name-First: Julie Author-X-Name-Last: Ruel Author-Name: Johanne April Author-X-Name-First: Johanne Author-X-Name-Last: April Author-Name: André C. Moreau Author-X-Name-First: André C. Author-X-Name-Last: Moreau Title: Family preparation for school entry and the role of transition practices Abstract: Entry into school represents as much a challenge for children as it does for their parents. The authors examined the ways in which transition practices help children and their families feel prepared for school entry, as measured by the child's emotional adaptation during the first days in class and the family's sense of being prepared for this transition. Data were collected from a sample of 412 parents. The results indicate that children's emotional adaptation during the first days in school is related to their families' preparedness for school entry. Moreover, families' preparation is partly explained by the number of transition practices perceived by the parents. These data support the importance of transition practices in the preparation of the family as a unit. Transition practices could serve to reassure parents and their children that the school is ready to welcome them. Journal: The Journal of Educational Research Pages: 398-403 Issue: 4 Volume: 111 Year: 2018 Month: 7 X-DOI: 10.1080/00220671.2017.1284039 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1284039 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:4:p:398-403 Template-Type: ReDIF-Article 1.0 Author-Name: Yujeong Park Author-X-Name-First: Yujeong Author-X-Name-Last: Park Author-Name: Dong Gi Seo Author-X-Name-First: Dong Gi Author-X-Name-Last: Seo Author-Name: Eric J. Moore Author-X-Name-First: Eric J. Author-X-Name-Last: Moore Author-Name: Byungkeon Kim Author-X-Name-First: Byungkeon Author-X-Name-Last: Kim Title: What contributes to low achievement of middle school students: Evidence from multigroup structural equation modeling Abstract: The authors' purpose was to examine the degree to which low achievement is related to ontogenetic factors (i.e., personal psychological traits expressed as attention and depression) or microsystemic factors (i.e., socioeconomic status, parenting, relationship with peers and teachers), using a total of 721 middle school students in South Korea. Based on the percentile rank, low-achieving students (bottom 15%; n = 323) and high-achieving students (top 15%; n = 398) were grouped, and a multigroup structural equation modeling was employed to determine which ecological factor(s) contribute to predict low achievement of middle school students. Results from multigroup structural equation modeling showed that 3 of the 6 ecological and ontological factors had significant direct or indirect effect on low achievement: socioeconomic status (direct effect), attention (direct effect), parenting (indirect effect). The findings are discussed in terms of the intertwined influences of ecological factors on low achievement, finally leading to the discussion on the limitations and future directions for research. Journal: The Journal of Educational Research Pages: 404-416 Issue: 4 Volume: 111 Year: 2018 Month: 7 X-DOI: 10.1080/00220671.2017.1284040 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1284040 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:4:p:404-416 Template-Type: ReDIF-Article 1.0 Author-Name: Susan Chambers Cantrell Author-X-Name-First: Susan Chambers Author-X-Name-Last: Cantrell Author-Name: Margaret Rintamaa Author-X-Name-First: Margaret Author-X-Name-Last: Rintamaa Author-Name: Eric M. Anderman Author-X-Name-First: Eric M. Author-X-Name-Last: Anderman Author-Name: Lynley H. Anderman Author-X-Name-First: Lynley H. Author-X-Name-Last: Anderman Title: Rural adolescents' reading motivation, achievement and behavior across transition to high school Abstract: The authors examined 1,781 rural students' reading motivation and behavior across the transition from middle to high school. Using expectancy-value theory, they investigated how motivational variables predicted changes in reading behavior and achievement across the transition in terms of their expectancies, values, and out-of-school reading behaviors. A repeated measures analysis of variance indicated significant increases in vocabulary, intrinsic value, and out-of-school reading, whereas significant decreases were found in attainment value. Hierarchical regression analysis indicated students' subjective expectancy for success was a significant predictor of increases in both comprehension and vocabulary scores. Students' utility value interacted with intrinsic value in predicting reading comprehension scores. In terms of change in students' reading behavior, their perceptions of intrinsic value and utility value were significant predictors. Gender interacted significantly with expectancies in predicting behaviors. Findings have implications for instructional support, particularly as it relates to reading motivation across the transition from middle to high school. Journal: The Journal of Educational Research Pages: 417-428 Issue: 4 Volume: 111 Year: 2018 Month: 7 X-DOI: 10.1080/00220671.2017.1284737 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1284737 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:4:p:417-428 Template-Type: ReDIF-Article 1.0 Author-Name: Katharina Vogl Author-X-Name-First: Katharina Author-X-Name-Last: Vogl Author-Name: Isabelle Schmidt Author-X-Name-First: Isabelle Author-X-Name-Last: Schmidt Author-Name: Franzis Preckel Author-X-Name-First: Franzis Author-X-Name-Last: Preckel Title: The role of academic ability indicators in big-fish-little-pond effect research: A comparison study Abstract: The authors examined the big-fish-little-pond effect (BFLPE) on academic self-concept (ASC) using different indicators of academic ability (i.e., achievement test, cognitive ability test, grades corrected for grading-on-a-curve effects, uncorrected grades). They investigated under what circumstances grades are suitable indicators of academic ability in BFLPE research. The sample comprised 730 sixth-grade students from 30 classes belonging to the top track of the German secondary high school system. Using multilevel models, all indicators of academic ability exhibited negative contrast effects on ASC at class level (i.e., BFLPE). The authors found the strongest effects for corrected grades, followed by achievement tests, cognitive ability, and, finally, uncorrected grades. Thus, the study provides evidence for the usage of grades within BFLPE research for investigating the BFLPE. Journal: The Journal of Educational Research Pages: 429-438 Issue: 4 Volume: 111 Year: 2018 Month: 7 X-DOI: 10.1080/00220671.2017.1291485 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1291485 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:4:p:429-438 Template-Type: ReDIF-Article 1.0 Author-Name: Paul Montuoro Author-X-Name-First: Paul Author-X-Name-Last: Montuoro Author-Name: Ramon Lewis Author-X-Name-First: Ramon Author-X-Name-Last: Lewis Title: Personal responsibility and behavioral disengagement in innocent bystanders during classroom management events: The moderating effect of teacher aggressive tendencies Abstract: Recent studies have shown that student behavioral engagement is malleable. For example, these studies have reported that students who feel emotionally supported by their teachers experience higher levels of behavioral engagement. The authors contributed to this research by investigating behavioral disengagement among innocent bystanders during classroom management events. Participants included 528 Year 7 students from Melbourne, Australia, who completed 3 questionnaire measures. Results revealed that personal responsibility is inversely related to behavioral disengagement during classroom management events. This relationship is moderated by teacher aggressive tendencies, with higher levels of teacher aggression leading to higher levels of behavioral disengagement. However, the Johnson-Neyman technique analysis revealed that the moderating influence of teacher aggressive tendencies was only statistically significant equal to or below the 76th percentile of the distribution of the variable. Implications regarding the influence of the teacher–student relationship on behavioral disengagement are discussed. Journal: The Journal of Educational Research Pages: 439-445 Issue: 4 Volume: 111 Year: 2018 Month: 7 X-DOI: 10.1080/00220671.2017.1291486 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1291486 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:4:p:439-445 Template-Type: ReDIF-Article 1.0 Author-Name: Richard Lamb Author-X-Name-First: Richard Author-X-Name-Last: Lamb Author-Name: Leonard Annetta Author-X-Name-First: Leonard Author-X-Name-Last: Annetta Author-Name: David Vallett Author-X-Name-First: David Author-X-Name-Last: Vallett Author-Name: Jonah Firestone Author-X-Name-First: Jonah Author-X-Name-Last: Firestone Author-Name: Maureen Schmitter-Edgecombe Author-X-Name-First: Maureen Author-X-Name-Last: Schmitter-Edgecombe Author-Name: Heather Walker Author-X-Name-First: Heather Author-X-Name-Last: Walker Author-Name: Nicole Deviller Author-X-Name-First: Nicole Author-X-Name-Last: Deviller Author-Name: Douglas Hoston Author-X-Name-First: Douglas Author-X-Name-Last: Hoston Title: Psychosocial factors impacting STEM career selection Abstract: Attention on P-20 science, technology, engineering, and mathematics (STEM) education has increased tremendously in recent years. Many efforts are underway to promote STEM major and career selection across the nation; specifically, in engineering and computer science. The authors' purpose was to examine an underlying profile combinations of latent traits that influence student STEM career selection while designing serious educational games (SEGs). The authors combine a number of quantitative analysis methods in an effort to develop a rich understanding of how a profile combination of traits interact with one another to effect selection of STEM careers and majors. Study participants were 585 students enrolled in a full-time traditional high school. The addition of SEG design experiences into the student profile increases the probability of STEM career selection by 5.1 times. Journal: The Journal of Educational Research Pages: 446-458 Issue: 4 Volume: 111 Year: 2018 Month: 7 X-DOI: 10.1080/00220671.2017.1295359 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1295359 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:4:p:446-458 Template-Type: ReDIF-Article 1.0 Author-Name: Heeok Heo Author-X-Name-First: Heeok Author-X-Name-Last: Heo Author-Name: Irja Leppisaari Author-X-Name-First: Irja Author-X-Name-Last: Leppisaari Author-Name: Okhwa Lee Author-X-Name-First: Okhwa Author-X-Name-Last: Lee Title: Exploring learning culture in Finnish and South Korean classrooms Abstract: The authors aimed to investigate learning culture in classrooms at schools to understand education in Finland and South Korea. For this, Finnish and South Korean university students made observations on classrooms in partner countries and reflected on both education systems based on their own previous experiences (2011–2014). Afterwards, researchers from both countries categorized and thematized the experiences of the participants, and interpreted the main themes to figure out the learning culture in Finland and South Korea. As a result, the learning culture in both countries were characterized into six themes: teacher's autonomy in teaching, authenticity in learning, relationships between teachers and students, learning assessment, student engagement, and student well-being. Noteworthy features of high-performing education were recognized through the observation on the learning culture in both countries. Journal: The Journal of Educational Research Pages: 459-472 Issue: 4 Volume: 111 Year: 2018 Month: 7 X-DOI: 10.1080/00220671.2017.1297924 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1297924 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:4:p:459-472 Template-Type: ReDIF-Article 1.0 Author-Name: Stephen J. Caldas Author-X-Name-First: Stephen J. Author-X-Name-Last: Caldas Author-Name: Monique S. Reilly Author-X-Name-First: Monique S. Author-X-Name-Last: Reilly Title: The influence of race–ethnicity and physical activity levels on elementary school achievement Abstract: The authors used structural equation modeling to map the relationships between student race–ethnicity via the mediating variable physical activity on English language arts (ELA) and mathematics achievement among 964 fourth- and fifth-grade students. The students attended a New York City Metropolitan area school district and completed the Physical Activity Questionnaire for Older Children, which measured weekly average activity levels. Confirmatory factor analysis validated the use of this instrument. Physical activity had a significant, substantive effect on both ELA and mathematics achievement for students, but was most pronounced among White students on ELA and among Black students on mathematics. Hispanic ethnicity had significant direct and indirect negative associations with ELA and mathematics achievement via their decreased physical activity levels relative to White and Black students. These findings help confirm the important link between physical activity and academic achievement and the need to foster more healthy physical activities for students of all races and ethnicities. Journal: The Journal of Educational Research Pages: 473-486 Issue: 4 Volume: 111 Year: 2018 Month: 7 X-DOI: 10.1080/00220671.2017.1297925 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1297925 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:4:p:473-486 Template-Type: ReDIF-Article 1.0 Author-Name: Tiberio Garza Author-X-Name-First: Tiberio Author-X-Name-Last: Garza Author-Name: Margarita Huerta Author-X-Name-First: Margarita Author-X-Name-Last: Huerta Author-Name: Rafael Lara-Alecio Author-X-Name-First: Rafael Author-X-Name-Last: Lara-Alecio Author-Name: Beverly J. Irby Author-X-Name-First: Beverly J. Author-X-Name-Last: Irby Author-Name: Fuhui Tong Author-X-Name-First: Fuhui Author-X-Name-Last: Tong Title: Pedagogical differences during a science and language intervention for English language learners Abstract: The purpose of this study was to compare and describe 8 fifth-grade classrooms by their teachers pedagogy during a quasiexperimental, longitudinal, and field-based project focused on increasing English language learners' (ELLs') achievement in science and language. The larger study found statistically significant and positive intervention effects in favor of the treatment group on measures of science and language achievement. This study adds an in-depth analysis of the teacher pedagogical practices contributing to students' science and language achievement as captured by an observational instrument used during the project. Results from the analysis show how treatment teachers, when compared to control teachers, focused on activities promoting verbal and written interaction among the students and dense cognitive language use during science inquiry instruction. The findings support the importance of effectively using language in the science classroom to improve ELLs' science and language achievement. Implications for future research and practice are discussed. Journal: The Journal of Educational Research Pages: 487-496 Issue: 4 Volume: 111 Year: 2018 Month: 7 X-DOI: 10.1080/00220671.2017.1302913 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1302913 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:4:p:487-496 Template-Type: ReDIF-Article 1.0 Author-Name: Jen Elise Prescott Author-X-Name-First: Jen Elise Author-X-Name-Last: Prescott Author-Name: Kristine Bundschuh Author-X-Name-First: Kristine Author-X-Name-Last: Bundschuh Author-Name: Elizabeth R. Kazakoff Author-X-Name-First: Elizabeth R. Author-X-Name-Last: Kazakoff Author-Name: Paul Macaruso Author-X-Name-First: Paul Author-X-Name-Last: Macaruso Title: Elementary school–wide implementation of a blended learning program for reading intervention Abstract: The authors examined the implementation of a blended learning program for literacy instruction across kindergarten through Grade 5 in a Title I urban elementary school, including a population of students (18%) who are English learners. Student progress in the online component of the blended learning program was a significant predictor of growth in reading performance on a standardized reading assessment (Group Reading Assessment and Diagnostic Evaluation, Pearson Assessment, Boulder, CO) when controlling for student grade level, initial student skill level, and English learner status; however, students in kindergarten through Grade 2 showed more substantial gains than students in later grades. These results suggest there is a benefit of a blended learning approach to literacy instruction for a diverse cross-section of students, particularly when beginning instruction in the early grades. Journal: The Journal of Educational Research Pages: 497-506 Issue: 4 Volume: 111 Year: 2018 Month: 7 X-DOI: 10.1080/00220671.2017.1302914 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1302914 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:4:p:497-506 Template-Type: ReDIF-Article 1.0 Author-Name: Dante D. Dixson Author-X-Name-First: Dante D. Author-X-Name-Last: Dixson Author-Name: Dacher Keltner Author-X-Name-First: Dacher Author-X-Name-Last: Keltner Author-Name: Frank C. Worrell Author-X-Name-First: Frank C. Author-X-Name-Last: Worrell Author-Name: Zena Mello Author-X-Name-First: Zena Author-X-Name-Last: Mello Title: The magic of hope: Hope mediates the relationship between socioeconomic status and academic achievement Abstract: Two studies examined whether hope partially mediates the relationship between socioeconomic status (SES) and academic achievement. Guided by recent theoretical formulations about social class and the social cognitive process, in Study 1 a mediational pathway from SES to academic achievement via hope was documented in a diverse sample of adolescents. The mediational pathway was replicated in Study 2 in a minority sample of high school students. In both studies, hope was found to partially mediate the relationship between SES and grade point average. In addition, the unique contribution of hope to academic achievement replicated across the 2 studies, indicating that the additional stressors and challenges associated with being a minority did not affect the mediation. These results have implications for achievement gap interventions. Journal: The Journal of Educational Research Pages: 507-515 Issue: 4 Volume: 111 Year: 2018 Month: 7 X-DOI: 10.1080/00220671.2017.1302915 File-URL: http://hdl.handle.net/10.1080/00220671.2017.1302915 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:111:y:2018:i:4:p:507-515 Template-Type: ReDIF-Article 1.0 Author-Name: Shari R. Metzger Author-X-Name-First: Shari R. Author-X-Name-Last: Metzger Author-Name: Susan Sonnenschein Author-X-Name-First: Susan Author-X-Name-Last: Sonnenschein Author-Name: Claudia Galindo Author-X-Name-First: Claudia Author-X-Name-Last: Galindo Title: Elementary-age children’s conceptions about mathematics utility and their home-based mathematics engagement Abstract: Integrating multiple theoretical frameworks, the authors examined rising first- to fourth-grade students’ mathematics utility conceptions—their knowledge and beliefs about the usefulness of mathematics, home-based mathematics engagement, and grade-level differences in mathematics utility conceptions and home engagement. Most children viewed mathematics as heavily focused on low-level mathematics operations and as learned and used primarily in school. Older children showed more awareness of mathematics as part of daily living, but still viewed mathematics as mostly school-based—more so than their younger counterparts. Results suggest that awareness of mathematics in daily life may be associated with children’s mathematics utility value (perceived usefulness of mathematics). Although children engaged in activities at home with the potential to foster mathematics development, the frequency of engagement was not related to their awareness of mathematics in daily activities. Thus, there may be untapped opportunities for young children to connect the mathematics they learn in school to their daily life. Journal: The Journal of Educational Research Pages: 431-446 Issue: 4 Volume: 112 Year: 2019 Month: 7 X-DOI: 10.1080/00220671.2018.1547961 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1547961 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:4:p:431-446 Template-Type: ReDIF-Article 1.0 Author-Name: Allison Ward Parsons Author-X-Name-First: Allison Author-X-Name-Last: Ward Parsons Author-Name: Seth A. Parsons Author-X-Name-First: Seth A. Author-X-Name-Last: Parsons Author-Name: Stephanie L. Dodman Author-X-Name-First: Stephanie L. Author-X-Name-Last: Dodman Author-Name: Leila Richey Nuland Author-X-Name-First: Leila Richey Author-X-Name-Last: Nuland Author-Name: Melissa Pierczynski Author-X-Name-First: Melissa Author-X-Name-Last: Pierczynski Author-Name: Erin M. Ramirez Author-X-Name-First: Erin M. Author-X-Name-Last: Ramirez Title: Longitudinal literacy professional development in an urban elementary charter school Abstract: The authors describe a school-university professional development partnership in a high-needs urban elementary charter school. University and school partners collaborated to build instructional capacity to develop teachers’ understanding and implementation of effective literacy instruction. Design-based research revealed increased understanding and implementation of effective literacy practices among school leaders and teachers. Findings revealed the importance of administrative stability; coaching support; and a focused, school-wide instructional vision. Journal: The Journal of Educational Research Pages: 447-462 Issue: 4 Volume: 112 Year: 2019 Month: 7 X-DOI: 10.1080/00220671.2018.1552915 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1552915 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:4:p:447-462 Template-Type: ReDIF-Article 1.0 Author-Name: John Chi Kin Lee Author-X-Name-First: John Chi Kin Author-X-Name-Last: Lee Author-Name: Zhi Hong Wan Author-X-Name-First: Zhi Hong Author-X-Name-Last: Wan Author-Name: Sammy King Fai Hui Author-X-Name-First: Sammy King Fai Author-X-Name-Last: Hui Author-Name: Po Yuk Ko Author-X-Name-First: Po Yuk Author-X-Name-Last: Ko Title: More student trust, more self-regulation strategy? Exploring the effects of self-regulatory climate on self-regulated learning Abstract: Self-regulated learning has been one of the important areas in educational research. The authors adopted structural equation modeling to explore and compare the impacts of three aspects of self-regulatory climate (i.e., academic emphasis, teacher trust, and student trust) on three features of self-regulated learning (i.e., self-efficacy, intrinsic motive, and self-regulation strategy). The results revealed both direct effects of academic emphasis on students’ use of self-regulation strategy, and indirect effects mediated by self-efficacy and intrinsic motive. Teacher trust has a positive impact on self-efficacy. While student trust has a positive impact on intrinsic motive, its relationship with self-regulation strategy is negative. Significant differences in school levels and gender were identified. The findings indicate that students in different cultures may have different expectations for teachers’ support in learning, which in turn influence the relationship between student trust in teachers and the use of self-regulation strategy. Implications for cultivating self-regulated learners are discussed in the article. Journal: The Journal of Educational Research Pages: 463-472 Issue: 4 Volume: 112 Year: 2019 Month: 7 X-DOI: 10.1080/00220671.2018.1553840 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1553840 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:4:p:463-472 Template-Type: ReDIF-Article 1.0 Author-Name: José A. Cecchini Author-X-Name-First: José A. Author-X-Name-Last: Cecchini Author-Name: Alejandro Carriedo Author-X-Name-First: Alejandro Author-X-Name-Last: Carriedo Author-Name: Antonio Méndez-Giménez Author-X-Name-First: Antonio Author-X-Name-Last: Méndez-Giménez Title: Testing a circular, feedback model in physical education from self-determination theory Abstract: Self-determination theory has emerged as one of the most important theoretical frameworks to explain motivation in the context of physical education within school systems. The authors propose a new circular, longitudinal, feedback model to complement Vallerand’s (1997) hierarchical model. To test this new approach, Epstein’s TARGET strategies (Epstein, 1988) were applied to 207 secondary education students. Moreover, the satisfaction of the basic psychological need for competence (C), intrinsic motivation (IM), and effort (E) were measured at nine time points (C1 → IM2 → E3 → C4 → IM5 → E6 → C7 → IM8 → E9). Structural equation modeling showed that the proposed model provided a satisfactory fit of the data, Satorra-Bentler χ2(22) = 36.31, p = .028, robust comparative fit index = .985, robust root mean square error of approximation = .056 (90% CI [.019, .088]), standardized root mean square residual = .039, power = 1.00. It was also observed that all variables increased progressively, suggesting interplay among them. This shows a concurrent causal relationship among these variables that produces a synergistic effect. Journal: The Journal of Educational Research Pages: 473-482 Issue: 4 Volume: 112 Year: 2019 Month: 7 X-DOI: 10.1080/00220671.2018.1555788 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1555788 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:4:p:473-482 Template-Type: ReDIF-Article 1.0 Author-Name: Carina Hermansson Author-X-Name-First: Carina Author-X-Name-Last: Hermansson Author-Name: Bert Jonsson Author-X-Name-First: Bert Author-X-Name-Last: Jonsson Author-Name: Maria Levlin Author-X-Name-First: Maria Author-X-Name-Last: Levlin Author-Name: Anna Lindhé Author-X-Name-First: Anna Author-X-Name-Last: Lindhé Author-Name: Berit Lundgren Author-X-Name-First: Berit Author-X-Name-Last: Lundgren Author-Name: Annika Norlund Shaswar Author-X-Name-First: Annika Author-X-Name-Last: Norlund Shaswar Title: The (non)effect of Joint Construction in a genre-based approach to teaching writing Abstract: This quasi-experimental intervention study examines the effect of genre-based instructional practices on 90 primary students’ narrative writing achievements and is a result of six teachers’ action to meet the educational goals of the Swedish national curriculum. Specifically, the authors examine the effects of Joint Construction, the phase in the genre pedagogical model of the Sydney School known as the Teaching and Learning Cycle, in which teachers and students work together to co-construct texts. Joint Construction has been put forward as the most powerful part of the Teaching and Learning Cycle. The authors challenge this argument, presenting findings that are inconsistent with this widely held belief. Using a pretest-posttest control group design, the study shows that the Joint Construction stage did not significantly improve the quality of students’ narrative writing or increase the text length of their writings. Journal: The Journal of Educational Research Pages: 483-494 Issue: 4 Volume: 112 Year: 2019 Month: 7 X-DOI: 10.1080/00220671.2018.1563038 File-URL: http://hdl.handle.net/10.1080/00220671.2018.1563038 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:4:p:483-494 Template-Type: ReDIF-Article 1.0 Author-Name: Virginia Clinton Author-X-Name-First: Virginia Author-X-Name-Last: Clinton Author-Name: Candace Walkington Author-X-Name-First: Candace Author-X-Name-Last: Walkington Title: Interest-enhancing approaches to mathematics curriculum design: Illustrations and personalization Abstract: Two common interest-enhancement approaches in mathematics curriculum design are illustrations and personalization of problems to students’ interests. The objective of these experiments is to test a variety of illustrations and personalization approaches. In the illustrations experiment, students (n = 265) were randomly assigned to lessons with story problems containing decorative illustrations, contextual illustrations, diagrammatic illustrations, misleading illustrations, or no illustrations (only text [control condition]). Students’ problem-solving performance and attitudes were not affected by illustration condition, but learning was better in the control compared with contextual illustrations. In the personalization experiment, students (n = 223) were randomly assigned to story problems that were either personalized based on: a survey of their interests, their choice of interest topics, a randomly assigned interest topic, or the original nonpersonalized story problem (control). The findings indicated there were benefits for choice personalization both for performance in the problem set as well as on a later learning assessment. Journal: The Journal of Educational Research Pages: 495-511 Issue: 4 Volume: 112 Year: 2019 Month: 7 X-DOI: 10.1080/00220671.2019.1568958 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1568958 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:4:p:495-511 Template-Type: ReDIF-Article 1.0 Author-Name: Laura Beth Kelly Author-X-Name-First: Laura Beth Author-X-Name-Last: Kelly Title: Expository text difficulty for elementary emerging bilingual students: Does it matter? Abstract: The author explored text difficulty for third-grade bilingual students reading below grade level. In six small-group discussions, students read and discussed informational texts matched to their reading levels, and in six other sessions they read and discussed texts one year ahead of their reading levels. The alternating treatment design and qualitative analysis of transcripts revealed different text levels have both advantages and drawbacks. Findings included the following: Group 1 had more inferential or interpretive responses with matched texts and Group 2 had more inferential or interpretive responses with difficult texts. Most students participated evenly regardless of text difficulty. However, two students talked more when discussing matched texts. Text difficulty did not affect comprehension for anyone except one student, and for him it only had an effect on three of 12 days. Half of the students’ fluency scores benefited from matched texts. The other half read difficult texts with similar fluency to matched texts. Journal: The Journal of Educational Research Pages: 512-527 Issue: 4 Volume: 112 Year: 2019 Month: 7 X-DOI: 10.1080/00220671.2019.1573796 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1573796 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:4:p:512-527 Template-Type: ReDIF-Article 1.0 Author-Name: Robert Pasnak Author-X-Name-First: Robert Author-X-Name-Last: Pasnak Author-Name: Brittany N. Thompson Author-X-Name-First: Brittany N. Author-X-Name-Last: Thompson Author-Name: Katrina M. Gagliano Author-X-Name-First: Katrina M. Author-X-Name-Last: Gagliano Author-Name: Matthew T. Righi Author-X-Name-First: Matthew T. Author-X-Name-Last: Righi Author-Name: K. Marinka Gadzichowski Author-X-Name-First: K. Marinka Author-X-Name-Last: Gadzichowski Title: Complex patterns for kindergartners Abstract: Knowing what kinds of patterns are easy for children to recognize early in their kindergarten year, and what kinds are difficult, can be a useful guide for patterning instruction. Hence, the ability of children to recognize complex patterns early in their kindergarten year was assessed in two experiments. One experiment showed that the children were significantly less accurate on patterns made of progressively higher numbers or of letters that came progressively later in the alphabet than on patterns made of clock faces that showed increasing amounts of time or were made of rotating objects. There was an interaction between the type of element of which the pattern was composed and the pattern’s orientation. A second experiment showed that symmetric patterns were easier than growing patterns, and there were effects of orientation and the elements of which a pattern was composed, as well as interactions. This research indicates that instruction on clock faces and rotating objects should precede instruction on letters and numbers, and that symmetric patterns can also be easily understood. Journal: The Journal of Educational Research Pages: 528-534 Issue: 4 Volume: 112 Year: 2019 Month: 7 X-DOI: 10.1080/00220671.2019.1586400 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1586400 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:4:p:528-534 Template-Type: ReDIF-Article 1.0 Author-Name: Maleka Donaldson Author-X-Name-First: Maleka Author-X-Name-Last: Donaldson Title: Harnessing the power of fantastic attempts: Kindergarten teacher perspectives on student mistakes Abstract: Now, more than ever, American students at all grade levels face intense pressure to increase academic performance—including kindergarteners. Given that prior research has well established that mistakes and corrective feedback are key elements of the learning endeavor, it is critical to closely examine teachers’ mistake-related experiences within the current educational context. The author reports on an interview study of 25 public school kindergarten teachers, who articulate in their own words how they perceive and respond to student mistakes in practice. Five central themes drawn from thematic analysis reflect commonly reported ways that teachers strive to respond to mistakes in their real-world classrooms: differentiating responses to the learner, building a positive classroom culture, facilitating student self-correction, adjusting instruction, and considering outside factors. The author concludes with a discussion connecting these themes to existing research and considering implications for research, policy, and classroom teaching. Journal: The Journal of Educational Research Pages: 535-549 Issue: 4 Volume: 112 Year: 2019 Month: 7 X-DOI: 10.1080/00220671.2019.1598329 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1598329 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:4:p:535-549 Template-Type: ReDIF-Article 1.0 Author-Name: Angel Hor Yan Lai Author-X-Name-First: Angel Hor Yan Author-X-Name-Last: Lai Author-Name: Cheryl Hiu-Kwan Chui Author-X-Name-First: Cheryl Hiu-Kwan Author-X-Name-Last: Chui Author-Name: Kin-Yu Wong Author-X-Name-First: Kin-Yu Author-X-Name-Last: Wong Author-Name: Cecilia Lai Wan Chan Author-X-Name-First: Cecilia Lai Wan Author-X-Name-Last: Chan Title: Academic motivations of Yi youths in China: Classmate support and ethnic identity Abstract: To enhance the academic achievements of Yi ethnic minority youths in rural school settings, the authors examined the effect of classmate support and the meditating role of ethnic identity in promoting their academic motivation. Cross-sectional survey data were collected from Yi youths sponsored by a philanthropic organization to attend local schools in Liangshan, rural China (n = 657; 7–12 years old; 52% boys). Results of structural equation modelling showed that classmate support positively affected ethnic identity-commitment and ethnic identity-exploration, which then had positive impacts on three academic motivation outcomes: intrinsic motivation, extrinsic motivation-external and identified regulation, and extrinsic motivation-introjected regulation. The mediating effects of ethnic identity-exploration and ethnic identity-commitment were statistically significant, except for the pathway from classmate support to extrinsic motivation-introjected regulation via ethnic identity-commitment. The authors found that ethnic identity can be facilitated through building supportive classroom environment for positive academic motivations in Yi youths. Cross-cultural significance of this study is also discussed. Journal: The Journal of Educational Research Pages: 550-563 Issue: 4 Volume: 112 Year: 2019 Month: 7 X-DOI: 10.1080/00220671.2019.1602820 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1602820 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:4:p:550-563 Template-Type: ReDIF-Article 1.0 Author-Name: Hsin-Wen Hu Author-X-Name-First: Hsin-Wen Author-X-Name-Last: Hu Author-Name: Chiung-Hui Chiu Author-X-Name-First: Chiung-Hui Author-X-Name-Last: Chiu Author-Name: Guey-Fa Chiou Author-X-Name-First: Guey-Fa Author-X-Name-Last: Chiou Title: Effects of question stem on pupils’ online questioning, science learning, and critical thinking Abstract: The authors investigated the effects of differing question-stem designs (detailed stem, simple stem, and no stem) on elementary students regarding the quality of the posed questions by students, as well as their science reports, science achievements, and critical thinking ability. A quasi-experimental design was adopted. One hundred fifth-grade Taiwanese students were assigned to three groups: detailed stem (G1), simple stem (G2), and no stem (G3). Three pupils formed a team, with each group having 11 teams. The members of each team needed to collaborate for proceeding with an online questioning activity. The results showed that the detailed-stem group had a better questioning quality. For science reports, the detailed-stem group and simple-stem group had a significantly better effect than the no-stem group. Regarding science achievement, there was no significant difference among the three groups. And finally, for critical thinking, the detailed-stem group and no-stem group had a significantly better effect than the simple-stem group. Journal: The Journal of Educational Research Pages: 564-573 Issue: 4 Volume: 112 Year: 2019 Month: 7 X-DOI: 10.1080/00220671.2019.1608896 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1608896 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:112:y:2019:i:4:p:564-573 Template-Type: ReDIF-Article 1.0 Author-Name: Chris Michael Kirk Author-X-Name-First: Chris Michael Author-X-Name-Last: Kirk Author-Name: Rhonda K. Lewis Author-X-Name-First: Rhonda K. Author-X-Name-Last: Lewis Author-Name: Kyrah Brown Author-X-Name-First: Kyrah Author-X-Name-Last: Brown Author-Name: Brittany Karibo Author-X-Name-First: Brittany Author-X-Name-Last: Karibo Author-Name: Elle Park Author-X-Name-First: Elle Author-X-Name-Last: Park Title: The power of student empowerment: Measuring classroom predictors and individual indicators Abstract: Despite spending more money per student than almost all developed nations, the United States lags behind in educational indicators with persistent disparities between privileged and marginalized students. Most approaches have ignored the role of power dynamics in predicting student performance. Building on the existing literature in school climate and empowering settings, this study explored the construct of student empowerment to identify both environmental factors that predict increased empowerment and outcomes associated with empowerment. A survey was administered to 381 students from five urban high schools. Results suggest that intrapersonal student empowerment is predicted by equitable power use by teachers, positive teacher–student relationships and a sense of community in the classroom. Highly empowered students reported better grades, fewer behavioral incidents, increased extracurricular participation and higher educational aspirations than students who were less empowered. Limitations are discussed alongside implications for educational practice and future research. Journal: The Journal of Educational Research Pages: 589-595 Issue: 6 Volume: 109 Year: 2016 Month: 11 X-DOI: 10.1080/00220671.2014.1002880 File-URL: http://hdl.handle.net/10.1080/00220671.2014.1002880 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:6:p:589-595 Template-Type: ReDIF-Article 1.0 Author-Name: Richard Dembo Author-X-Name-First: Richard Author-X-Name-Last: Dembo Author-Name: Jennifer Wareham Author-X-Name-First: Jennifer Author-X-Name-Last: Wareham Author-Name: James Schmeidler Author-X-Name-First: James Author-X-Name-Last: Schmeidler Author-Name: Ken C. Winters Author-X-Name-First: Ken C. Author-X-Name-Last: Winters Title: Exploratory two-level analysis of individual- and school-level factors on truant youth emotional/psychological functioning Abstract: Research on samples of truant adolescents is limited, with little known about mental health problems among truant youths. This study provided an exploratory, multilevel examination of mental health problems for a sample of 300 truant adolescents. Confirmatory factor analysis indicated a single factor of multiple mental health problems at the individual level, but the structure of these problems was not the same at the school level. A number of covariate effects were found at the individual level on the mental health factor. Further, youths attending middle school were more likely to report attention deficit hyperactivity disorder (ADHD) problems than those in high school. Service and practice implications of better understanding school and mental health issues of truant youth are discussed. Journal: The Journal of Educational Research Pages: 596-607 Issue: 6 Volume: 109 Year: 2016 Month: 11 X-DOI: 10.1080/00220671.2014.1002881 File-URL: http://hdl.handle.net/10.1080/00220671.2014.1002881 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:6:p:596-607 Template-Type: ReDIF-Article 1.0 Author-Name: Katherine Picho Author-X-Name-First: Katherine Author-X-Name-Last: Picho Title: The psychosocial experience of high school girls highly susceptible to stereotype threat: A phenomenological study Abstract: The author used phenomenology to explore the subjective experience of ninth-grade girls susceptible to mathematics-related stereotype threat in their authentic learning environments. The sample constituted students categorized as either having low or high susceptibility to stereotype threat (SST) enrolled in Honors mathematics classes at an urban high school in the Northeast United States. Results showed that high-SST students experienced a wide range of negative emotions regarding both mathematics and its learning context. Emotions commonly experienced by this group included low self-efficacy and hopelessness specific to learning mathematics, frustration, and feelings of isolation (both social and intellectual) in their classes. Experiences common to these students were perceived differential teacher treatment, and stereotype endorsement linking mathematics ability to fixed traits such as race or genetics. Low-SST students, on the other hand, experienced positive relationships with their teachers, positive schooling experiences, and a malleable view of intelligence. Journal: The Journal of Educational Research Pages: 608-623 Issue: 6 Volume: 109 Year: 2016 Month: 11 X-DOI: 10.1080/00220671.2015.1010192 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1010192 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:6:p:608-623 Template-Type: ReDIF-Article 1.0 Author-Name: Chase Young Author-X-Name-First: Chase Author-X-Name-Last: Young Author-Name: Corinne Valadez Author-X-Name-First: Corinne Author-X-Name-Last: Valadez Author-Name: Cori Gandara Author-X-Name-First: Cori Author-X-Name-Last: Gandara Title: Using performance methods to enhance students' reading fluency Abstract: The quasi-experimental study examined the effects of pairing Rock and Read with Readers Theater and only Rock and Read on second grade students' reading fluency scores. The 51 subjects were pre- and post-tested on five different reading fluency measures. A series of 3 × 2 repeated measures ANOVAs revealed statistically significant interaction effects on three of the five outcome measures: expression and volume, phrasing, and pace. The analysis of simple effects showed large mean difference effect sizes in both treatments. Journal: The Journal of Educational Research Pages: 624-630 Issue: 6 Volume: 109 Year: 2016 Month: 11 X-DOI: 10.1080/00220671.2015.1016599 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1016599 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:6:p:624-630 Template-Type: ReDIF-Article 1.0 Author-Name: Bobby J. Franklin Author-X-Name-First: Bobby J. Author-X-Name-Last: Franklin Author-Name: Stephen B. Trouard Author-X-Name-First: Stephen B. Author-X-Name-Last: Trouard Title: Comparing dropout predictors for two state-level panels using Grade 6 and Grade 8 data Abstract: The purpose of this study was to examine the effectiveness of dropout predictors across time. Two state-level high school graduation panels were selected to begin with the seventh and ninth grades but end at the same time. The first panel (seventh grade) contained 29,554 students and used sixth grade predictors. The second panel (ninth grade) included 31,641 students and used eighth grade predictors. The predictors studied were age, poverty, attendance, gender, and standardized test scores. The data were analyzed using logistic regression. All variables were predictors of dropping out of high school. Age and poverty proved to be the most effective at discriminating between dropouts and graduates within each panel. Age became more effective with time. Attendance and test scores were stable indicators between panels. Gender predicted dropouts for only the ninth grade panel. Eighth graders that were female were approximately 22% less likely to drop out. Journal: The Journal of Educational Research Pages: 631-639 Issue: 6 Volume: 109 Year: 2016 Month: 11 X-DOI: 10.1080/00220671.2015.1016601 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1016601 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:6:p:631-639 Template-Type: ReDIF-Article 1.0 Author-Name: Robert Pasnak Author-X-Name-First: Robert Author-X-Name-Last: Pasnak Author-Name: Katrina Lea Schmerold Author-X-Name-First: Katrina Lea Author-X-Name-Last: Schmerold Author-Name: Melissa Fetterer Robinson Author-X-Name-First: Melissa Fetterer Author-X-Name-Last: Robinson Author-Name: K. Marinka Gadzichowski Author-X-Name-First: K. Marinka Author-X-Name-Last: Gadzichowski Author-Name: Allison M. Bock Author-X-Name-First: Allison M. Author-X-Name-Last: Bock Author-Name: Sarah Eva O'Brien Author-X-Name-First: Sarah Eva Author-X-Name-Last: O'Brien Author-Name: Julie K. Kidd Author-X-Name-First: Julie K. Author-X-Name-Last: Kidd Author-Name: Deb A. Gallington Author-X-Name-First: Deb A. Author-X-Name-Last: Gallington Title: Understanding number sequences leads to understanding mathematics concepts Abstract: Ninety-six first grade students in an urban school system were tested in October and May on reading, mathematics, and their understanding of sequences of letters and numbers. A time lag analysis was subsequently conducted. In such analyses, cross-correlations between the first measurement of one variable and the second measurement of another are compared. The larger of the correlations indicates the direction of the relationship; i.e., which variable is most likely to be causal. Correlations of the fall scores on the number sequences with spring scores on the mathematics concepts scale were significant, while correlations of the fall mathematics concepts scores with spring number sequence scores were negligible. This indicates that understanding such complex sequences has a directional effect on understanding mathematics concepts. Fall–spring cross-correlations for the letter sequences and reading test, although significant, did not differ, and hence provided no indication of the direction of the relationship. Potential explanations were discussed. Journal: The Journal of Educational Research Pages: 640-646 Issue: 6 Volume: 109 Year: 2016 Month: 11 X-DOI: 10.1080/00220671.2015.1020911 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1020911 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:6:p:640-646 Template-Type: ReDIF-Article 1.0 Author-Name: Melissa C. Gilbert Author-X-Name-First: Melissa C. Author-X-Name-Last: Gilbert Title: Relating aspects of motivation to facets of mathematical competence varying in cognitive demand Abstract: The author investigated the relationship between aspects of student motivation and performance on mathematical tasks varying in cognitive demand relevant to meeting the expectations of the Common Core State Standards for Mathematics (CCSS-M). A sample of 479 primarily Latino middle school students completed established survey measures of motivation and a constructed response assessment of two facets of mathematical competence. The assessment measured students' progress toward performing a procedure and demonstrating understanding by providing a written critique of a peer's work, a more cognitively demanding facet. As predicted, higher interest and efficacy in mathematics, lower performance-avoidance goals, and fewer experiences of negative emotions related to performance levels for both facets, while utility and mastery-approach goals (i.e., focusing on understanding mathematics) related only to the more cognitively demanding facet. Implications of these findings for preparing students to be successful mathematical learners, especially in the many states implementing the CCSS-M, are discussed. Journal: The Journal of Educational Research Pages: 647-657 Issue: 6 Volume: 109 Year: 2016 Month: 11 X-DOI: 10.1080/00220671.2015.1020912 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1020912 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:6:p:647-657 Template-Type: ReDIF-Article 1.0 Author-Name: Sherri L. Martinie Author-X-Name-First: Sherri L. Author-X-Name-Last: Martinie Author-Name: Jeong-Hee Kim Author-X-Name-First: Jeong-Hee Author-X-Name-Last: Kim Author-Name: Deborah Abernathy Author-X-Name-First: Deborah Author-X-Name-Last: Abernathy Title: “Better to be a pessimist”: A narrative inquiry into mathematics teachers' experience of the transition to the Common Core Abstract: The Common Core State Standards (CCSS) are a focus of state education policy today influencing curriculum implementation and assessment in public schools. The purpose of this narrative inquiry is to understand how high school mathematics teachers experience the transition period. Based on interviews with mathematics teachers in a high school in the Midwest, we aim at bringing teachers' voices to the forefront. Through teachers' stories, we find that: a) Teachers live in the different zones of enactment; and b) Teachers' ecological view of agency should be used as a link to a transition to the CCSS for creating a genuine dialogue. This article is significant in two ways. First, it informs the administrators and policy makers of how there will be inconsistencies across states, districts, schools and classrooms in the implementation and assessment, and second, it helps to explain the need for new professional development approaches. Journal: The Journal of Educational Research Pages: 658-665 Issue: 6 Volume: 109 Year: 2016 Month: 11 X-DOI: 10.1080/00220671.2015.1020913 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1020913 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:6:p:658-665 Template-Type: ReDIF-Article 1.0 Author-Name: Jakob D. Jensen Author-X-Name-First: Jakob D. Author-X-Name-Last: Jensen Author-Name: Katheryn Christy Author-X-Name-First: Katheryn Author-X-Name-Last: Christy Author-Name: Melinda Krakow Author-X-Name-First: Melinda Author-X-Name-Last: Krakow Author-Name: Kevin John Author-X-Name-First: Kevin Author-X-Name-Last: John Author-Name: Nicole Martins Author-X-Name-First: Nicole Author-X-Name-Last: Martins Title: Narrative transportability, leisure reading, and genre preference in children 9–13 years old Abstract: Leisure reading behavior is a key predictor of educational success. Transportability is a trait that determines how likely an individual is to become involved in a story, and past research has suggested that involvement may be related to leisure reading behavior. However, available measures of transportability have not been validated with children or related to leisure reading. To address this gap, children 9–13 years old (N = 136) completed a revised version of the Transportability Scale. A 13-item version of the scale was found to be unidimensional, reliable, and predictive of 6% of the variance in leisure reading (above and beyond sex, age, reading ability, and student performance). Transportability was also related to genre preference and several interesting sex differences emerged. The Transportability Scale provides researchers with a psychometrically sound measure of narrative involvement to advance research on leisure reading. Journal: The Journal of Educational Research Pages: 666-674 Issue: 6 Volume: 109 Year: 2016 Month: 11 X-DOI: 10.1080/00220671.2015.1034351 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1034351 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:6:p:666-674 Template-Type: ReDIF-Article 1.0 Author-Name: Peter Bartanen Author-X-Name-First: Peter Author-X-Name-Last: Bartanen Title: Closing the School Discipline Gap: Equitable Remedies for Excessive Exclusion. Journal: The Journal of Educational Research Pages: 677-677 Issue: 6 Volume: 109 Year: 2016 Month: 11 X-DOI: 10.1080/00220671.2015.1074509 File-URL: http://hdl.handle.net/10.1080/00220671.2015.1074509 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:6:p:677-677 Template-Type: ReDIF-Article 1.0 Author-Name: Mary F. Roe Author-X-Name-First: Mary F. Author-X-Name-Last: Roe Title: , by Mary Moss Brown and Alisa Berger Journal: The Journal of Educational Research Pages: 675-676 Issue: 6 Volume: 109 Year: 2016 Month: 11 X-DOI: 10.1080/00220671.2016.1159496 File-URL: http://hdl.handle.net/10.1080/00220671.2016.1159496 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:6:p:675-676 Template-Type: ReDIF-Article 1.0 Author-Name: Laura Megino-Elvira Author-X-Name-First: Laura Author-X-Name-Last: Megino-Elvira Author-Name: Pilar Martín-Lobo Author-X-Name-First: Pilar Author-X-Name-Last: Martín-Lobo Author-Name: Esperanza Vergara-Moragues Author-X-Name-First: Esperanza Author-X-Name-Last: Vergara-Moragues Title: Influence of eye movements, auditory perception, and phonemic awareness in the reading process Abstract: The authors' aim was to analyze the relationship of eye movements, auditory perception, and phonemic awareness with the reading process. The instruments used were the King-Devick Test (saccade eye movements), the PAF test (auditory perception), the PFC (phonemic awareness), the PROLEC-R (lexical process), the Canals reading speed test, and the ACL-1 (reading comprehension). The sample was composed of 52 first-year primary school pupils. After the correlational analysis, results indicate that all of these factors correlate in reading (lexical process, speed, and word comprehension). Moreover, the nonparametric Mann-Whitney U test reveals that children with saccade eye movements and auditory perception problems obtain lower reading levels. In addition, children with lexical problems obtain a lower level of phonemic awareness. Given the importance of these variables, the authors conclude with a proposal of neuropsychological activities to improve reading skills. Journal: The Journal of Educational Research Pages: 567-573 Issue: 6 Volume: 109 Year: 2016 Month: 11 X-DOI: 10.1080/00220671.2014.994197 File-URL: http://hdl.handle.net/10.1080/00220671.2014.994197 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:6:p:567-573 Template-Type: ReDIF-Article 1.0 Author-Name: Altay Eren Author-X-Name-First: Altay Author-X-Name-Last: Eren Author-Name: Hamit Coskun Author-X-Name-First: Hamit Author-X-Name-Last: Coskun Title: Students' level of boredom, boredom coping strategies, epistemic curiosity, and graded performance Abstract: The authors examined the relationships among students' levels of boredom, boredom coping strategies, epistemic curiosity, and graded performance regarding mathematics lessons, with the intention to explore the mediating roles of boredom coping strategies and epistemic curiosity in the relationship between the level of boredom and graded performance. A total of 557 students from a small city located in the Western Black Sea region of Turkey voluntarily participated in the study. Of them, 211 enrolled in an Anatolian high school and 346 enrolled in a science high school. Results showed that the level of boredom, boredom coping strategies, epistemic curiosity, and graded performance were significantly related to each other. Results also showed that deprivation-type epistemic curiosity and interest-type epistemic curiosity played significant mediating roles in the relationship between the level of boredom and graded performance. Notably, the mediating roles of interest-type epistemic curiosity and deprivation-type epistemic curiosity differed across gender groups. Journal: The Journal of Educational Research Pages: 574-588 Issue: 6 Volume: 109 Year: 2016 Month: 11 X-DOI: 10.1080/00220671.2014.999364 File-URL: http://hdl.handle.net/10.1080/00220671.2014.999364 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:109:y:2016:i:6:p:574-588 Template-Type: ReDIF-Article 1.0 Author-Name: Lucy Griezel Author-X-Name-First: Lucy Author-X-Name-Last: Griezel Author-Name: Linda Finger Author-X-Name-First: Linda Author-X-Name-Last: Finger Author-Name: Gawaian Bodkin-Andrews Author-X-Name-First: Gawaian Author-X-Name-Last: Bodkin-Andrews Author-Name: Rhonda Craven Author-X-Name-First: Rhonda Author-X-Name-Last: Craven Author-Name: Alexander Yeung Author-X-Name-First: Alexander Author-X-Name-Last: Yeung Title: Uncovering the Structure of and Gender and Developmental Differences in Cyber Bullying Abstract: Although literature on traditional bullying is abundant, a limited body of sound empirical research exists regarding its newest form: cyber bullying. The sample comprised Australian secondary students (N = 803) and aimed to identify the underlying structure of cyber bullying, and differences in traditional and cyber bullying behaviors across gender and grade. Reliability analyses, confirmatory factor analyses, and factorial invariance testing demonstrated that the newly extended measure of traditional and cyber bullying was psychometrically sound. Multiple-Indicators-Multiple-Causes models demonstrated gender, grade, and gender by grade interaction effects for traditional and cyber forms of bullying and being bullied. Findings were interpreted in the context of bullying theory. Moreover, potential limitations of the investigation and implications for theory, research, and practice were discussed. Journal: The Journal of Educational Research Pages: 442-455 Issue: 6 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2011.629692 File-URL: http://hdl.handle.net/10.1080/00220671.2011.629692 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:6:p:442-455 Template-Type: ReDIF-Article 1.0 Author-Name: D. Reutzel Author-X-Name-First: D. Author-X-Name-Last: Reutzel Author-Name: Yaacov Petscher Author-X-Name-First: Yaacov Author-X-Name-Last: Petscher Author-Name: Alexandra Spichtig Author-X-Name-First: Alexandra Author-X-Name-Last: Spichtig Title: Exploring the Value Added of a Guided, Silent Reading Intervention: Effects on Struggling Third-Grade Readers’ Achievement Abstract: The authors’ purpose was to explore the effects of a supplementary, guided, silent reading intervention with 80 struggling third-grade readers who were retained at grade level as a result of poor performance on the reading portion of a criterion referenced state assessment. The students were distributed in 11 elementary schools in a large, urban school district in the state of Florida. A matched, quasi-experimental design was constructed using propensity scores for this study. Students in the guided, silent reading intervention, Reading Plus, evidenced higher, statistically significant mean scores on the Florida Comprehensive Assessment Test criterion assessment measure of reading at posttest. The effect size, favoring the guided, silent reading intervention group was large, 1 full standard deviation, when comparing the 2 comparison groups’ mean posttest scores. As such, the results indicate a large advantage for providing struggling third-grade readers guided silent reading fluency practice in a computer-based practice environment. No significant difference was found between the treatment and control group on the Stanford Achievement Test–10 (SAT-10) posttest scores, although posttest scores for the treatment group trended higher than the control. After conducting a power analysis, it was determined that the sample size (n = 80) was too small to provide sufficient statistical power to detect a difference in third-grade students’ SAT-10 scores. Journal: The Journal of Educational Research Pages: 404-415 Issue: 6 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2011.629693 File-URL: http://hdl.handle.net/10.1080/00220671.2011.629693 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:6:p:404-415 Template-Type: ReDIF-Article 1.0 Author-Name: Sean Close Author-X-Name-First: Sean Author-X-Name-Last: Close Author-Name: Elizabeth Oldham Author-X-Name-First: Elizabeth Author-X-Name-Last: Oldham Author-Name: Gerry Shiel Author-X-Name-First: Gerry Author-X-Name-Last: Shiel Author-Name: Therese Dooley Author-X-Name-First: Therese Author-X-Name-Last: Dooley Author-Name: Michael O’Leary Author-X-Name-First: Michael Author-X-Name-Last: O’Leary Title: Effects of Calculators on Mathematics Achievement and Attitudes of Ninth-Grade Students Abstract: Three calculator tests were administered to a national sample of 1,469 Irish students in Grade 9—the last cohort to study mathematics without calculators (Phase 1). Three years later, the same tests were administered to a similar sample with calculators (Phase 2). Scores on a test of calculator-inappropriate items showed no significant change over the 3 years. For a test of calculator optional items, students were divided randomly into 2 groups, 1 with calculator access and the other without. In both phases, the students with calculators achieved significantly better than the students without calculators. Achievement on a test of calculator appropriate items showed significant improvement over the 3 years. Students’ attitudes toward calculators also improved over the time. Journal: The Journal of Educational Research Pages: 377-390 Issue: 6 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2011.629857 File-URL: http://hdl.handle.net/10.1080/00220671.2011.629857 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:6:p:377-390 Template-Type: ReDIF-Article 1.0 Author-Name: Dale Rose Author-X-Name-First: Dale Author-X-Name-Last: Rose Author-Name: Micheline Magnotta Author-X-Name-First: Micheline Author-X-Name-Last: Magnotta Title: Succeeding with High-Risk K–3 Populations Using Arts-Based Reading Instruction: A Longitudinal Study Abstract: Numerous studies have identified isolated elements for successfully teaching early reading. However, very few studies have examined the effect of early reading programs that use a combination of multiple research-based practices. A 4-year longitudinal study starting with 243 students was conducted to determine the effects of the Reading in Motion reading program on standardized measures of students’ reading skills. The program provided students from kindergarten through Grade 3 arts-based instruction in reading that teaches phonemic awareness, systematic phonics, and oral reading fluency using small groups and peer-assisted instruction with frequent, corrective feedback. Although the two groups were nearly identical upon entering kindergarten, the at-risk treatment students (N = 57) significantly outperformed control students (N = 48) at the end of kindergarten and Grades 1 and 2. Journal: The Journal of Educational Research Pages: 416-430 Issue: 6 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2011.638679 File-URL: http://hdl.handle.net/10.1080/00220671.2011.638679 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:6:p:416-430 Template-Type: ReDIF-Article 1.0 Author-Name: Jian Li Author-X-Name-First: Jian Author-X-Name-Last: Li Author-Name: Ann O’Connell Author-X-Name-First: Ann Author-X-Name-Last: O’Connell Title: Obesity, High-Calorie Food Intake, and Academic Achievement Trends Among U.S. School Children Abstract: The authors investigated children's self-reported high-calorie food intake in Grade 5 and its relationship to trends in obesity status and academic achievement over the first 6 years of school. They used 3-level hierarchical linear models in the large-scale database (the Early Childhood Longitudinal Study–Kindergarten Cohort). Findings indicated that frequency of eating fast food in Grade 5 was negatively related to mathematics and reading scores at Grade 5 and to the grow rate in both subjects. Frequency of obtaining salty snacks at school was moderately and negatively related to mathematics performance at Grade 5. School vending machines were not significantly associated with academic achievement patterns or obesity status. These results are informative of trends worth further investigation through prospective models. Journal: The Journal of Educational Research Pages: 391-403 Issue: 6 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2011.646359 File-URL: http://hdl.handle.net/10.1080/00220671.2011.646359 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:6:p:391-403 Template-Type: ReDIF-Article 1.0 Author-Name: Francis Huang Author-X-Name-First: Francis Author-X-Name-Last: Huang Author-Name: Marcia Invernizzi Author-X-Name-First: Marcia Author-X-Name-Last: Invernizzi Title: The Association of Kindergarten Entry Age with Early Literacy Outcomes Abstract: The authors investigated whether age at kindergarten entry was associated with early literacy achievement gaps and if these gaps persisted over time. Using the kindergarten age eligibility cutoff date, they created 2 groups of students who represented the oldest and youngest children in a cohort of students in high-poverty, low-performing schools. The authors followed 405 students from the beginning of kindergarten until the end of Grade 2. Results indicated that the youngest students scored lower than their oldest peers at the beginning of kindergarten on various early literacy measures. The early-age achievement gap, however, narrowed over time but did not close completely by the end of Grade 2. Implications for parents and educators are discussed. Journal: The Journal of Educational Research Pages: 431-441 Issue: 6 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2012.658456 File-URL: http://hdl.handle.net/10.1080/00220671.2012.658456 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:6:p:431-441 Template-Type: ReDIF-Article 1.0 Author-Name: Demere Woolway Author-X-Name-First: Demere Author-X-Name-Last: Woolway Title: A Review of “Diverse by Design: Literacy Education in Multicultural Institutions” Journal: The Journal of Educational Research Pages: 456-457 Issue: 6 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2012.707963 File-URL: http://hdl.handle.net/10.1080/00220671.2012.707963 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:6:p:456-457 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Editorial Board EOV Journal: The Journal of Educational Research Pages: ebi-ebi Issue: 6 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2012.714672 File-URL: http://hdl.handle.net/10.1080/00220671.2012.714672 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:6:p:ebi-ebi Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Erratum Journal: The Journal of Educational Research Pages: 458-458 Issue: 6 Volume: 105 Year: 2012 X-DOI: 10.1080/00220671.2012.722039 File-URL: http://hdl.handle.net/10.1080/00220671.2012.722039 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:105:y:2012:i:6:p:458-458 Template-Type: ReDIF-Article 1.0 Author-Name: Joshua Morris Author-X-Name-First: Joshua Author-X-Name-Last: Morris Author-Name: Michelene T. H. Chi Author-X-Name-First: Michelene T. H. Author-X-Name-Last: Chi Title: Improving teacher questioning in science using ICAP theory Abstract: The purpose of this research was to investigate the efficacy of professional development in changing two middle school science teachers’ questioning to include more questions that require deeper student responses. The professional development was based on ICAP theory which proposes a framework for identifying cognitive engagement based on what is required of students. ICAP hypothesizes that Interactive and Constructive questions, such as those requiring inferential thought and collaboration, lead to deeper thinking and therefore stronger learning gains than questions that are more Active, Passive. Teacher questioning before and after the PD showed a marked improvement in increasing the number of questions that required students to make inferences about the materials. Student gain scores from tests on the lesson’s content suggests a positive relationship between constructive questions and student learning. This paper also details a coding scheme based on ICAP that can be used to provide feedback on teachers’ questioning. Journal: The Journal of Educational Research Pages: 1-12 Issue: 1 Volume: 113 Year: 2020 Month: 2 X-DOI: 10.1080/00220671.2019.1709401 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1709401 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:1:p:1-12 Template-Type: ReDIF-Article 1.0 Author-Name: Stefan Kulakow Author-X-Name-First: Stefan Author-X-Name-Last: Kulakow Title: How autonomy support mediates the relationship between self-efficacy and approaches to learning Abstract: The significant interplay between self-efficacy, autonomy support and approaches to learning in adolescent students is widely recognized. However, less is known about whether substantial differences exist between early and middle adolescent students from schools with different environments. To close this research gap, this study used latent mean comparison and multigroup structural equation modeling with questionnaire data from a sample of German adolescent students (N = 1153; MAgeT1 = 13.97, SD = 1.37; MAgeT2 = 14.27, SD = 1.25) in two waves. Multigroup structural equation modeling reveals that autonomy functions as a mediator in the association between self-efficacy and approaches to learning only for students from schools with a student-centered learning environment based on competence-matrices in contrast to a teacher-directed learning environment, particularly for early adolescent students. More specifically, adolescents’ approaches to learning can be enhanced through autonomy-supportive learning independently of their self-efficacy. Journal: The Journal of Educational Research Pages: 13-25 Issue: 1 Volume: 113 Year: 2020 Month: 2 X-DOI: 10.1080/00220671.2019.1709402 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1709402 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:1:p:13-25 Template-Type: ReDIF-Article 1.0 Author-Name: Amelie Rogiers Author-X-Name-First: Amelie Author-X-Name-Last: Rogiers Author-Name: Emmelien Merchie Author-X-Name-First: Emmelien Author-X-Name-Last: Merchie Author-Name: Hilde Van Keer Author-X-Name-First: Hilde Van Author-X-Name-Last: Keer Title: Learner profile stability and change over time: the impact of the explicit strategy instruction program “learning light” Abstract: This study examined the stability and change in secondary school students’ learner profiles after receiving an explicit strategy instruction (ESI) to foster their text-learning strategy use. A randomized quasi-experimental repeated measures design was set up with one experimental condition – receiving an eight-lesson-teacher delivered instructional treatment – and one control condition. Four learner profiles (i.e., integrated strategy users, information organizers, mental learners, and limited strategy users) were corroborated at three measurement occasions in a sample of 444 students. Cluster movement analysis identified positive changes in students’ learner profiles over time. Both short- and long-term results were promising. Journal: The Journal of Educational Research Pages: 26-45 Issue: 1 Volume: 113 Year: 2020 Month: 2 X-DOI: 10.1080/00220671.2019.1711005 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1711005 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:1:p:26-45 Template-Type: ReDIF-Article 1.0 Author-Name: Rachel A. Short Author-X-Name-First: Rachel A. Author-X-Name-Last: Short Author-Name: Marina Y. Van der Eb Author-X-Name-First: Marina Y. Author-X-Name-Last: Van der Eb Author-Name: Susan R. McKay Author-X-Name-First: Susan R. Author-X-Name-Last: McKay Title: Effect of productive discussion on written argumentation in earth science classrooms Abstract: Active teachers noted persistent problems in their classrooms, including low levels of student engagement and gaps in students’ use of evidence in forming arguments. Earth Science students provided written responses to two questions using the previously implemented Claim, Evidence, Reasoning (CER) framework. The first question was answered without a preceding discussion whereas the second question was answered following a discussion protocol—no discussion, discussion without Talk Science, and discussion with Talk Science. A ninth grade teacher more comprehensively implemented Talk Science by incorporating statements from all four goals whereas a seventh grade teacher did not. As a result, ninth grade students improved their use of evidence, reasoning, and content, but seventh graders did not show the same improvements. All students valued the discussion, but this study shows that Talk Science discussions can be used to improve students’ content knowledge and CER argumentation skills. Journal: The Journal of Educational Research Pages: 46-58 Issue: 1 Volume: 113 Year: 2020 Month: 2 X-DOI: 10.1080/00220671.2020.1712314 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1712314 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:1:p:46-58 Template-Type: ReDIF-Article 1.0 Author-Name: Meng Kay Daniel Ling Author-X-Name-First: Meng Kay Daniel Author-X-Name-Last: Ling Author-Name: Sau Cheong Loh Author-X-Name-First: Sau Cheong Author-X-Name-Last: Loh Title: Relationship of creativity and critical thinking to pattern recognition among Singapore private school students Abstract: Cognitive pattern recognition is known to be an important skill for academic subjects such as mathematics, science, languages, or even humanities. In this study, we investigate the relationships between creativity, critical thinking, and pattern recognition among 203 private school students in Singapore. The instruments used include a creativity test (modified Creativity Selected Elements Questionnaire), a Critical Thinking Test (modified Cornell Critical Thinking), and a pattern recognition test. The main data analysis is done using the SMART-PLS structural equation modeling software. The results of the study reveal that creativity is a weak predictor of pattern recognition (β = 0.131, p > 0.05, f2 = 0.024) but critical thinking is a good predictor (β = 0.517, p < 0.05, f2 = 0.374). An implication of the research outcome is that more training on critical thinking should be given to the students to improve their pattern recognition ability. Journal: The Journal of Educational Research Pages: 59-76 Issue: 1 Volume: 113 Year: 2020 Month: 2 X-DOI: 10.1080/00220671.2020.1716203 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1716203 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:1:p:59-76 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Correction Journal: The Journal of Educational Research Pages: 77-77 Issue: 1 Volume: 113 Year: 2020 Month: 2 X-DOI: 10.1080/00220671.2019.1709705 File-URL: http://hdl.handle.net/10.1080/00220671.2019.1709705 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:1:p:77-77 Template-Type: ReDIF-Article 1.0 Author-Name: Julie K. Jackson Author-X-Name-First: Julie K. Author-X-Name-Last: Jackson Author-Name: Margarita Huerta Author-X-Name-First: Margarita Author-X-Name-Last: Huerta Author-Name: Tiberio Garza Author-X-Name-First: Tiberio Author-X-Name-Last: Garza Title: A promising science and literacy instructional model with Hispanic fifth grade students Abstract: This study evaluated the Science and Literacy Instructional Model aimed at helping primarily Hispanic bilingual/English Learners (ELs) and economically disadvantaged fifth grade students with science achievement as measured by high-stakes standardized science achievement scores. The model combined purposeful planning, innovative academic vocabulary instruction, and a Lesson Design Lab. Difference-in proportions tests were used to determine if students at two school campuses showed positive achievement gains on a state science test. This study found statistically significant results with medium to large effect sizes at both campuses. Findings contribute to much needed research, practice, and policy in the area of effective models to assist both teachers and students in an era of high-stakes testing. Journal: The Journal of Educational Research Pages: 79-92 Issue: 2 Volume: 113 Year: 2020 Month: 2 X-DOI: 10.1080/00220671.2020.1728734 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1728734 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:2:p:79-92 Template-Type: ReDIF-Article 1.0 Author-Name: Shekinah E. Dare Author-X-Name-First: Shekinah E. Author-X-Name-Last: Dare Author-Name: Wilco W. van Dijk Author-X-Name-First: Wilco W. Author-X-Name-Last: van Dijk Author-Name: Eric van Dijk Author-X-Name-First: Eric Author-X-Name-Last: van Dijk Author-Name: Lotte F. van Dillen Author-X-Name-First: Lotte F. Author-X-Name-Last: van Dillen Author-Name: Marcello Gallucci Author-X-Name-First: Marcello Author-X-Name-Last: Gallucci Author-Name: Olaf Simonse Author-X-Name-First: Olaf Author-X-Name-Last: Simonse Title: The effect of financial education on pupils’ financial knowledge and skills: Evidence from a Solomon four-group design Abstract: The present study used a Solomon four-group quasi-experimental design to examine the short-term effect of a large-scale national financial education program on children’s knowledge and skills in responsible spending and performing transactions effectively. Our study included a representative sample of Dutch pupils in the fifth grade of primary school (N = 2,650). Controlling for different children-specific characteristics, results showed that the program increased pupils’ knowledge and skills scores in performing transactions effectively, but not in responsible spending. The insights gained from the present study show how financial education programs that enable children to immediately apply what they learn in practice can improve children’s knowledge and skills regarding certain financial competencies. Journal: The Journal of Educational Research Pages: 93-107 Issue: 2 Volume: 113 Year: 2020 Month: 2 X-DOI: 10.1080/00220671.2020.1733453 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1733453 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:2:p:93-107 Template-Type: ReDIF-Article 1.0 Author-Name: Amanda L. Campbell Author-X-Name-First: Amanda L. Author-X-Name-Last: Campbell Author-Name: Jill W. Lassiter Author-X-Name-First: Jill W. Author-X-Name-Last: Lassiter Title: Teacher perceptions of facilitators and barriers to implementing classroom physical activity breaks Abstract: Physical activity plays an important role in childhood development and is associated with positive health, social, emotional, and academic benefits. Despite this, children are often sedentary for most of their school day and fail to meet daily activity recommendations. Incorporating physical activity breaks into the classroom can achieve many positive outcomes, however has not been widely adopted. This study used the diffusion of innovation theory as a framework to examine teacher perceptions of barriers and facilitators to incorporating physical activity breaks into their elementary classrooms. Teachers perceived compatibility with teaching philosophy and observability of benefits to most students as strong facilitators. They struggled to reconcile relative advantage and trailability, primarily due to classroom management issues associated with just a few students. Lack of complexity facilitated implementation, however upper grade teachers felt a strong need to connect activity to academics which threatened complexity. The authors conclude with recommendations to increase adoption. Journal: The Journal of Educational Research Pages: 108-119 Issue: 2 Volume: 113 Year: 2020 Month: 2 X-DOI: 10.1080/00220671.2020.1752613 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1752613 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:2:p:108-119 Template-Type: ReDIF-Article 1.0 Author-Name: Jacob D. Downs Author-X-Name-First: Jacob D. Author-X-Name-Last: Downs Author-Name: Kathleen A. J. Mohr Author-X-Name-First: Kathleen A. J. Author-X-Name-Last: Mohr Author-Name: Tyson S. Barrett Author-X-Name-First: Tyson S. Author-X-Name-Last: Barrett Title: Determining the academic and affective outcomes of dyad reading among third graders Abstract: Dyad reading involves a lower level reader paired with a higher level reading partner who models proficient oral reading while providing access to challenging texts. Previous research has reported increased reading fluency and comprehension for participants of dyad reading; however, to date no research has investigated how dyad reading may influence student attitudes toward reading. Using mixed effects linear modeling, this quasi-experimental study of third graders investigated the academic and attitudinal outcomes for students who read in dyads for 15 minutes daily for 90 school days. Results indicated that dyad readers experienced mixed outcomes in improving reading proficiency and a pattern of decline in reading attitudes compared to students in the control group. While lower level dyad readers demonstrated significant gains on a measure of comprehension, there were no differences between groups on several other measures of reading. Recommendations target how to maximize the use of dyad reading to support students’ reading development without eroding their perceptions of themselves as readers. Journal: The Journal of Educational Research Pages: 120-132 Issue: 2 Volume: 113 Year: 2020 Month: 2 X-DOI: 10.1080/00220671.2020.1755615 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1755615 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:2:p:120-132 Template-Type: ReDIF-Article 1.0 Author-Name: José Hanham Author-X-Name-First: José Author-X-Name-Last: Hanham Author-Name: John McCormick Author-X-Name-First: John Author-X-Name-Last: McCormick Author-Name: Adam Hendry Author-X-Name-First: Adam Author-X-Name-Last: Hendry Title: Project-based learning groups of friends and acquaintances: The role of efficacy beliefs Abstract: This school-based study explored the role of collective and proxy efficacy beliefs in the performances of project-based learning teams comprising friends and acquaintances. Participants were 162 male students in Grade 8 who attended a Catholic high school, located in Sydney, Australia. Students were organized into 20 acquaintance groups and 21 friendship groups. Each group comprised 4 students who were completing project-based learning assignments in Geography, Religious Studies, and English. Data were self-reports and teacher-assessed group performance scores. Data collection occurred three times over a five-week period. Multilevel modeling was used to examine relationships between variables in the study. Statistically significant interactions involving group type, collective efficacy, and proxy efficacy were identified in Geography and Religious Studies. Implications are that it may be advantageous for teachers to assign students to friendship groups, provided they nurture collective efficacy, and that proxy efficacy may negatively affect group performance, depending on the context. Journal: The Journal of Educational Research Pages: 133-144 Issue: 2 Volume: 113 Year: 2020 Month: 2 X-DOI: 10.1080/00220671.2020.1756729 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1756729 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:2:p:133-144 Template-Type: ReDIF-Article 1.0 Author-Name: Anders Hofverberg Author-X-Name-First: Anders Author-X-Name-Last: Hofverberg Author-Name: Mikael Winberg Author-X-Name-First: Mikael Author-X-Name-Last: Winberg Title: Achievement goals and classroom goal structures: Do they need to match? Abstract: It is often assumed that students’ personal achievement goals are most beneficial when they match the goal structures of the classroom, but interaction between achievement goals and goal structures is not well researched. In this study, we aim at providing a nuanced picture of the direct, interaction, and nonlinear effects of achievement goals and goal structures on test performance and autonomous motivation. We used multiple linear regressions, including interaction and quadratic terms, in combination with response surface methodology to analyze questionnaire data from students in Grades 6-10. We found no evidence for a general match effect, and only weak indications of interactions between achievement goals and goal structures. Thus, the match between classroom goal structures and students’ personal goals may be less important for students’ motivation and achievement than previously assumed. Still, based on our results we recommend a focus on mastery structures in the classroom. Journal: The Journal of Educational Research Pages: 145-162 Issue: 2 Volume: 113 Year: 2020 Month: 2 X-DOI: 10.1080/00220671.2020.1759495 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1759495 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:2:p:145-162 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Correction Journal: The Journal of Educational Research Pages: 163-163 Issue: 2 Volume: 113 Year: 2020 Month: 2 X-DOI: 10.1080/00220671.2020.1753948 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1753948 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:2:p:163-163 Template-Type: ReDIF-Article 1.0 Author-Name: Jessica DeMink-Carthew Author-X-Name-First: Jessica Author-X-Name-Last: DeMink-Carthew Author-Name: Steven Netcoh Author-X-Name-First: Steven Author-X-Name-Last: Netcoh Author-Name: Katy Farber Author-X-Name-First: Katy Author-X-Name-Last: Farber Title: Exploring the Potential for Students to Develop Self-Awareness through Personalized Learning Abstract: Personalized learning (PL) and social-emotional learning (SEL) are areas of increasing emphasis in U.S. educational policy and practice. With the goal of examining how these initiatives may be mutually supportive, this exploratory study investigates the potential for a PL experience to help middle school students develop the SEL skill of “self-awareness.” Using qualitative inquiry, we analyze reflective interviews with eleven students engaged in PL using an original self-awareness coding scheme. Our findings offer promising evidence that PL can promote self-awareness, including specific student examples, followed by recommendations for how PL and SEL efforts can be more strategically aligned. Journal: The Journal of Educational Research Pages: 165-176 Issue: 3 Volume: 113 Year: 2020 Month: 4 X-DOI: 10.1080/00220671.2020.1764467 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1764467 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:3:p:165-176 Template-Type: ReDIF-Article 1.0 Author-Name: Zoi A. Traga Philippakos Author-X-Name-First: Zoi A. Author-X-Name-Last: Traga Philippakos Title: A yearlong, professional development model on genre-based strategy instruction on writing Abstract: The purpose of the study was to (a) design and examine the effects of a yearlong professional development model on the writing quality of 3rd to 5th graders across genres and on their teachers’ confidence, and (b) to make revisions based on results and teacher’s feedback. Participants were 11 teachers, 273 students, and a principal. The study had a one-year duration, and instruction was based on genre-based strategy instruction for the genres of opinion, story, and compare-contrast. Data were collected across the academic year, and results showed that students’ writing quality improved across genres taught during the academic year while there were no gender differences on performance. Teachers expressed challenges regarding time to teach writing and meet with peer. Further they shared the need to be provided with quality resources and continuous PD. Revisions for Cycle 2 are included and implications for research and practice are further discussed. Journal: The Journal of Educational Research Pages: 177-190 Issue: 3 Volume: 113 Year: 2020 Month: 4 X-DOI: 10.1080/00220671.2020.1767531 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1767531 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:3:p:177-190 Template-Type: ReDIF-Article 1.0 Author-Name: Maria Kolovou Author-X-Name-First: Maria Author-X-Name-Last: Kolovou Author-Name: Nam Ju Kim Author-X-Name-First: Nam Ju Author-X-Name-Last: Kim Title: Effects of implementing an integrative drama-inquiry learning model in a science classroom Abstract: This paper introduces ‘Integrative Drama-Inquiry Learning’ (IDI), merging drama-based learning with inquiry-based learning in order to exemplify teaching science through drama. The study also reports on the findings of a sequential mixed-methods procedure embedded in a quasi-experimental research design aimed to understand the effects of IDI on middle school students’ achievement in a biological unit. The initial quantitative phase revealed that IDI instruction had a significant effect on the experimental group’s achievement compared with traditional teaching. A follow-up qualitative phase showed that their achievement was affected by the enhancement of intrinsic motivation through IDI. Analysis suggested that students’ satisfaction of psychological needs of competency, relatedness, and autonomy positively affected learners’ motivation, as advocated by the self-determination theory. Journal: The Journal of Educational Research Pages: 191-203 Issue: 3 Volume: 113 Year: 2020 Month: 4 X-DOI: 10.1080/00220671.2020.1771673 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1771673 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:3:p:191-203 Template-Type: ReDIF-Article 1.0 Author-Name: Javier Fernandez-Rio Author-X-Name-First: Javier Author-X-Name-Last: Fernandez-Rio Author-Name: Pablo Morales-Sallés Author-X-Name-First: Pablo Author-X-Name-Last: Morales-Sallés Title: Student-designed games in secondary education. Effects and perspectives from students and teachers Abstract: The goal was to gain a deeper understanding of the extended use of student-designed games. 207 students (grades: eight, nine, eleven) from one school participated. They were randomly divided in Experimental (student-designed games) and Equivalent group (traditional instruction). Both experienced the same learning units (two, 12 sessions) over the same time (six weeks). The study followed a pretest, post-test, quantitative-qualitative research design. Data was obtained through questionnaire, diary and open-ended question. Quantitative results showed statistically significant differences at post-test in Autonomy and Important role favoring the Experimental group. Students’ qualitative data produced positive: student empowerment, innovation, fun and learning, and negative themes: lack of flow, boring and no democracy. From the teacher’s diary also emerged positive: student empowerment and increased participation and negative themes: lack of flow. Student-designed games can empower students, increasing their autonomy and important role, but they also have limitations. Journal: The Journal of Educational Research Pages: 204-212 Issue: 3 Volume: 113 Year: 2020 Month: 4 X-DOI: 10.1080/00220671.2020.1778614 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1778614 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:3:p:204-212 Template-Type: ReDIF-Article 1.0 Author-Name: Loi Booher Author-X-Name-First: Loi Author-X-Name-Last: Booher Author-Name: Louis S. Nadelson Author-X-Name-First: Louis S. Author-X-Name-Last: Nadelson Author-Name: Sandra G. Nadelson Author-X-Name-First: Sandra G. Author-X-Name-Last: Nadelson Title: What about research and evidence? Teachers’ perceptions and uses of education research to inform STEM teaching Abstract: The use of research evidence to inform practice has become an expectation of those working in many professions. There is a dearth of research on teacher use of scholarship to inform their practice. While there is an abundance of research that can be used to inform teacher practice, there are unknowns about how much teachers seek, access, read, apply and share evidence from research to inform their teaching. We address this gap in the literature by surveying inservice teachers about their perceptions and practices for using education research. In our analysis of the data collected from 452 teachers, we found teachers are interested in research and perceive value in research to inform their work. However, we also found that teachers struggle to identify sources of quality research and how to translate research to inform their teaching. Our findings have implications for school administrators seeking to promote teacher engagement in evidence-based practice and educational researchers hoping to have their research translated into K-12 teacher practice. Journal: The Journal of Educational Research Pages: 213-225 Issue: 3 Volume: 113 Year: 2020 Month: 4 X-DOI: 10.1080/00220671.2020.1782811 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1782811 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:3:p:213-225 Template-Type: ReDIF-Article 1.0 Author-Name: Liat Feder Author-X-Name-First: Liat Author-X-Name-Last: Feder Author-Name: Salim Abu-Rabia Author-X-Name-First: Salim Author-X-Name-Last: Abu-Rabia Title: An examination of differences in linguistic and meta-linguistic skills in English (FL) and Hebrew (L1): English intervention program for dyslexic, poor and normal readers Abstract: This research examined differences between dyslexic, poor and normal readers who learn in the same educational framework, across various linguistic and meta-linguistic skills in Hebrew as the first language (L1) and English as a foreign language (FL), following an intervention program focusing on English linguistic skills. The participants included 124 sixth graders divided into an experimental and a control group, where each group was divided into dyslexic, poor and normal readers. The experimental group participated in an intervention program in English, constructed to the requirements of this research, in addition to the regular sixth-grade English curriculum. All participants were administered a battery of tests in English and Hebrew: phonology, morphology, syntax, semantics, orthography, decoding, word recognition, reading fluency, dictation, spelling and reading comprehension before and after the intervention program. More significant differences in most linguistic and meta-linguistic skills improvement in English and in Hebrew were found in the experimental group compared to the control group, with the most significant improvement exhibited by the dyslexic readers. The findings indicate the contribution of the intervention program in English for improving linguistic and meta-linguistic skills in both languages among all readers, and especially among dyslexic readers. Enlargement of the curriculum in English appears to expand their potential, and their improvement is better than that of the poor and normal readers. Journal: The Journal of Educational Research Pages: 226-243 Issue: 3 Volume: 113 Year: 2020 Month: 4 X-DOI: 10.1080/00220671.2020.1782812 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1782812 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:3:p:226-243 Template-Type: ReDIF-Article 1.0 Author-Name: Siti Zulaiha Author-X-Name-First: Siti Author-X-Name-Last: Zulaiha Title: The promise and practice of next generation assessment Journal: The Journal of Educational Research Pages: 244-244 Issue: 3 Volume: 113 Year: 2020 Month: 4 X-DOI: 10.1080/00220671.2020.1769889 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1769889 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:3:p:244-244 Template-Type: ReDIF-Article 1.0 Author-Name: Robert C. Kleinsasser Author-X-Name-First: Robert C. Author-X-Name-Last: Kleinsasser Title: Knowings and knots: Methodologies and ecologies in research-creation Journal: The Journal of Educational Research Pages: 245-246 Issue: 3 Volume: 113 Year: 2020 Month: 4 X-DOI: 10.1080/00220671.2020.1786962 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1786962 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:3:p:245-246 Template-Type: ReDIF-Article 1.0 Author-Name: Edward C. Fletcher Author-X-Name-First: Edward C. Author-X-Name-Last: Fletcher Author-Name: Amber D. Dumford Author-X-Name-First: Amber Author-X-Name-Last: D. Dumford Author-Name: Victor M. Hernandez-Gantes Author-X-Name-First: Victor M. Author-X-Name-Last: Hernandez-Gantes Author-Name: Nicholas Minar Author-X-Name-First: Nicholas Author-X-Name-Last: Minar Title: Examining the engagement of career academy and comprehensive high school students in the United States Abstract: The purpose of this study was to compare the levels of student engagement of career academy students to those at a traditional comprehensive high school using propensity score matching and structural equation modeling. We found that academy students had significantly higher levels of emotional engagement and significantly lower levels of behavioral engagement than those at comprehensive schools. We also found no statistically significant differences in the levels of cognitive engagement of academy students compared to comprehensive school students. We believe the academy model has the promise of transforming the high school experience for students as it relates to their attachment to the school, their relationships with peers and teachers, and their sense of belonging and safety. However, academies need to work with students to create and develop co-curricular and extracurricular activities of interest to engage students in their schools at a higher level. Journal: The Journal of Educational Research Pages: 247-261 Issue: 4 Volume: 113 Year: 2020 Month: 9 X-DOI: 10.1080/00220671.2020.1787314 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1787314 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:4:p:247-261 Template-Type: ReDIF-Article 1.0 Author-Name: Carolina Casado-Robles Author-X-Name-First: Carolina Author-X-Name-Last: Casado-Robles Author-Name: Daniel Mayorga-Vega Author-X-Name-First: Daniel Author-X-Name-Last: Mayorga-Vega Author-Name: Santiago Guijarro-Romero Author-X-Name-First: Santiago Author-X-Name-Last: Guijarro-Romero Author-Name: Jesús Viciana Author-X-Name-First: Jesús Author-X-Name-Last: Viciana Title: Sport education-based irregular teaching unit and students’ physical activity during school recess Abstract: The aim of the study was to compare the effect of a Sport Education-based irregular teaching unit on the high-school students’ physical activity (PA) during school recess. A sample of 91 adolescents (45 girls) aged 13–16 years old met the exclusion criteria. The six classes were cluster-randomly assigned to the Irregular Sport Education group (Sport Education methodology with competitions in recess), Traditional Sport Education group (Sport Education methodology with competitions in Physical Education lessons), or to the control group (non-intervention). The students’ PA during school recess periods were objectively assessed by GT3X accelerometers. The results of the repeated-measures nested analysis of variance showed that the Sport Education-based irregular teaching unit significantly improved the students’ PA during recesses (p < 0.001). The competitions phase of the Sport Education model performed at school recesses seems to be a valuable strategy for increasing students’ PA contributing to the achievement of the daily recommendations. Journal: The Journal of Educational Research Pages: 262-274 Issue: 4 Volume: 113 Year: 2020 Month: 8 X-DOI: 10.1080/00220671.2020.1806014 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1806014 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:4:p:262-274 Template-Type: ReDIF-Article 1.0 Author-Name: Tomas Jungert Author-X-Name-First: Tomas Author-X-Name-Last: Jungert Author-Name: Shelby Levine Author-X-Name-First: Shelby Author-X-Name-Last: Levine Author-Name: Richard Koestner Author-X-Name-First: Richard Author-X-Name-Last: Koestner Title: Examining how parent and teacher enthusiasm influences motivation and achievement in STEM Abstract: Parents and teachers play an important role in stimulating student motivation. The aim of this study was to examine if both parent and teacher enthusiasm could predict intrinsic motivation toward STEM activities, and if motivation would be associated with improved STEM achievement over one year in a one-year prospective examination of 288 Swedish students in their final year of a Science High School program (143 females and 145 males). Surveys of parent and teacher enthusiasm were collected at baseline, and student intrinsic motivation and GPA in STEM were assessed at baseline and at the end of the year. Baseline GPA and intrinsic motivation as well as follow-up intrinsic motivation were significantly associated with later GPA. Finally, intrinsic motivation mediated the relation between teacher and parent enthusiasm and change in GPA. Findings show the importance of parent and teacher enthusiasm for adolescent’s intrinsic motivation and achievement in STEM. Journal: The Journal of Educational Research Pages: 275-282 Issue: 4 Volume: 113 Year: 2020 Month: 8 X-DOI: 10.1080/00220671.2020.1806015 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1806015 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:4:p:275-282 Template-Type: ReDIF-Article 1.0 Author-Name: Mark J. Van Ryzin Author-X-Name-First: Mark J. Author-X-Name-Last: Van Ryzin Author-Name: Cary J. Roseth Author-X-Name-First: Cary J. Author-X-Name-Last: Roseth Author-Name: Heather McClure Author-X-Name-First: Heather Author-X-Name-Last: McClure Title: The effects of cooperative learning on peer relations, academic support, and engagement in learning among students of color Abstract: Despite Brown vs. Board of Education, prejudice still exists in the American school system. These attitudes can give rise to negative social experiences for students of color (i.e., discrimination), negatively impacting their mental and physical health and creating disparities in educational outcomes. Rather than seeking to ameliorate these negative experiences, our approach attempts to address the underlying prejudices and, in so doing, reduce these disparities. Using 4 waves of data from a cluster randomized trial (N = 15 middle schools, 1,890 students, 47.1% female, 75.2% White), we hypothesized that cooperative learning, which has been shown to reduce prejudice in previous research, would create positive gains in peer relatedness, perceptions of academic support, and engagement in learning, and that gains would be larger for students of color; our results confirmed these hypotheses. Our findings highlight the potential role of cooperative learning in reducing disparities and creating greater equity in education. Journal: The Journal of Educational Research Pages: 283-291 Issue: 4 Volume: 113 Year: 2020 Month: 8 X-DOI: 10.1080/00220671.2020.1806016 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1806016 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:4:p:283-291 Template-Type: ReDIF-Article 1.0 Author-Name: Lauren I. Strauss Author-X-Name-First: Lauren I. Author-X-Name-Last: Strauss Author-Name: Matthew S. Peterson Author-X-Name-First: Matthew S. Author-X-Name-Last: Peterson Author-Name: Julie K. Kidd Author-X-Name-First: Julie K. Author-X-Name-Last: Kidd Author-Name: Jihyae Choe Author-X-Name-First: Jihyae Author-X-Name-Last: Choe Author-Name: Hans Christian Lauritzen Author-X-Name-First: Hans Christian Author-X-Name-Last: Lauritzen Author-Name: Allyson B. Patterson Author-X-Name-First: Allyson B. Author-X-Name-Last: Patterson Author-Name: Courtney A. Holmberg Author-X-Name-First: Courtney A. Author-X-Name-Last: Holmberg Author-Name: Debbie A. Gallington Author-X-Name-First: Debbie A. Author-X-Name-Last: Gallington Author-Name: Robert Pasnak Author-X-Name-First: Robert Author-X-Name-Last: Pasnak Title: Evaluation of patterning instruction for kindergartners Abstract: To determine whether patterning instruction was as useful or more useful than other forms of instruction, kindergarten children (age five) were taught either patterning or early literacy or mathematics or social studies in matched sessions. Instruction was conducted in 15-minute sessions from November through mid-April. Posttests on patterning, mathematics, early literacy, and three executive functions showed that the children taught patterning became significantly better at patterning than those in the other instructional conditions. No differences were found between the children taught mathematics, early literacy, or social studies. Correlational analyses indicated that the relations of patterning ability, working memory, and inhibitory control to mathematics achievement were similar. Cognitive flexibility was not very strongly related to any other measure and the executive functions were relatively independent of each other for the children who were age five. Journal: The Journal of Educational Research Pages: 292-302 Issue: 4 Volume: 113 Year: 2020 Month: 8 X-DOI: 10.1080/00220671.2020.1806195 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1806195 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:4:p:292-302 Template-Type: ReDIF-Article 1.0 Author-Name: Rizqona Maharani Author-X-Name-First: Rizqona Author-X-Name-Last: Maharani Author-Name: Marsigit Marsigit Author-X-Name-First: Marsigit Author-X-Name-Last: Marsigit Author-Name: Ariyadi Wijaya Author-X-Name-First: Ariyadi Author-X-Name-Last: Wijaya Title: Collaborative learning with scientific approach and multiple intelligence: Its impact toward math learning achievement Abstract: This study examined the effect of collaborative learning with a scientific approach (SA) on the learning achievement in mathematics viewed from the students’ multiple intelligences. This study compared two types of collaborative learning models, Three Steps Interview (TSI), and Think Pair Share (TPS). The participants of this study were grade 8 students of Secondary Schools in Sukoharjo, Central Java, Indonesia (N = 262). This study was a quasi-experimental study with a 3 × 3 factorial design. The results of the study can be concluded as follows. (1) TSI with a scientific approach got better math learning achievement than TPS with a scientific approach and classical with a scientific approach. Besides, TPS with a scientific approach got better learning achievement than classical with a scientific approach. (2) Students with logical-mathematical intelligence got better math learning achievement than students with linguistic intelligence and students with interpersonal intelligence, students with linguistic intelligence got better math learning achievement than students with interpersonal intelligence. Journal: The Journal of Educational Research Pages: 303-316 Issue: 4 Volume: 113 Year: 2020 Month: 8 X-DOI: 10.1080/00220671.2020.1806196 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1806196 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:4:p:303-316 Template-Type: ReDIF-Article 1.0 Author-Name: Richard Ojinnakaeze Azor Author-X-Name-First: Richard Ojinnakaeze Author-X-Name-Last: Azor Author-Name: Uche Donatus Asogwa Author-X-Name-First: Uche Donatus Author-X-Name-Last: Asogwa Author-Name: Edna Nwanyiuzor Ogwu Author-X-Name-First: Edna Nwanyiuzor Author-X-Name-Last: Ogwu Author-Name: Anselm Apex Apeh Author-X-Name-First: Anselm Apex Author-X-Name-Last: Apeh Title: YouTube audio-visual documentaries: Effect on Nigeria students’ achievement and interest in history curriculum Abstract: This study examined the effect of YouTube audio-visual documentaries (YAVDs) on students' achievement and interest in History in Enugu state, Nigeria. Six hypotheses guided the study using a quasi-experimental research design. Multi-stage sampling techniques were used to sample 70 Senior Secondary two students (SS2) in four intact classes. Data were collected using History Achievement Test (HAT), which yielded 0.65 reliability index using Kuder-Richardson Formula 20 (KR20), and History Interest Inventory Scale (HIIS), which yielded 0.78 reliability index using Cronbach Alpha. Analysis of Covariance (ANCOVA) was used to test the null hypotheses at .05 significant level. The findings revealed that there was a significant difference between the achievement and interest of students taught History using YouTube Audio-visual documentaries (YAVDs) and those taught without. Recommendations focused on teachers' empowerment by the governments on how the use of YAVDs in teaching History. Journal: The Journal of Educational Research Pages: 317-326 Issue: 5 Volume: 113 Year: 2020 Month: 9 X-DOI: 10.1080/00220671.2020.1819182 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1819182 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:5:p:317-326 Template-Type: ReDIF-Article 1.0 Author-Name: Oksana Vorobel Author-X-Name-First: Oksana Author-X-Name-Last: Vorobel Author-Name: Deoksoon Kim Author-X-Name-First: Deoksoon Author-X-Name-Last: Kim Author-Name: Ho-Ryong Park Author-X-Name-First: Ho-Ryong Author-X-Name-Last: Park Title: An adolescent English learner's expression of self and identity through multiliteracy practices Abstract: This qualitative case study explores an adolescent English learner’s (EL’s) expression of self and identity through multiliteracy practices on paper from an ecological perspective. The study follows Anni, a fourteen-year-old adolescent EL in an “Advancement via Individual Determination” elective class in a high school in the southeastern United States. Analysis of interviews, observations, researcher’s e-journals, and artifacts shows various aspects of the EL’s self that she chose to share with others, transformations related to the stage of adolescence and her status as an EL, and the role of a multiliteracy assignment in her expression of self and identity. The study makes suggestions for further research and describes implications for practice. Journal: The Journal of Educational Research Pages: 327-334 Issue: 5 Volume: 113 Year: 2020 Month: 10 X-DOI: 10.1080/00220671.2020.1825208 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1825208 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:5:p:327-334 Template-Type: ReDIF-Article 1.0 Author-Name: Kosta Dolenc Author-X-Name-First: Kosta Author-X-Name-Last: Dolenc Author-Name: Andrej Šorgo Author-X-Name-First: Andrej Author-X-Name-Last: Šorgo Title: Information literacy capabilities of lower secondary school students in Slovenia Abstract: The focus of the paper is on the study of differences between information literacy (IL) capabilities and IL self-assessment among Slovenian lower secondary school students. A total of 229 students coming from eight urban and suburban schools answered the tests. The shortened Information Literacy Test (ILT-B) used in this study contained selection of 14 multiple-choice questions relevant to lower secondary students. Each question follows a question on its difficulty level on 1 to 5 scale. The results show that the students perceive themselves as above average, whether the ILT showed only average IL skills. The results confirm the Dunning-Krueger effect, whereby unskilled individuals overestimate their abilities, while skilled individuals underestimate their achievements. Another counterintuitive result was that students who were online longer had lower IL knowledge but a higher opinion of it. Based on the results of the study we can conclude students should be explicitly taught IL skills and corresponding behavior. Journal: The Journal of Educational Research Pages: 335-342 Issue: 5 Volume: 113 Year: 2020 Month: 10 X-DOI: 10.1080/00220671.2020.1825209 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1825209 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:5:p:335-342 Template-Type: ReDIF-Article 1.0 Author-Name: Neslihan Usta Author-X-Name-First: Neslihan Author-X-Name-Last: Usta Author-Name: Muamber Yılmaz Author-X-Name-First: Muamber Author-X-Name-Last: Yılmaz Title: Impact of the KWL reading strategy on mathematical problem-solving achievement of primary school 4th graders Abstract: In this study, it was aimed to investigate possible impact of using the KWL reading strategy in teaching the topic of “fractions and operations with fractions” to the 4th graders on students’ problem-solving achievement. A quasi-experimental design with pretest-posttest control group (CG) was employed in the study. The study group consisted of 35 4th graders studying at a primary school in Bartın, Turkey. In the research, an experimental group (EG) and a control group (CG) were used. There were 18 students in the experimental group (EG) and 17 students in the control group (CG). The test of equivalency (TE), Problem-Solving Achievement Test (PSAT) to gauge effect of instruction with the KWL strategy and reading texts were employed as data collection tools. The Wilcoxon Signed Rank Test and Mann Whitney U Test were employed in the research. It was found as a result of the research that the KWL strategy fostered the students’ problem-solving achievement. However, there were no significant differences between the EG and CG in terms of the scores received in the step of implementing the plan. Journal: The Journal of Educational Research Pages: 343-363 Issue: 5 Volume: 113 Year: 2020 Month: 11 X-DOI: 10.1080/00220671.2020.1830017 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1830017 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:5:p:343-363 Template-Type: ReDIF-Article 1.0 Author-Name: Irfan Ahmed Rind Author-X-Name-First: Irfan Ahmed Author-X-Name-Last: Rind Author-Name: Bo Ning Author-X-Name-First: Bo Author-X-Name-Last: Ning Title: Evaluating scientific thinking among Shanghai’s students of high and low performing schools Abstract: Shanghai is dubbed as a role model for science and mathematics education as its fifteen-year-olds have been outperforming all in the Program for International Student Assessment (PISA) since 2009. Shanghai’s achievements are attributed to its interest in adopting innovative international trends in education and equally effectively implementing these at its high and low-performing schools. One such trend in science education is based on the univariable and Control of Variable (CoV) strategies. This model is also used in constructing higher-order thinking items in science and mathematics assessments in PISA. Our first objective was to understand if students of Shanghai mastered the CoV strategies. Beyond CoV models, the emerging trend in science education promotes multivariable thinking among young adolescents. Our second objective was to understand if Shanghai has adopted this emerging trend and prepared its students on multivariable thinking. Using specially designed and previously validated assessments, we measured and compared the CoV and multivariable thinking skills of fifteen-year-olds representing one high and one low-performing school. Our results highlighted the equally exceptional performance of both schools in the CoV tasks and comparatively poor performance in the multivariable causal reasoning and prediction tasks. These findings may offer one aspect to understand Shanghai’s performance in the PISA, at the same time highlight the weaknesses in its contemporary science education. Journal: The Journal of Educational Research Pages: 364-373 Issue: 5 Volume: 113 Year: 2020 Month: 10 X-DOI: 10.1080/00220671.2020.1832430 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1832430 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:5:p:364-373 Template-Type: ReDIF-Article 1.0 Author-Name: Brian R. Belland Author-X-Name-First: Brian R. Author-X-Name-Last: Belland Author-Name: D. Mark Weiss Author-X-Name-First: D. Mark Author-X-Name-Last: Weiss Author-Name: Nam Ju Kim Author-X-Name-First: Nam Ju Author-X-Name-Last: Kim Title: High school students’ agentic responses to modeling during problem-based learning Abstract: Strong information literacy, collaboration, and argumentation skills are essential to success in problem-based learning (PBL), and computer-based scaffolding plays a key role in helping students enhance these skills. As students search for information, identify root causes, and propose problem solutions, they are faced with choosing among alternatives that result in enhanced or diminished skill development. In this qualitative study, we use the agentic perspective of Bandura’s social cognitive theory to examine how students’ choices illuminate their priorities, values and perspectives with respect to PBL inquiry. Results indicate that when seeking evidence to support claims in a PBL setting, given the choice between teacher-provided resources and their own research, students choose teacher-provided resources. This supports Barrows’ original assertion about PBL that students are more likely to develop important skills like information literacy, self-directed learning, and problem solving when instructors refrain from providing domain specific knowledge prior to PBL activities. Journal: The Journal of Educational Research Pages: 374-383 Issue: 5 Volume: 113 Year: 2020 Month: 10 X-DOI: 10.1080/00220671.2020.1838407 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1838407 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:5:p:374-383 Template-Type: ReDIF-Article 1.0 Author-Name: Jun Sung Hong Author-X-Name-First: Jun Sung Author-X-Name-Last: Hong Author-Name: Jungup Lee Author-X-Name-First: Jungup Author-X-Name-Last: Lee Author-Name: Robert Thornberg Author-X-Name-First: Robert Author-X-Name-Last: Thornberg Author-Name: Anthony A. Peguero Author-X-Name-First: Anthony A. Author-X-Name-Last: Peguero Author-Name: Tyreasa Washington Author-X-Name-First: Tyreasa Author-X-Name-Last: Washington Author-Name: Dexter R. Voisin Author-X-Name-First: Dexter R. Author-X-Name-Last: Voisin Title: Social-ecological pathways to school motivation and future orientation of African American adolescents in Chicago Abstract: Guided by the social-ecological perspective, this study aims to explore how various social climates are associated with school motivation and the future orientation of 597 African American adolescents. We examined the direct and indirect effects of parent factors and school climate on future orientation through school motivation. School motivation was positively associated with a future orientation. Perceived parental expectations and teacher support were positively associated with their school motivation. However, bullying victimization was not negatively associated with school motivation, although greater perceived parental engagement and bullying victimization showed a more positive future orientation. Implications for research, practice, and policy are discussed. Journal: The Journal of Educational Research Pages: 384-395 Issue: 5 Volume: 113 Year: 2020 Month: 10 X-DOI: 10.1080/00220671.2020.1838408 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1838408 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:5:p:384-395 Template-Type: ReDIF-Article 1.0 Author-Name: Robin Jocius Author-X-Name-First: Robin Author-X-Name-Last: Jocius Author-Name: Jennifer Albert Author-X-Name-First: Jennifer Author-X-Name-Last: Albert Author-Name: Ashley Andrews Author-X-Name-First: Ashley Author-X-Name-Last: Andrews Author-Name: Melanie Blanton Author-X-Name-First: Melanie Author-X-Name-Last: Blanton Title: A study in contradictions: Exploring standards-based making in elementary classrooms Abstract: This paper explores the integration of interdisciplinary, standards-based making in elementary classrooms through an investigation of teachers’ navigation of contradictions between traditional academic practices and the playful, imaginative, and collaborative design thinking that characterizes making. Empirical findings are reported from a three-year, NSF-funded research project that involved the integration of standards-based Mobile Maker Kits into 15 elementary schools within a suburban-rural Southern school district. Drawing on a framework that recognizes making and formal learning as interactive activity systems, this qualitative study illustrates how teachers experienced and resolved contradictions as they integrated the kits into their classrooms. We conclude by discussing how integrating standards-based making provides opportunities for transformative learning that allows students and teachers to engage in creative production, design thinking, and experimentation. Journal: The Journal of Educational Research Pages: 396-403 Issue: 5 Volume: 113 Year: 2020 Month: 10 X-DOI: 10.1080/00220671.2020.1838409 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1838409 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:5:p:396-403 Template-Type: ReDIF-Article 1.0 Author-Name: Honggang Liu Author-X-Name-First: Honggang Author-X-Name-Last: Liu Title: Teaching with a social, emotional, and cultural lens Journal: The Journal of Educational Research Pages: 404-405 Issue: 5 Volume: 113 Year: 2020 Month: 10 X-DOI: 10.1080/00220671.2020.1836851 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1836851 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:5:p:404-405 Template-Type: ReDIF-Article 1.0 Author-Name: D. Ray Reutzel Author-X-Name-First: D. Ray Author-X-Name-Last: Reutzel Title: Correction Journal: The Journal of Educational Research Pages: 406-406 Issue: 5 Volume: 113 Year: 2020 Month: 10 X-DOI: 10.1080/00220671.2020.1835160 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1835160 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:5:p:406-406 Template-Type: ReDIF-Article 1.0 Author-Name: Laura Ketonen Author-X-Name-First: Laura Author-X-Name-Last: Ketonen Author-Name: Pasi Nieminen Author-X-Name-First: Pasi Author-X-Name-Last: Nieminen Author-Name: Markus Hähkiöniemi Author-X-Name-First: Markus Author-X-Name-Last: Hähkiöniemi Title: The development of secondary students’ feedback literacy: Peer assessment as an intervention Abstract: A growing body of research has recognized the importance of students’ having active roles in feedback processes. Feedback literacy refers to students’ understandings of and participation in feedback processes, and research on students’ feedback literacy has so far focused on higher education; secondary schools have not received attention. This case study investigates secondary students’ feedback literacy and its development in the context of formative peer assessment. From various data sources, three categories of students’ feedback literacy were identified, and criteria for the levels of literacy in each category were created. The criteria were used in the coding of seventh- and eighth-grade students’ skills. The results show that students were able to develop their feedback literacy skills. Thus, secondary school students should be introduced to feedback literacy via, for example, formative peer assessment. Journal: The Journal of Educational Research Pages: 407-417 Issue: 6 Volume: 113 Year: 2020 Month: 11 X-DOI: 10.1080/00220671.2020.1835794 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1835794 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:6:p:407-417 Template-Type: ReDIF-Article 1.0 Author-Name: Holland W. Banse Author-X-Name-First: Holland W. Author-X-Name-Last: Banse Author-Name: Douglas H. Clements Author-X-Name-First: Douglas H. Author-X-Name-Last: Clements Author-Name: Crystal Day-Hess Author-X-Name-First: Crystal Author-X-Name-Last: Day-Hess Author-Name: Julie Sarama Author-X-Name-First: Julie Author-X-Name-Last: Sarama Author-Name: Marisa Simoni Author-X-Name-First: Marisa Author-X-Name-Last: Simoni Author-Name: Julia Ratchford Author-X-Name-First: Julia Author-X-Name-Last: Ratchford Title: Teaching moves and preschoolers’ arithmetical accuracy Abstract: Several teaching moves have been suggested to support young children’s simple addition and subtraction performance, including use of a number path, directly modeling addition and subtraction, using mathematical symbols, and modifying problem difficulty. In the present study, teacher-researchers implemented an early arithmetic activity, Big Fish Story, with dyads of 3 to 4-year-old students. As part of the implementation, the teacher-researchers used these teaching moves to support young children’s in-the-moment answers to simple addition and subtraction problems. We use session-level data (n = 94 sessions) nested in dyads to examine and compare the frequency with which the use of these teaching moves are associated with two types of student responses, in order to preliminarily identify teaching moves that may support young children’s performance on simple arithmetic tasks. We conclude with implications for the field and early childhood practitioners. Journal: The Journal of Educational Research Pages: 418-430 Issue: 6 Volume: 113 Year: 2020 Month: 11 X-DOI: 10.1080/00220671.2020.1846484 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1846484 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:6:p:418-430 Template-Type: ReDIF-Article 1.0 Author-Name: Josune Rodríguez-Negro Author-X-Name-First: Josune Author-X-Name-Last: Rodríguez-Negro Author-Name: J. Arto Pesola Author-X-Name-First: J. Arto Author-X-Name-Last: Pesola Author-Name: Javier Yanci Author-X-Name-First: Javier Author-X-Name-Last: Yanci Title: Effects and retention of different physical exercise programs on children’s cognitive and motor development Abstract: The aim of this study was to carry out three intervention programs [i.e. balance intervention program (BIP), game based program (GBP) and drama learning program (DLP)] and to assess their effects on school-age children’s cognitive (creativity, attention and impulse control) and motor (balance, aiming and catching) development. These functions were measured in 249 students. With regard to the cognitive functions, students of the GBP significantly improved their creativity and attention (p < .001, Effect size (ES) = 0.6 to 1.0, moderate), and students of the DLP improved their creativity, attention and impulse control (p < .001, ES = 0.4 to 0.9, small to moderate). Regarding the motor skills, both students of the BIP and of the GBP improved balance and catching results (p < .001, ES = 0.2 to 1.6, small to large). The results suggested that PE could be an accurate tool for improving students’ cognitive and motor development, but each physical exercise type could have different effects. Journal: The Journal of Educational Research Pages: 431-437 Issue: 6 Volume: 113 Year: 2020 Month: 11 X-DOI: 10.1080/00220671.2020.1854159 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1854159 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:6:p:431-437 Template-Type: ReDIF-Article 1.0 Author-Name: Derek B. Rodgers Author-X-Name-First: Derek B. Author-X-Name-Last: Rodgers Author-Name: Deborah K. Reed Author-X-Name-First: Deborah K. Author-X-Name-Last: Reed Author-Name: David E. Houchins Author-X-Name-First: David E. Author-X-Name-Last: Houchins Author-Name: Ariel M. Aloe Author-X-Name-First: Ariel M. Author-X-Name-Last: Aloe Title: The writing abilities of juvenile justice youths: A confirmatory factor analysis Abstract: To better understand the writing skills of juvenile offenders and the components of their writing abilities, this study explored extant data from six measures of adolescents’ writing skills administered upon their entrance into a juvenile justice facility. Overall, the 235 students (ages 13–16; Grades 5–11) exhibited low scores on all writing measures, but there was a wide range in their performance with some students scoring at or near ceiling. A confirmatory factor analysis supported our hypothesis of a two-factor structure consisting of sentence-level and discourse-level skills. We compared the fit of three alternative models: a one-factor model, a higher-order model, and a bifactor model. None of the alternative models was superior to the two-factor model. These factors provide empirical support for certain aspects of traditional writing models and suggest a framework for efficiently assessing students to inform instruction. Journal: The Journal of Educational Research Pages: 438-451 Issue: 6 Volume: 113 Year: 2020 Month: 11 X-DOI: 10.1080/00220671.2020.1854160 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1854160 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:6:p:438-451 Template-Type: ReDIF-Article 1.0 Author-Name: Wen Xu Author-X-Name-First: Wen Author-X-Name-Last: Xu Title: Reframing genre-based pedagogy in a Chinese as a Foreign Language classroom: A transdisciplinary perspective Abstract: Building upon the genre-based research in literacy and English as a Second language (ESL) education developed in Australia in the past three decades, this paper reframes a genre-based approach to teaching Chinese as a Foreign Language (CFL) in a primary classroom. Grounded in Bernsteinian sociology while also working in transdisciplinary dialogue with systemic functional linguistic perspectives, this approach to genre is illustrated with respect to CFL curriculum genres built in steps through power and control relations as well as phasal shifts in ideational, interpersonal and textual meanings. The paper identifies four CFL curriculum genres in a particular classroom and instantiates a curriculum genre of Chinese language learning through song that inducted disadvantaged students into the knowledge about language and subject contents. I argue that the reframed genre-based pedagogy, as a pathway to educational and social justice, can help teachers chart their lessons and has important implications for theory and practice. Journal: The Journal of Educational Research Pages: 452-461 Issue: 6 Volume: 113 Year: 2020 Month: 11 X-DOI: 10.1080/00220671.2020.1855095 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1855095 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:6:p:452-461 Template-Type: ReDIF-Article 1.0 Author-Name: Pedro Rosário Author-X-Name-First: Pedro Author-X-Name-Last: Rosário Author-Name: Beatriz Pereira Author-X-Name-First: Beatriz Author-X-Name-Last: Pereira Author-Name: Paula Magalhães Author-X-Name-First: Paula Author-X-Name-Last: Magalhães Author-Name: Tânia Moreira Author-X-Name-First: Tânia Author-X-Name-Last: Moreira Author-Name: Sandra Mesquita Author-X-Name-First: Sandra Author-X-Name-Last: Mesquita Author-Name: Sonia Fuentes Author-X-Name-First: Sonia Author-X-Name-Last: Fuentes Author-Name: José Carlos Núñez Author-X-Name-First: José Carlos Author-X-Name-Last: Núñez Author-Name: Guillermo Vallejo Author-X-Name-First: Guillermo Author-X-Name-Last: Vallejo Title: A brief school-based intervention on Gypsy culture: A longitudinal cluster randomized trial Abstract: Gypsy children low school engagement, high rates of school dropout, and pervasive school failure are relevant societal challenges that may be explained by Gypsy people cultural mores, but also by the discriminatory behaviors of school peers. The latter may be a consequence of insufficient accurate knowledge of Gypsy culture. The present study developed a brief school-based intervention targeting the whole class with a focus on raising awareness of Gypsy culture, the educational aspirations of Gypsy students, and their experiences with discrimination. To assess the effectiveness of the intervention, 88 classes encompassing 1505 fourth and fifth grades students enrolled in Portuguese schools were randomly assigned to one of three conditions: Control Group, Focused on the Domain Group (Gypsy culture), and Non-Focused on the Domain Group (general non-dominant cultural groups such as immigrants). These groups were assessed in three waves: pretest, post-test, and follow-up. Data from this longitudinal cluster randomized trial showed the efficacy of this brief intervention in decreasing reported social distance and increasing positive attitudes toward Gypsy people. Importantly, results from the Focused on the Domain Group intervention were more positive than the Non-Focused on the Domain Group. Implications for educational practice are discussed. Journal: The Journal of Educational Research Pages: 462-474 Issue: 6 Volume: 113 Year: 2020 Month: 11 X-DOI: 10.1080/00220671.2020.1855096 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1855096 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:6:p:462-474 Template-Type: ReDIF-Article 1.0 Author-Name: Giulia Vettori Author-X-Name-First: Giulia Author-X-Name-Last: Vettori Author-Name: Claudio Vezzani Author-X-Name-First: Claudio Author-X-Name-Last: Vezzani Author-Name: Lucia Bigozzi Author-X-Name-First: Lucia Author-X-Name-Last: Bigozzi Author-Name: Giuliana Pinto Author-X-Name-First: Giuliana Author-X-Name-Last: Pinto Title: Upper secondary school students’ conceptions of learning, learning strategies, and academic achievement Abstract: The relations between more surface- or deep-level learning approaches and academic achievement were investigated. Gender, level of study, and type of schools were moderating variables. 170 upper-secondary school students’ conceptions of learning and their chosen learning strategies were explored via two self-report questionnaires. Furthermore, their academic achievement in a range of subject areas was collected. A Confirmatory Factorial Analysis of the two questionnaires’ dimensions identified two factors showing learning approaches of different qualitative nature, more surface- or deep-level. Then, General Linear Models showed that the predictive impact of the tracked factors was differently related to students’ academic achievement. The factor “Deep metacognitive theory of learning” positively predicted academic achievement, whereas the factor “Surface metacognitive theory of learning” was a negative predictor. Journal: The Journal of Educational Research Pages: 475-485 Issue: 6 Volume: 113 Year: 2020 Month: 12 X-DOI: 10.1080/00220671.2020.1861583 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1861583 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:113:y:2020:i:6:p:475-485 Template-Type: ReDIF-Article 1.0 Author-Name: Shu-Shen Shih Author-X-Name-First: Shu-Shen Author-X-Name-Last: Shih Title: Factors related to Taiwanese adolescents’ academic engagement and achievement goal orientations Abstract: The present study examined the relationships of Taiwanese eighth graders’ perceived autonomy support from teachers, parental psychological control, implicit theories of intelligence, and achievement goal orientations to their agentic, behavioral, emotional, and cognitive engagement in schoolwork. Also, the current research explored the determining factors of Taiwanese adolescents’ achievement goal orientations. Four hundred and two eighth-grade Taiwanese students completed a self-reported survey assessing the variables described above. Results of hierarchical regression analyses indicated that autonomy support from teachers along with incremental theory of intelligence positively predicted all the four components of academic engagement. Each aspect of academic engagement was associated with different achievement goal orientations. Additionally, results of this study suggested that teachers’ autonomy support versus parental psychological control as well as students’ incremental versus entity theories of intelligence all positively predicted mastery-avoidance, performance-approach, and performance-avoidance goal orientations. Implications for educational practices and future research are discussed. Journal: The Journal of Educational Research Pages: 1-12 Issue: 1 Volume: 114 Year: 2021 Month: 1 X-DOI: 10.1080/00220671.2020.1861584 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1861584 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:1:p:1-12 Template-Type: ReDIF-Article 1.0 Author-Name: JaNay E. Brown-Wood Author-X-Name-First: JaNay E. Author-X-Name-Last: Brown-Wood Author-Name: Emily J. Solari Author-X-Name-First: Emily J. Author-X-Name-Last: Solari Title: Judging books by covers: Exploring antiblackness and Asian and Hispanic children preferences Abstract: Children’s books support children’s development, but many factors influence interest in engaging with books, including book physical features. Additionally, the lack of diverse children’s books makes it difficult to determine whether racial characters influence children's book preferences. This study utilized a forced-choice selection task to investigate book preference of 56 five-, six-, and seven-year-old Hispanic/Latino (n = 23) and Asian (n = 33) children. The children were shown identical book covers with either an object or a Black or White character. Participant preferences and rationales were collected and analyzed. While the ANOVA showed no significant differences, a Chi-square test did reveal significance in preference differences, and five qualitative preference rationale categories emerged, including a race-related rationale. Study implications provide evidence for the necessity of publishing more diverse books and including them as required materials within curriculum. Journal: The Journal of Educational Research Pages: 13-28 Issue: 1 Volume: 114 Year: 2021 Month: 1 X-DOI: 10.1080/00220671.2020.1865863 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1865863 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:1:p:13-28 Template-Type: ReDIF-Article 1.0 Author-Name: Hao-Yue Jin Author-X-Name-First: Hao-Yue Author-X-Name-Last: Jin Author-Name: Chien-Yuan Su Author-X-Name-First: Chien-Yuan Author-X-Name-Last: Su Author-Name: Cheng-Huan Chen Author-X-Name-First: Cheng-Huan Author-X-Name-Last: Chen Title: Perceptions of teachers regarding the perceived implementation of creative pedagogy in “making” activities Abstract: “Making” has its origin in the maker movement, emphasizes novel, innovative creations by adopting applicable technologies, and fosters students’ creativity or encourages them to engage in creative thinking in school-based making activities, in which teachers act as a facilitator for the implementation of creative pedagogy. This study constructed a hypothesized model based on the theory of planned behavior and incorporated pedagogical beliefs, personal innovativeness, peer influence, and facilitating conditions to predict teachers’ perceptions regarding the perceived implementation of creative pedagogy in making activities. Questionnaires were obtained from 68 Chinese teachers with maker instruction experience and were tested against the proposed model by partial least squares structural equation modeling. The findings reveal that teachers’ attitudes and subjective norms had positive impacts on their intentions to implement creative pedagogy. Pedagogical beliefs and personal innovativeness showed a significant impact on their attitudes, while peer influence exerted a significant influence on subjective norms. Journal: The Journal of Educational Research Pages: 29-39 Issue: 1 Volume: 114 Year: 2021 Month: 1 X-DOI: 10.1080/00220671.2021.1872471 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1872471 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:1:p:29-39 Template-Type: ReDIF-Article 1.0 Author-Name: Heleen Bourdeaud’hui Author-X-Name-First: Heleen Author-X-Name-Last: Bourdeaud’hui Author-Name: Koen Aesaert Author-X-Name-First: Koen Author-X-Name-Last: Aesaert Author-Name: Johan van Braak Author-X-Name-First: Johan Author-X-Name-Last: van Braak Title: Exploring the relationship between metacognitive awareness, motivation, and L1 students’ critical listening skills Abstract: This study aimed to provide a more comprehensive view on the relationship between metacognitive awareness, intrinsic and extrinsic listening motivation, and L1 primary school students’ critical listening skills. A critical listening test and different self-report questionnaires were administered to 649 native Dutch-speaking sixth-grade students. Quantitative data analysis techniques, including a series of one-way multivariate analysis of variance (MANOVAs) and a structural equation model (SEM) were used to analyze the data. The results indicated that high-level listeners were more aware of different factors of metacognition (i.e., person knowledge, problem-solving, and directed attention) and more intrinsically motivated to listen compared to average and low-level listeners. Further, complex structural relationships among students’ motivation, metacognitive awareness, and critical listening skills were found. The results showed that both intrinsic and extrinsic listening motivation were antecedents of students’ reported awareness of metacognition. The findings also suggested that metacognitive awareness mediated the relationship between motivation and critical listening skills. Journal: The Journal of Educational Research Pages: 40-51 Issue: 1 Volume: 114 Year: 2021 Month: 1 X-DOI: 10.1080/00220671.2021.1872474 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1872474 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:1:p:40-51 Template-Type: ReDIF-Article 1.0 Author-Name: Rebecca Louick Author-X-Name-First: Rebecca Author-X-Name-Last: Louick Author-Name: Min Wang Author-X-Name-First: Min Author-X-Name-Last: Wang Title: Classroom discourse and disability: Interactional opportunities for development of self-determination beliefs Abstract: This qualitative study of ongoing interactions in a high school classroom illustrates how teachers’ specific interactive choices can provide crucial opportunities for students with disabilities to develop feelings of self-determination. Classroom video data, collected throughout a multi-week writing assignment, were analyzed using a discourse analytic approach, focusing on how student and teacher used linguistic resources (such as personal pronouns and modal verbs), as well as how they co-constructed the context for learning. Findings enabled greater understanding of the ways in which participants negotiated issues of power, role, and responsibility over the course of an academic project. The relationships built in this particular special education learning environment supported the focus student in seeing learning supports and strategies as acceptable, useful, and desirable; these relationships also allowed him opportunities to develop the self-regulatory skills and feelings of relatedness critical to strong self-determination beliefs. Journal: The Journal of Educational Research Pages: 52-63 Issue: 1 Volume: 114 Year: 2021 Month: 1 X-DOI: 10.1080/00220671.2021.1872475 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1872475 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:1:p:52-63 Template-Type: ReDIF-Article 1.0 Author-Name: Salim Abu Rabia Author-X-Name-First: Salim Author-X-Name-Last: Abu Rabia Author-Name: Amani Haj Author-X-Name-First: Amani Author-X-Name-Last: Haj Title: The impact of diacritic marking on listening comprehension skills in Arabic orthography Abstract: Research reveals that although the effect of diacritics) the symbols that tell the reader how to pronounce a letter) on reading and reading comprehension was examined in a series of studies, the influence of diacritics on listening comprehension, especially in the Arabic orthography, was not examined. Therefore, this study attempted to examine this issue, which may add an additional layer of knowledge to the reading and comprehension process of Arabic in the listening comprehension area. Sixty students participated in the study from two seventh grade classes whose age average is 13 years old. They were sampled from regular classrooms and every week they study 8-10 hours of Arabic weekly. In the study, two texts in the area of listening comprehension in the Arabic language were presented orally to the students in two reading conditions: The first with full diacritics and the second without diacritics. The findings indicate that adding short diacritics to texts improves the listening comprehension on two levels: explicit and implicit. In addition, there is no significant difference between listening comprehension text type (with or without diacritics) regarding the two levels of comprehension separately. Journal: The Journal of Educational Research Pages: 64-73 Issue: 1 Volume: 114 Year: 2021 Month: 1 X-DOI: 10.1080/00220671.2021.1872476 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1872476 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:1:p:64-73 Template-Type: ReDIF-Article 1.0 Author-Name: Dustin S. J. Van Orman Author-X-Name-First: Dustin S. J. Author-X-Name-Last: Van Orman Author-Name: Yuliya Ardasheva Author-X-Name-First: Yuliya Author-X-Name-Last: Ardasheva Author-Name: Kira J. Carbonneau Author-X-Name-First: Kira J. Author-X-Name-Last: Carbonneau Author-Name: Jonah B. Firestone Author-X-Name-First: Jonah B. Author-X-Name-Last: Firestone Title: Examining the impacts of extended vocabulary instruction in mixed-English-proficiency science classrooms Abstract: Vocabulary is a building block of understanding, especially in science classrooms where language abilities are mixed. To reduce academic inequalities, approaches to vocabulary instruction need to demonstrate benefits for students across learning contexts. We summarize the results from the first unit, “Earth Systems and Catastrophic Events,” in a longitudinal study investigating the effectiveness of the Science Vocabulary Support (SVS) program originally designed for sheltered classrooms. Four grade 7 classrooms, including 106 students (25% native English speakers; 29% former English learners [ELs]; 46% current ELs), participated in this quasi-experimental, matched-group study. Results indicated that students in SVS classrooms outperformed those experiencing regular instruction on science and targeted academic vocabulary, as well as on reading comprehension measures. We detected no significant program impact differences between current EL and proficient English-speaking students across measures. Results suggest that programs such as SVS may help teachers meet the needs of all students in mixed-English-proficiency classrooms. Journal: The Journal of Educational Research Pages: 74-88 Issue: 1 Volume: 114 Year: 2021 Month: 1 X-DOI: 10.1080/00220671.2021.1881754 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1881754 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:1:p:74-88 Template-Type: ReDIF-Article 1.0 Author-Name: Zhuo Wang Author-X-Name-First: Zhuo Author-X-Name-Last: Wang Author-Name: Hui Pang Author-X-Name-First: Hui Author-X-Name-Last: Pang Author-Name: Jia Zhou Author-X-Name-First: Jia Author-X-Name-Last: Zhou Author-Name: Yubin Ma Author-X-Name-First: Yubin Author-X-Name-Last: Ma Author-Name: Zhonghou Wang Author-X-Name-First: Zhonghou Author-X-Name-Last: Wang Title: “What if…it never ends?”: Examining challenges in primary teachers' experience during the wholly online teaching Abstract: Since the outbreak of Covid-19, the Chinese government has issued strict policies for school operations. To meet the demands of normal school schedule while at home, teachers have been required to provide fully online classes regardless of their previous experience. Understanding and describing the authentic challenges teachers face during the wholly online learning and teaching period may not only allow stakeholders to make more informed decisions about subsequent practices, but also provide timely lessons for primary schools in other regions combating similar challenges. The present study was a phenomenological study, in which 26 Chinese primary school teachers were interviewed and provided photos that represented their typical online teaching experience. The essence of the study was “cautious adaptation,” and four themes were identified, including unpreparedness, concerns for at-risk students, constant change and diversity. Relevant issues and implications were discussed especially pertaining to technological innovation and advancement. Journal: The Journal of Educational Research Pages: 89-103 Issue: 1 Volume: 114 Year: 2021 Month: 1 X-DOI: 10.1080/00220671.2021.1884823 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1884823 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:1:p:89-103 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Correction Journal: The Journal of Educational Research Pages: 104-104 Issue: 1 Volume: 114 Year: 2021 Month: 2 X-DOI: 10.1080/00220671.2021.1892980 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1892980 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:1:p:104-104 Template-Type: ReDIF-Article 1.0 Author-Name: Louis S. Nadelson Author-X-Name-First: Louis S. Author-X-Name-Last: Nadelson Title: Makerspaces for rethinking teaching and learning in K–12 education: Introduction to research on makerspaces in K–12 education special issue Journal: The Journal of Educational Research Pages: 105-107 Issue: 2 Volume: 114 Year: 2021 Month: 5 X-DOI: 10.1080/00220671.2021.1914937 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1914937 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:2:p:105-107 Template-Type: ReDIF-Article 1.0 Author-Name: Danielle Herro Author-X-Name-First: Danielle Author-X-Name-Last: Herro Author-Name: Cassie Quigley Author-X-Name-First: Cassie Author-X-Name-Last: Quigley Author-Name: Holly Plank Author-X-Name-First: Holly Author-X-Name-Last: Plank Author-Name: Oluwadara Abimbade Author-X-Name-First: Oluwadara Author-X-Name-Last: Abimbade Title: Understanding students’ social interactions during making activities designed to promote computational thinking Abstract: We examine elementary and middle school students social interactions while engaged in making activities designed to promote computational thinking (CT). Participants include 52 students in grades five, six, seven and eight working in 17 different groups in three different schools in the Northeast. Students solved CT challenges introduced by their teachers during a series of lessons in their classroom or school makerspace. Prior to the CT challenges, teachers participated in summer professional development focused on developing lessons aligning disciplinary content with CT competencies and practices. Co-ACT, an observation rubric that measures CT during collaborative problem solving, and semi-structured interviews were used to investigate students proficiency with and perspectives toward peer interactions and communication. The majority of participants interacted and communicated with peers at an acceptable or proficient level and students perceived their social interactions as positive. Findings also implied educators might find ways to increase self-monitoring and equitable participation. Journal: The Journal of Educational Research Pages: 183-195 Issue: 2 Volume: 114 Year: 2021 Month: 5 X-DOI: 10.1080/00220671.2021.1884824 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1884824 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:2:p:183-195 Template-Type: ReDIF-Article 1.0 Author-Name: Yu Shu Author-X-Name-First: Yu Author-X-Name-Last: Shu Author-Name: Tien-Chi Huang Author-X-Name-First: Tien-Chi Author-X-Name-Last: Huang Title: Identifying the potential roles of virtual reality and STEM in Maker education Abstract: In the light of the challenges due to COVID-19, this study proposes an innovative teaching model to integrate STEM education (science, technology, engineering, and mathematics) and virtual reality (VR) into Maker education. Experimental research was conducted with three groups (two experimental groups and a control group) to explore (a) the impact of the introduction of STEM in Maker knowledge learning effectiveness, Maker self-efficacy, and Maker works; (b) the effect of introducing VR on the recognition of Makerspace; and (c) the effect of Maker courses on the development of Maker skills. The results show that the proposed Maker course improves students’ Maker self-efficacy, and that STEM-based instruction has a significant impact on learning effectiveness. However, according to the profile evaluations, the STEM-oriented group’s Maker works were more complicated and systematic than that of experiment group 1. Moreover, the VR groups (groups 1 and 2) were more familiar with Makerspace than was the PPT group (the control group). Therefore, the findings indicate that when Makerspace is introduced, VR content is a more effective teaching method than PowerPoint slides. Second, the Maker curriculum improves students’ Maker self-efficacy. Specifically, STEM-oriented instruction improves students’ Maker knowledge, complexity, and completion of Maker works. Journal: The Journal of Educational Research Pages: 108-118 Issue: 2 Volume: 114 Year: 2021 Month: 5 X-DOI: 10.1080/00220671.2021.1887067 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1887067 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:2:p:108-118 Template-Type: ReDIF-Article 1.0 Author-Name: Sabine Schweder Author-X-Name-First: Sabine Author-X-Name-Last: Schweder Author-Name: Diana Raufelder Author-X-Name-First: Diana Author-X-Name-Last: Raufelder Title: Interest, flow and learning strategies how the learning context affects the moderating function of flow Abstract: Using a sample of 787 German students in 6th/7th grades (Mage = 12.9; SD = .70; 53.6% female) latent means of interest, flow experience, and learning strategies (elaboration, control strategies, and persistence) were compared from two contrasting learning contexts [teacher-directed learning (TDL) and making (self-directed learning)], and based on this, the interplay of the variables was compared, taking into account the moderating role of flow experience. The results of the multi-group structural equation models show that students in making (SDL) experience more interest, flow, elaboration, and persistence. No differences were found in terms of control strategies. In SDL, flow positively moderates the relations between interest and learning strategies. In TDL, all relations between interest and learning strategies are negatively moderated and indicate restrictive learning context conditions. Journal: The Journal of Educational Research Pages: 196-209 Issue: 2 Volume: 114 Year: 2021 Month: 5 X-DOI: 10.1080/00220671.2021.1887066 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1887066 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:2:p:196-209 Template-Type: ReDIF-Article 1.0 Author-Name: Vanessa W. Vongkulluksn Author-X-Name-First: Vanessa W. Author-X-Name-Last: Vongkulluksn Author-Name: Ananya M. Matewos Author-X-Name-First: Ananya M. Author-X-Name-Last: Matewos Author-Name: Gale M. Sinatra Author-X-Name-First: Gale M. Author-X-Name-Last: Sinatra Title: Growth mindset development in design-based makerspace: a longitudinal study Abstract: Growth mindset plays an important role in students’ motivation for learning. Students who believe that their abilities are malleable are more likely to set mastery goals and to persist when encountering difficulties. Design-based makerspace – or a makerspace structured with design-based learning components – has many features known to improve growth mindset. The present study examined how growth mindset of 3rd–6th grade students developed over 2 years in a design-based makerspace course. Growth modeling was used to examine trajectories of students’ growth mindset as well as its two associative factors – self-efficacy and creative mindset. Results showed that students’ growth mindset initially decreased slightly in the first year, but significantly improved during the intervening period and remained high throughout the second year. Students with higher creative mindset showed more adaptive growth mindset trends. Our study contributes to an understanding about how makerspace experiences may contribute to growth mindset development. Journal: The Journal of Educational Research Pages: 139-154 Issue: 2 Volume: 114 Year: 2021 Month: 5 X-DOI: 10.1080/00220671.2021.1872473 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1872473 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:2:p:139-154 Template-Type: ReDIF-Article 1.0 Author-Name: Colby Tofel-Grehl Author-X-Name-First: Colby Author-X-Name-Last: Tofel-Grehl Author-Name: Douglas Ball Author-X-Name-First: Douglas Author-X-Name-Last: Ball Author-Name: Kristin Searle Author-X-Name-First: Kristin Author-X-Name-Last: Searle Title: Making progress: Engaging maker education in science classrooms to develop a novel instructional metaphor for teaching electric potential Abstract: Physics educators often struggle with how to tackle complex content such as electric potential. As a result, high school students are typically not engaged in developing a deep understanding of this concept. Historically, such engagement has been perceived as too challenging and abstract. To date no process exists for engaging students in a meaningful way around such content. However, Making provides a new way to engage students in learning about electric potential that has not yet been done. Drawing upon observations and interviews, this article shares the instructional opportunities afforded one high school physics teacher in teaching electric potential through the construction and coding of electronic textiles (e-textiles) maker projects. The study furthers current research in physics education by examining both the instructional methods and outcomes of instruction for high school physics students when e-textiles is used as a model for teaching electric potential. Journal: The Journal of Educational Research Pages: 119-129 Issue: 2 Volume: 114 Year: 2021 Month: 5 X-DOI: 10.1080/00220671.2020.1838410 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1838410 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:2:p:119-129 Template-Type: ReDIF-Article 1.0 Author-Name: Stella Timotheou Author-X-Name-First: Stella Author-X-Name-Last: Timotheou Author-Name: Andri Ioannou Author-X-Name-First: Andri Author-X-Name-Last: Ioannou Title: Collective creativity in STEAM Making activities Abstract: While some researchers have focused on the study of creativity in Making contexts, no work has so far documented learners’ collective creativity as they engage in Making projects. Research on the assessment of collective creativity in Making projects and the relationship between collective creativity and project success remains scarce. In the present investigation, we adopted a Making approach to teaching and learning in the STEAM domains. The study sought to investigate young learners’ collective creativity as they engaged in Making projects using arts, crafts and technological tools. Findings from the study suggest that Making activities can enact the development of collective creativity and that there is a statistically significant linear relationship between collective creativity (metacognitive, cognitive and socio-communicative dimensions) and project success. Journal: The Journal of Educational Research Pages: 130-138 Issue: 2 Volume: 114 Year: 2021 Month: 5 X-DOI: 10.1080/00220671.2021.1873721 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1873721 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:2:p:130-138 Template-Type: ReDIF-Article 1.0 Author-Name: Kate Shively Author-X-Name-First: Kate Author-X-Name-Last: Shively Author-Name: Krista Stith Author-X-Name-First: Krista Author-X-Name-Last: Stith Author-Name: Lisa DaVia Rubenstein Author-X-Name-First: Lisa Author-X-Name-Last: DaVia Rubenstein Title: Ideation to implementation: A 4-year exploration of innovating education through maker pedagogy Abstract: The current study explores how teachers’ behaviors and environmental factors influenced the use of a K-12 makerspace. Teachers attended professional learning sessions, developed a makerspace, and created curricular units aimed at teaching students design thinking stages and principles. Given the longitudinal (4 years) nature of this study within an authentic environment, this qualitative study reports data collected from focus groups, with varied teacher participation (n = 7-14 teachers). Using thematic analysis, we identified two primary themes. First, teachers’ behaviors were pliable, as they embraced yet requested additional change, collaboratively explored, attempted to reconcile their sense of responsibility, and sought knowledge as an ongoing pursuit. Second, the teachers were embedded within an environmental context that influenced their implementation through professional learning opportunities, use of planning time, access to the space, and the overall school culture. The nuance within these themes shifted throughout the 4 years of implementation. Collectively, these findings demonstrate the complex interaction between teachers and their environments when integrating a makerspace into students’ educational experiences. Specific recommendations are discussed regarding the facilitation of effective collaboration and meaningful professional learning. Journal: The Journal of Educational Research Pages: 155-170 Issue: 2 Volume: 114 Year: 2021 Month: 5 X-DOI: 10.1080/00220671.2021.1872472 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1872472 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:2:p:155-170 Template-Type: ReDIF-Article 1.0 Author-Name: Sara C. Heredia Author-X-Name-First: Sara C. Author-X-Name-Last: Heredia Author-Name: Edna Tan Author-X-Name-First: Edna Author-X-Name-Last: Tan Title: Teaching & learning in makerspaces: equipping teachers to become justice-oriented maker-educators Abstract: Making and makerspaces are becoming increasingly popular in K-12 schools. However, professional development on making for practicing teachers is under researched. We present case studies of two teachers’ sensemaking of making in a one semester graduate course on teaching and learning in makerspaces. The course was designed around three course tenets; maker as learner, as iterative, and as equitable and consequential. We utilize third generation cultural historical activity theory to analyze teachers’ course work to understand their sensemaking of course tenets within their school context. We found that teachers made sense of the course content through their lens as a classroom teacher and that teachers surfaced and attempted to work through contradictions related to school routines related to high-stakes assessment and a history of stratifying youth within and across schools. These findings have implications for how we design for teacher professional learning about making and makerspaces. Journal: The Journal of Educational Research Pages: 171-182 Issue: 2 Volume: 114 Year: 2021 Month: 5 X-DOI: 10.1080/00220671.2020.1860871 File-URL: http://hdl.handle.net/10.1080/00220671.2020.1860871 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:2:p:171-182 Template-Type: ReDIF-Article 1.0 Author-Name: Brian R. Belland Author-X-Name-First: Brian R. Author-X-Name-Last: Belland Author-Name: Nam Ju Kim Author-X-Name-First: Nam Ju Author-X-Name-Last: Kim Title: Predicting high school students’ argumentation skill using information literacy and trace data Abstract: Strong information literacy, collaboration, and argumentation skill are essential to success in problem-based learning (PBL). Computer-based scaffolding can help students enhance these skills during PBL. In this study, we investigated predictors of the quality of arguments high school environmental science students wrote in support of their solutions to a PBL problem. Specifically, we used Bayesian regression to examine how information literacy, collaboration, and time spent and number of words written in various sections of scaffolding combine to predict argumentation quality. Significant positive predictors of argument quality were information literacy posttest scores, individual work time, and number of words typed in response to prompts in the information literacy section of the scaffold. Significant negative predictors were group work time, number of words typed in response to prompts in the ‘define the problem’ section of the scaffold, and time spent in the ‘define the problem’ and ‘building arguments’ sections of the scaffold. Journal: The Journal of Educational Research Pages: 211-221 Issue: 3 Volume: 114 Year: 2021 Month: 3 X-DOI: 10.1080/00220671.2021.1897967 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1897967 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:3:p:211-221 Template-Type: ReDIF-Article 1.0 Author-Name: Tan Zhang Author-X-Name-First: Tan Author-X-Name-Last: Zhang Author-Name: Anqi Deng Author-X-Name-First: Anqi Author-X-Name-Last: Deng Author-Name: Yubing Wang Author-X-Name-First: Yubing Author-X-Name-Last: Wang Author-Name: Ang Chen Author-X-Name-First: Ang Author-X-Name-Last: Chen Title: Middle school students’ understanding of energy in health and fitness Abstract: We used mixed methods to identify middle school students’ conceptions and misconceptions of energy in the domain of health and fitness. We selected a total of 24 middle schools from six school districts in a Southeastern state of the U. S. through stratified sampling. Students were first given a standardized knowledge test to establish their knowledge level membership in the domain of health and fitness. A sample of 291 students was selected from the 24 schools for semi-structured interviews on their understanding of energy sources for physical activities and consequences of energy surplus. Analysis of the interview data identified a variety of misconceptions on energy by grade and knowledge levels. Different conceptual change theories were adopted to form four themes to explain the identified misconceptions. We discussed pedagogical implications that may help address the misconceptions in and beyond the domain of health and fitness. Journal: The Journal of Educational Research Pages: 222-232 Issue: 3 Volume: 114 Year: 2021 Month: 3 X-DOI: 10.1080/00220671.2021.1901066 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1901066 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:3:p:222-232 Template-Type: ReDIF-Article 1.0 Author-Name: Demere G. Woolway Author-X-Name-First: Demere G. Author-X-Name-Last: Woolway Title: Unconscious bias in schools: A developmental approach to exploring race and racism Journal: The Journal of Educational Research Pages: 306-306 Issue: 3 Volume: 114 Year: 2021 Month: 4 X-DOI: 10.1080/00220671.2021.1903676 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1903676 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:3:p:306-306 Template-Type: ReDIF-Article 1.0 Author-Name: Meaghan McKenna Author-X-Name-First: Meaghan Author-X-Name-Last: McKenna Author-Name: Howard Goldstein Author-X-Name-First: Howard Author-X-Name-Last: Goldstein Author-Name: Xigrid Soto-Boykin Author-X-Name-First: Xigrid Author-X-Name-Last: Soto-Boykin Author-Name: Ke Cheng Author-X-Name-First: Ke Author-X-Name-Last: Cheng Author-Name: Gary A. Troia Author-X-Name-First: Gary A. Author-X-Name-Last: Troia Author-Name: John Ferron Author-X-Name-First: John Author-X-Name-Last: Ferron Title: Supplemental intervention improves writing of first-grade students: Single case experimental design evaluation Abstract: The limited research available on writing in Grade 1 led to the development and implementation of an intervention for students who were performing below expectations. Ten students participated in a writing intervention for 11–13 weeks. A multiple baseline design across three units of instruction was focused on (a) paragraph structure, (b) sentence structure and handwriting, and (c) vocabulary and spelling allowed for analysis of the effects of the intervention. Treatment effects were evident from visual analysis, nonoverlap statistics, and multilevel modeling. Descriptive data collected on literacy measures administered before and after the intervention also indicated growth. Educator ratings of student writing and social validity surveys provide further evidence that improvements in student writing were apparent. Students also provided favorable input. These results indicate the malleability of writing behavior in at-risk first-grade students. Although preliminary findings are promising, iterative development would help improve this intervention and determine its efficacy with a broader sample of students. Journal: The Journal of Educational Research Pages: 278-293 Issue: 3 Volume: 114 Year: 2021 Month: 5 X-DOI: 10.1080/00220671.2021.1923450 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1923450 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:3:p:278-293 Template-Type: ReDIF-Article 1.0 Author-Name: Miika Marttunen Author-X-Name-First: Miika Author-X-Name-Last: Marttunen Author-Name: Timo Salminen Author-X-Name-First: Timo Author-X-Name-Last: Salminen Author-Name: Jukka Utriainen Author-X-Name-First: Jukka Author-X-Name-Last: Utriainen Title: Student evaluations of the credibility and argumentation of online sources Abstract: This study investigated upper secondary school students’ skills in evaluating the credibility and argumentative content of a blog text and a YouTube video. Both sources concerned child vaccination, the blog text opposing and the YouTube video supporting it. Students rated each source as credible, fairly credible or non-credible, justified their ratings, and analyzed the argumentation of both sources. Their justifications were analyzed for trustworthiness and expertise and their argument analyses for identification of the main position of the source and the reasons supporting it. Students’ justification skills proved fairly weak, and they also struggled with recognizing unbalanced argumentation. Students’ skill in analyzing the argumentation used in the sources also proved inadequate, especially in the blog text task. Overall academic achievement significantly predicted students’ credibility evaluation and argument analysis skills. The results suggest that greater emphasis should be placed on tasks involving the interpretation and analysis of online information. Journal: The Journal of Educational Research Pages: 294-305 Issue: 3 Volume: 114 Year: 2021 Month: 5 X-DOI: 10.1080/00220671.2021.1929052 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1929052 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:3:p:294-305 Template-Type: ReDIF-Article 1.0 Author-Name: Martin Bøg Author-X-Name-First: Martin Author-X-Name-Last: Bøg Author-Name: Jens Dietrichson Author-X-Name-First: Jens Author-X-Name-Last: Dietrichson Author-Name: Anna A. Isaksson Author-X-Name-First: Anna A. Author-X-Name-Last: Isaksson Title: A multi-sensory tutoring program for students at risk of reading difficulties: Evidence from a randomized field experiment Abstract: This study examined a literacy program that targeted students most at risk of reading difficulties in kindergarten and first grade of 12 Swedish schools. The program used multi-sensory learning methods that focused on phonological awareness and phonics, and was delivered during 10 weeks over 30–35 sessions by teachers in a one-to-one or one-to-two setting. In total, 161 students aged 6–7 years were randomly assigned to a treatment group or a waiting list control group. The treatment group showed large and statistically significant improvements compared to the control group on the two pre-registered primary outcome measures: a standardized test of decoding (Hedges’ g = 1.07) and a standardized test of letter knowledge (g = 1.03). The improvements were also significantly larger on measures of phonological awareness (g = 0.56) and self-efficacy (g = 0.57), but not on measures of enjoyment and motivation. The program appears cost-effective relative to other tutoring programs. Journal: The Journal of Educational Research Pages: 233-251 Issue: 3 Volume: 114 Year: 2021 Month: 4 X-DOI: 10.1080/00220671.2021.1902254 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1902254 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:3:p:233-251 Template-Type: ReDIF-Article 1.0 Author-Name: Sofie Henschel Author-X-Name-First: Sofie Author-X-Name-Last: Henschel Title: Antecedents of science anxiety in elementary school Abstract: Based on the control-value theory of achievement emotions, the study examines elementary school students’ science performance and control-value beliefs (self-concept, intrinsic and achievement value) as antecedents of their cognitive (worry) and affective (nervousness) science anxiety. Performance in the science topic “floating and sinking” was assessed and self-reported data on control-value beliefs and worry and nervousness about science were collected from 370 students at three time points during third grade. Results from structural equation modeling support the control-value theory and show that self-concept completely mediated the negative effect of prior science performance on both anxiety components. By contrast, value beliefs did not function as mediators and only achievement value positively predicted nervousness and worry, whereas no effect of intrinsic value was observed. Results are invariant across gender and indicate stereotypical mean differences in science anxiety components that were not due to differences in the predictor variables. Journal: The Journal of Educational Research Pages: 263-277 Issue: 3 Volume: 114 Year: 2021 Month: 5 X-DOI: 10.1080/00220671.2021.1922989 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1922989 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:3:p:263-277 Template-Type: ReDIF-Article 1.0 Author-Name: Shelly J. Landreth Author-X-Name-First: Shelly J. Author-X-Name-Last: Landreth Author-Name: Chase Young Author-X-Name-First: Chase Author-X-Name-Last: Young Title: Developing fluency and comprehension with the secondary fluency routine Abstract: This article examines the effects of a reading fluency intervention on the fluency and comprehension of struggling middle school readers. The secondary fluency routine was developed by the first author, and was based on effective practices described in other studies. Thirty-nine seventh and eighth grade students enrolled in reading intervention classes participated in the study, which lasted for a period of 18 weeks. Students in the treatment classes participated in the Secondary Fluency Routine for 10 minutes daily, while students in the comparison classrooms participated in independent reading during that time. Participants were pre- and posttested using the GORT-5. A repeated measures analysis of variance was conducted on all outcome measures which included rate, accuracy, fluency, oral reading index, prosody, and comprehension. There were no interaction effects; however, main effects were detected on all measures, and mean difference effect sizes indicated that the intervention was effective in increasing reading fluency and comprehension. Journal: The Journal of Educational Research Pages: 252-262 Issue: 3 Volume: 114 Year: 2021 Month: 3 X-DOI: 10.1080/00220671.2021.1910475 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1910475 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:3:p:252-262 Template-Type: ReDIF-Article 1.0 Author-Name: Taliha Keleş Author-X-Name-First: Taliha Author-X-Name-Last: Keleş Author-Name: Yeliz Yazgan Author-X-Name-First: Yeliz Author-X-Name-Last: Yazgan Title: Gifted eighth, ninth, tenth and eleventh graders’ strategic flexibility in non-routine problem solving Abstract: This descriptive survey study aimed to examine gifted students’ success and strategic flexibility in non-routine problem solving. The study group consisted of 50 gifted students. A test consisting of seven problems was used to collect data. Answers were assessed in terms of correctness and strategy use. Flexibility was evaluated based on the use of appropriate strategies, intra-task flexibility, and inter-task flexibility. Descriptive statistics, Pearson’s correlation coefficient and one-way ANOVA were used for analysis of the data. Students displayed an above-average performance in solving problems and strategy use. Students’ intra-task flexibility was low, whereas their inter-task flexibility was high. There was a high correlation between flexibility and success. While success differed according to grade level, there was no significant difference between grades in terms of flexibility. Results are discussed in terms of their implications related to education, and recommendations aimed at mathematics education environments and curricula are made. Journal: The Journal of Educational Research Pages: 332-345 Issue: 4 Volume: 114 Year: 2021 Month: 8 X-DOI: 10.1080/00220671.2021.1937913 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1937913 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:4:p:332-345 Template-Type: ReDIF-Article 1.0 Author-Name: Mu-Hsuan Chou Author-X-Name-First: Mu-Hsuan Author-X-Name-Last: Chou Title: Modeling the relations among task value, strategies, social factors, and English achievement Abstract: Task value has a considerable effect on one’s interest, motivation, and strategies in learning. Additionally, the social contexts in which a learner studies, such as subject specialization and gender, may potentially influence how successfully one learns. The purpose of this quantitative study is to examine the relationship between task value and social factors, which were mediated by three types of learning strategy, and students’ test performance in English. A questionnaire survey was conducted with 776 Grade 11 EFL vocational high school students in Taiwan. The path model revealed that the participants’ English test scores were strongly influenced by the task value. Only metacognitive and cognitive strategies mediated the relationship between task value and English test score. Emotion control strategies did not mediate the relationship between them. Students’ subject specialization had a direct influence on students’ English test score, but the learning strategies did not play a mediating role between them. Journal: The Journal of Educational Research Pages: 357-366 Issue: 4 Volume: 114 Year: 2021 Month: 8 X-DOI: 10.1080/00220671.2021.1937915 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1937915 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:4:p:357-366 Template-Type: ReDIF-Article 1.0 Author-Name: Xiaoying Feng Author-X-Name-First: Xiaoying Author-X-Name-Last: Feng Author-Name: Neacsu Ioan Author-X-Name-First: Neacsu Author-X-Name-Last: Ioan Author-Name: Yan Li Author-X-Name-First: Yan Author-X-Name-Last: Li Title: Comparison of the effect of online teaching during COVID-19 and pre-pandemic traditional teaching in compulsory education Abstract: Online education for higher education has been well-researched. However, the same cannot be said for primary and secondary school education. Using data from two large-scale exams of representative Chinese primary and secondary schools pre- and post-COVID-19 pandemic, this study analyzed the difference in students’ performance pre-pandemic, which used face-to-face teaching, and post-pandemic, which used online teaching. Primary results indicate that the performance of primary and secondary students before the pandemic was significantly better than after the pandemic. Secondary results showed that many previously high-scoring students were now scoring closer to the mean. Further, the scores of girls had changed more significantly than those of boys. Online teaching had a negative effect in rural than in urban areas; the preexisting gap between rural and urban students had widened after online teaching. Based on these results, improvements can be made on the online education system, technical support, and teachers. Journal: The Journal of Educational Research Pages: 307-316 Issue: 4 Volume: 114 Year: 2021 Month: 8 X-DOI: 10.1080/00220671.2021.1930986 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1930986 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:4:p:307-316 Template-Type: ReDIF-Article 1.0 Author-Name: Katja Upadyaya Author-X-Name-First: Katja Author-X-Name-Last: Upadyaya Author-Name: Patricio Cumsille Author-X-Name-First: Patricio Author-X-Name-Last: Cumsille Author-Name: Beatrice Avalos Author-X-Name-First: Beatrice Author-X-Name-Last: Avalos Author-Name: Sebastian Araneda Author-X-Name-First: Sebastian Author-X-Name-Last: Araneda Author-Name: Jari Lavonen Author-X-Name-First: Jari Author-X-Name-Last: Lavonen Author-Name: Katariina Salmela-Aro Author-X-Name-First: Katariina Author-X-Name-Last: Salmela-Aro Title: Patterns of situational engagement and task values in science lessons Abstract: Situational engagement is a key element in promoting students’ maintained interest and focused attention in learning. Most research on students engagement has been variable-centered, and only few studies have examined situational patterns of student engagement. The present study used person-oriented approach (e.g., latent profile analysis with Mplus multigroup comparison and 3-step procedure) to examine patterns of students’ situational engagement in science (e.g., situational interest, skills, and challenge), differences in the engagement patterns during regular vs. intervention science lessons, and the extent to which situational expectations and task values (e.g., attainment and utility values) are associated with engagement patterns. Chilean ninth grade students participated in the study using Experience Sampling Method (N = 77 students; 475 situational responses). Three patterns of engagement were identified: a) medium interest and skills (21% and 23% of the moments during regular/intervention lessons, b) high interest and skills (12% and 16%), and c) low interest, skills, and challenge (13% and 15%). Situational task values and expectations were positively associated with high and medium engagement patterns, especially during the regular science lessons. Journal: The Journal of Educational Research Pages: 394-403 Issue: 4 Volume: 114 Year: 2021 Month: 8 X-DOI: 10.1080/00220671.2021.1955651 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1955651 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:4:p:394-403 Template-Type: ReDIF-Article 1.0 Author-Name: Salim Abu Rabia Author-X-Name-First: Salim Author-X-Name-Last: Abu Rabia Author-Name: Abed Salfety Author-X-Name-First: Abed Author-X-Name-Last: Salfety Title: The acquisition of English as a foreign language among different levels of learners with dyslexia Abstract: The goal of the present study was to examine improvement in English as a foreign language (EFL) among different levels of readers with dyslexia, after an intervention program over a defined period. A total of 180 sixth-grade pupils from schools for learning disabilities in the Arab sector participated in the study, and 90 of the students who participated in an EFL intervention program had dyslexia. The students were divided into three levels of dyslexia in their Arabic mother tongue: severe, moderate, and light. Findings revealed the skills of the students in the intervention group to be better than those in the control group. The research findings also did not indicate any differences between the groups in the context of skills measured in terms of time, and it is from here that the higher-level skills of the students in the intervention group were reflected in aspects relating to ability (number of correct answers) and not necessarily to processing speed. Journal: The Journal of Educational Research Pages: 317-331 Issue: 4 Volume: 114 Year: 2021 Month: 8 X-DOI: 10.1080/00220671.2021.1933883 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1933883 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:4:p:317-331 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Oller Author-X-Name-First: Judith Author-X-Name-Last: Oller Author-Name: Anna Engel Author-X-Name-First: Anna Author-X-Name-Last: Engel Author-Name: Maria José Rochera Author-X-Name-First: Maria José Author-X-Name-Last: Rochera Title: Personalizing learning through connecting students’ learning experiences: an exploratory study Abstract: This article presents an exploratory study aimed at analyzing the instructional design of learning personalization practices in three secondary education centers that promote connections between students’ learning and/or their learning experiences in and out of school. We propose three dimensions for analysis, according to a constructivist and sociocultural perspective: the learning activities and contents designed to connect students’ learning and/or learning experiences across different contexts; the educational agents that enhance these connections; and the mediating tools used. Results indicate that our multidimensional model is useful for identifying the different didactic strategies that appear in each case to foster connections, and for detecting the aspects that need improvement. Conclusions suggest that in personalized learning environments, the focus of educational activity must be shifted from making connections between students’ learning to the learning experiences that students have at different times and in different contexts, helping them to build their personal learning pathways. Journal: The Journal of Educational Research Pages: 404-417 Issue: 4 Volume: 114 Year: 2021 Month: 8 X-DOI: 10.1080/00220671.2021.1960255 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1960255 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:4:p:404-417 Template-Type: ReDIF-Article 1.0 Author-Name: Jeoung Min Lee Author-X-Name-First: Jeoung Min Author-X-Name-Last: Lee Author-Name: Jun Sung Hong Author-X-Name-First: Jun Sung Author-X-Name-Last: Hong Author-Name: Stella M. Resko Author-X-Name-First: Stella M. Author-X-Name-Last: Resko Author-Name: A. Antonio Gonzalez-Prendes Author-X-Name-First: A. Antonio Author-X-Name-Last: Gonzalez-Prendes Author-Name: Dexter R. Voisin Author-X-Name-First: Dexter R. Author-X-Name-Last: Voisin Title: Ecological correlates of bullying and peer victimization among urban African American adolescents Abstract: Adolescent bullying is a concern for adolescents, parents, teachers, school officials, and the general public. The purpose of the study is to apply Bronfenbrenner's ecological systems perspective and explore factors that are correlated with bullying perpetration and victimization among 638 urban African American adolescents in Chicago's Southside. Bullying victimization and perpetration are found to be influenced by microsystem-level factors, such as exposure to delinquent peers, teacher support, and neighborhood disorganization. An intervention strategy that involves teachers is particularly important. Anti-bullying intervention and prevention programs in urban schools need to account for the unique situations of urban African American adolescents. Journal: The Journal of Educational Research Pages: 346-356 Issue: 4 Volume: 114 Year: 2021 Month: 8 X-DOI: 10.1080/00220671.2021.1937914 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1937914 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:4:p:346-356 Template-Type: ReDIF-Article 1.0 Author-Name: Sofia Guichard Author-X-Name-First: Sofia Author-X-Name-Last: Guichard Author-Name: Gil Nata Author-X-Name-First: Gil Author-X-Name-Last: Nata Author-Name: Joana Cadima Author-X-Name-First: Joana Author-X-Name-Last: Cadima Title: Elementary school children’s perspectives on distributive justice in trade Abstract: Although issues of global justice are increasingly considered an important topic to include in elementary school curricula, little is known about children’s perspectives on complex distributive justice issues. This exploratory study investigated children’s understanding of a fair economic distribution between the workers involved in international trade. As part of a classroom project, in mixed-aged groups, 57 elementary school children were invited to discuss how they would fairly divide 30 coins among five workers involved in the banana trade. Results showed that half of the groups decided for equal distributions, based on arguments of strict equality, equal work, equal value, or interdependence. The other half of the groups decided for unequal distributions, based on the different contributions, and costs and profits. In each group, children generally agreed or accepted others’ ideas. Findings provide preliminary insights on how elementary school children collectively reason about distributive justice concerning a complex global issue. Journal: The Journal of Educational Research Pages: 418-430 Issue: 4 Volume: 114 Year: 2021 Month: 8 X-DOI: 10.1080/00220671.2021.1962233 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1962233 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:4:p:418-430 Template-Type: ReDIF-Article 1.0 Author-Name: Ayla Ata Baran Author-X-Name-First: Ayla Author-X-Name-Last: Ata Baran Author-Name: Tangül Kabael Author-X-Name-First: Tangül Author-X-Name-Last: Kabael Title: An investigation of eighth grade students’ mathematical communication competency and affective characteristics Abstract: The purpose of this study was to investigate eighth grade students’ mathematical communication competency, affective characteristics, and the differentiation in affective characteristics across their communication competency levels. The mixed method sequential explanatory design was used. The quantitative data were collected from 140 students through Mathematical Communication Competency Measurement Tool and Affective Domain Scale. The qualitative data were collected from 31 students, who represent students across all competency levels, through semi-structured and clinical interviews. The results showed that main difficulties of students, whose competency was level-0 or below, were making sense of statements/questions, explaining ideas about the problem. The students, whose competency level was level-1 and level weighted-1, had challenges in explaining a mathematical result or presenting a verbal/written justification. Finally, self-efficacy, anxiety and openness to problem solving of students, whose competency was level-0 or below, differed significantly from other students. Journal: The Journal of Educational Research Pages: 367-380 Issue: 4 Volume: 114 Year: 2021 Month: 8 X-DOI: 10.1080/00220671.2021.1948382 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1948382 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:4:p:367-380 Template-Type: ReDIF-Article 1.0 Author-Name: Robert C. Kleinsasser Author-X-Name-First: Robert C. Author-X-Name-Last: Kleinsasser Title: Johnson, S.M. (2019). where teachers thrive: Organizing schools for success, Harvard Education Press. 296 pp. $34.00. ISBN-13: 978-1-68253-358-1 Journal: The Journal of Educational Research Pages: 431-432 Issue: 4 Volume: 114 Year: 2021 Month: 8 X-DOI: 10.1080/00220671.2021.1956163 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1956163 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:4:p:431-432 Template-Type: ReDIF-Article 1.0 Author-Name: Antonio García-Vinuesa Author-X-Name-First: Antonio Author-X-Name-Last: García-Vinuesa Author-Name: Sara Carvalho Author-X-Name-First: Sara Author-X-Name-Last: Carvalho Author-Name: Pablo Ángel Meira Cartea Author-X-Name-First: Pablo Ángel Author-X-Name-Last: Meira Cartea Author-Name: Ulisses M. Azeiteiro Author-X-Name-First: Ulisses M. Author-X-Name-Last: Azeiteiro Title: Assessing climate knowledge and perceptions among adolescents. An exploratory study in Portugal Abstract: The purpose of this study is to assess climate change knowledge among high school students and their beliefs and perceptions about the climate crisis. A questionnaire composed of 43 closed-ended questions was applied to 219 students aged 15–18 in three schools located in the north of Portugal. The results show that participants declared having limited knowledge about the issue. Similarly, the research confirms the conclusions of other studies that identified generalized alternative representations of climate change. Our findings aim to offer data geared toward supporting and promoting a new way of conceptualizing and understanding climate change education (CCE) in formal education contexts in the Portuguese education system. Journal: The Journal of Educational Research Pages: 381-393 Issue: 4 Volume: 114 Year: 2021 Month: 8 X-DOI: 10.1080/00220671.2021.1954582 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1954582 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:4:p:381-393 Template-Type: ReDIF-Article 1.0 Author-Name: Jerome V. D’Agostino Author-X-Name-First: Jerome V. Author-X-Name-Last: D’Agostino Author-Name: Emily Rodgers Author-X-Name-First: Emily Author-X-Name-Last: Rodgers Author-Name: Spyros Konstantopoulos Author-X-Name-First: Spyros Author-X-Name-Last: Konstantopoulos Title: The effects of HEROES on the achievement levels of beginning readers with individualized education programs Abstract: The Every Student Succeeds Act of 2015 requires the use of evidence in adopting programs, particularly for children with reading disabilities. A quasi-experimental study was conducted to evaluate the effects of a literacy intervention called Helping Early Readers Obtain Excellence in Special Education (HEROES), developed for children ages six to 10 with or at-risk of having reading disabilities. After establishing baseline equivalence on two outcome measures, we conducted hierarchical linear modeling using student and teacher covariates to adjust the estimated effects. Students who received HEROES (n = 329) significantly outperformed comparison students (n = 161) on a general reading achievement measure (ES = .25) and a word recognition task (ES = .17). Results of this external evaluation add to a growing evidence base that children with reading disabilities can make significant progress when effective interventions are implemented. Journal: The Journal of Educational Research Pages: 433-444 Issue: 5 Volume: 114 Year: 2021 Month: 9 X-DOI: 10.1080/00220671.2021.1965077 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1965077 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:5:p:433-444 Template-Type: ReDIF-Article 1.0 Author-Name: Hope E. Wilson Author-X-Name-First: Hope E. Author-X-Name-Last: Wilson Author-Name: HwanHee Song Author-X-Name-First: HwanHee Author-X-Name-Last: Song Author-Name: Julie Johnson Author-X-Name-First: Julie Author-X-Name-Last: Johnson Author-Name: Lucinda Presley Author-X-Name-First: Lucinda Author-X-Name-Last: Presley Author-Name: Kimberly Olson Author-X-Name-First: Kimberly Author-X-Name-Last: Olson Title: Effects of transdisciplinary STEAM lessons on student critical and creative thinking Abstract: When arts curriculum is able to become transdisciplinary to reach fundamental understandings with other content areas, the level of transfer and thinking skills of the engaged students has the potential to be raised. This study investigated the implementation of transdisciplinary STEAM lessons across 14 classrooms in 7 states. Students (n = 318) in elementary (grades K-5) and secondary (grades 6–12) schools participated in transdisciplinary STEAM lessons. The results of this study indicate that the intervention was successful at increasing the understanding of creativity and that their engagement with thinking skills and habits was greater as compared to students who did not participate in the STEAM lessons. Thematic analysis of the open-response items revealed specific patterns in how students used critical and creative thinking across lessons. Overall, students showed increased creativity, application, problem solving, and collaboration, providing evidence of the effectiveness of the STEAM lessons to increase critical and creative thinking of students. Journal: The Journal of Educational Research Pages: 445-457 Issue: 5 Volume: 114 Year: 2021 Month: 9 X-DOI: 10.1080/00220671.2021.1975090 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1975090 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:5:p:445-457 Template-Type: ReDIF-Article 1.0 Author-Name: Pınar Güner Author-X-Name-First: Pınar Author-X-Name-Last: Güner Author-Name: Semirhan Gökçe Author-X-Name-First: Semirhan Author-X-Name-Last: Gökçe Title: Linking critical thinking disposition, cognitive flexibility and achievement: Math anxiety’s mediating role Abstract: The purpose of this study was to investigate the interplays among the critical thinking disposition, cognitive flexibility, math anxiety and math achievement with structural equation modeling and determine the degree of the mediating effect of math anxiety in primary, middle and high schools. Within the scope, we also focused on the predicting variables of math achievement and compared the general tendency of these variables by gender, school type and grade level. The participants of the study were 1628 students from grades 4, 8 and 12. While critical thinking disposition and cognitive flexibility had a significant and positive effect both among themselves and on math achievement, math anxiety had a significant and negative effect on all these variables in the models. Although math anxiety has a partial mediating effect on math achievement at middle school and high school levels, it shows no such effect in primary school. Journal: The Journal of Educational Research Pages: 458-473 Issue: 5 Volume: 114 Year: 2021 Month: 9 X-DOI: 10.1080/00220671.2021.1975618 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1975618 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:5:p:458-473 Template-Type: ReDIF-Article 1.0 Author-Name: Osman Birgin Author-X-Name-First: Osman Author-X-Name-Last: Birgin Author-Name: Faden Topuz Author-X-Name-First: Faden Author-X-Name-Last: Topuz Title: Effect of the GeoGebra software-supported collaborative learning environment on seventh grade students’ geometry achievement, retention and attitudes Abstract: The purpose of this study was to examine the effects of using GeoGebra software in a computer-supported collaborative learning (CSCL) environment on seventh grade students’ geometry achievement, retention of learning, and attitudes toward geometry. The study was designed using a quasi-experimental research method with pretest, post-test and delayed post-test. This study was carried out with 62 seventh grade students in a city in western Turkey. CSCL activities using GeoGebra software were implemented in the experimental group, while instruction in the control group continued with textbook-based direct instruction. The Geometry Achievement Test (GAT) and Geometry Attitude Scale (GAS) were applied to groups as pretest and post-test. A retention test was applied to both groups eight weeks after the post-test. Data were analyzed through SPSS 17.0 statistical software by using a t-test and ANCOVA test. It was indicated in this study that CSCL using GeoGebra software significantly increased seventh grade students’ geometry achievement and retention of learning in comparison to textbook-based direct instruction. It was also determined that the CSCL environment with GeoGebra software significantly increased students’ attitudes toward geometry. Journal: The Journal of Educational Research Pages: 474-494 Issue: 5 Volume: 114 Year: 2021 Month: 9 X-DOI: 10.1080/00220671.2021.1983505 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1983505 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:5:p:474-494 Template-Type: ReDIF-Article 1.0 Author-Name: Chase Young Author-X-Name-First: Chase Author-X-Name-Last: Young Author-Name: Patricia Durham Author-X-Name-First: Patricia Author-X-Name-Last: Durham Author-Name: Timothy Victor Rasinski Author-X-Name-First: Timothy Victor Author-X-Name-Last: Rasinski Author-Name: Amber Godwin Author-X-Name-First: Amber Author-X-Name-Last: Godwin Author-Name: Melinda Miller Author-X-Name-First: Melinda Author-X-Name-Last: Miller Title: Closing the gender gap in reading with readers theater Abstract: This sequential explanatory analysis reports on the observed differences in growth on decoding, word knowledge, and reading comprehension between second grade males and females after participating in a readers theater treatment or business as usual instruction. The quantitative results revealed that males made greater gains than females in the treatment groups and females outperformed the males in the comparison group. A follow up survey of an unrelated sample of second and third grade males was conducted to further understand why males may have demonstrated more improvement when involved in readers theater. Several themes emerged indicating males liked the collaborative aspect of dramatic performance and believed it is a fun and nontraditional classroom activity. Readers theater also helped their ability to sustain, strengthen, and develop their reader identities through comedy. Journal: The Journal of Educational Research Pages: 495-511 Issue: 5 Volume: 114 Year: 2021 Month: 9 X-DOI: 10.1080/00220671.2021.1986460 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1986460 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:5:p:495-511 Template-Type: ReDIF-Article 1.0 Author-Name: Patrick C. Manyak Author-X-Name-First: Patrick C. Author-X-Name-Last: Manyak Author-Name: Ellen M. Kappus Author-X-Name-First: Ellen M. Author-X-Name-Last: Kappus Title: Multifaceted vocabulary instruction in second-grade dual-immersion classes: quantitative findings Abstract: This article reports on a formative experiment involving the implementation of long-term multifaceted vocabulary instruction in second-grade Spanish-English dual-immersion classes. The findings indicate that students in the second year of the project showed accelerated growth in English vocabulary knowledge in comparison to the norming sample of a standardized vocabulary test, and a comparison of gain scores from Year 1 (minimal treatment) and Year 2 (full treatment) on this measure further demonstrated the benefits of the full treatment condition. In addition, although the Latinx emergent bilingual students scored considerably lower than the native English-speaking students, the emergent bilinguals showed accelerated growth of nearly a half of a standard deviation from fall to spring in comparison to the native English speakers. The authors conclude by discussing the significance of the findings, particularly given the widely recognized and urgent need for programs that will accelerate the English language development of emergent bilinguals. Journal: The Journal of Educational Research Pages: 537-549 Issue: 6 Volume: 114 Year: 2021 Month: 11 X-DOI: 10.1080/00220671.2021.1993438 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1993438 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:6:p:537-549 Template-Type: ReDIF-Article 1.0 Author-Name: Pedro Javier Conesa Author-X-Name-First: Pedro Javier Author-X-Name-Last: Conesa Author-Name: Jon Andoni Duñabeitia Author-X-Name-First: Jon Andoni Author-X-Name-Last: Duñabeitia Title: Effects of computer-based training on children’s executive functions and academic achievement Abstract: In terms of critical skills for academic achievement, the literature has revealed that the development of executive functions (EF) plays a key role. Although numerous researchers have aimed to improve EF through computerized cognitive training interventions, the evidence of the effect derived from these interventions remains ambiguous. The purpose of this study is to investigate the effects of a computerized game-based training program on EF and its impact on academic performance in 713 Spanish Primary School students (M = 10.2 years old, 51.3% girls). The EF training was carried out in 8 weeks, 3 sessions of 15–20 minutes each week, measuring students’ EF and obtaining information on academic performance. The results showed an improvement within the training group in the questionnaires exploring inhibition and working memory, as well as in academic performance, compared to the control group. In contrast, no significant intergroup differences were observed in the inhibition tasks. Journal: The Journal of Educational Research Pages: 562-571 Issue: 6 Volume: 114 Year: 2021 Month: 11 X-DOI: 10.1080/00220671.2021.1998881 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1998881 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:6:p:562-571 Template-Type: ReDIF-Article 1.0 Author-Name: Roderick A. Rose Author-X-Name-First: Roderick A. Author-X-Name-Last: Rose Author-Name: Natasha K. Bowen Author-X-Name-First: Natasha K. Author-X-Name-Last: Bowen Title: The effect on high school drop-out of a middle school relevance intervention Abstract: The disengagement that leads to school dropout may start as early as middle school, but may be interrupted by motivational interventions. One approach is to promote the relevance of content through explanations and demonstrations of the value of this content to students’ futures. CareerStart is an intervention that provides teachers prepackaged lessons for middle school math, English language arts, science, and social studies, which connects content in these courses to jobs and careers. In this study, we use data from a randomized control trial to report on the impact of CareerStart and career relevant lessons on preventing later drop-out. Event history analysis shows that CareerStart reduced the hazard of drop-out by 23%, and that at the school level, 10 CareerStart lessons was associated with a reduction of 1%. Students who did not change schools experienced the greatest benefit. We discuss implications for practice and research and suggest next steps. Journal: The Journal of Educational Research Pages: 526-536 Issue: 6 Volume: 114 Year: 2021 Month: 11 X-DOI: 10.1080/00220671.2021.1993123 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1993123 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:6:p:526-536 Template-Type: ReDIF-Article 1.0 Author-Name: Michelle Dubek Author-X-Name-First: Michelle Author-X-Name-Last: Dubek Author-Name: Christopher DeLuca Author-X-Name-First: Christopher Author-X-Name-Last: DeLuca Author-Name: Nathan Rickey Author-X-Name-First: Nathan Author-X-Name-Last: Rickey Title: Unlocking the potential of STEAM education: How exemplary teachers navigate assessment challenges Abstract: While integrated STEAM education has been shown to support the cultivation of critical global competencies, teachers have identified classroom assessment as a key barrier to facilitating integrated learning. This research investigated how exemplary teachers navigated classroom assessment challenges and practices within integrated STEAM education contexts. Employing an in-depth qualitative design, this study drew on data from interviews with 14 exemplary STEAM teachers and assessment artifacts (e.g., assessments, resources, lesson/unit plans). Through an inductive analysis, synergies and tensions within three overarching themes were identified: planning for assessment, formative assessment, and grading/evaluation. Teachers’ planning practice was characterized by a focus on key learning skills as well as divergent opinions regarding a backwards design approach. Central to teachers’ STEAM education practice, formative assessment was used to drive the iterative design cycle. When grading, teachers relied on their professional judgment and supported student self-advocacy. Implications for theory and practice are discussed. Journal: The Journal of Educational Research Pages: 513-525 Issue: 6 Volume: 114 Year: 2021 Month: 11 X-DOI: 10.1080/00220671.2021.1990002 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1990002 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:6:p:513-525 Template-Type: ReDIF-Article 1.0 Author-Name: Patrick N. Beymer Author-X-Name-First: Patrick N. Author-X-Name-Last: Beymer Author-Name: Kristy A. Robinson Author-X-Name-First: Kristy A. Author-X-Name-Last: Robinson Author-Name: Jennifer A. Schmidt Author-X-Name-First: Jennifer A. Author-X-Name-Last: Schmidt Title: Classroom activities as predictors of control, value, and state emotions in science Abstract: This article examined relations among classroom activities, students’ momentary control- and value-related appraisals, and students’ state emotions in high school science classrooms. Throughout 10 days of instruction, high school students (N = 244) reported their state emotions and task-specific control- and value-related appraisals during science class, while classroom activities were observed via video. Results obtained through structural equation modeling and MANOVA suggest that perceived value, control, and emotions differed significantly across classroom activities. Classroom activities exhibited direct effects on emotions as well as indirect effects via control and value appraisals. Results suggest that theorized links among environment, appraisals, and emotions may differ by both the emotion and the classroom activity under consideration. Journal: The Journal of Educational Research Pages: 550-561 Issue: 6 Volume: 114 Year: 2021 Month: 11 X-DOI: 10.1080/00220671.2021.1997882 File-URL: http://hdl.handle.net/10.1080/00220671.2021.1997882 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:114:y:2021:i:6:p:550-561 Template-Type: ReDIF-Article 1.0 Author-Name: Jackie Eunjung Relyea Author-X-Name-First: Jackie Eunjung Author-X-Name-Last: Relyea Author-Name: Jie Zhang Author-X-Name-First: Jie Author-X-Name-Last: Zhang Author-Name: Sissy S. Wong Author-X-Name-First: Sissy S. Author-X-Name-Last: Wong Author-Name: Courtney Samuelson Author-X-Name-First: Courtney Author-X-Name-Last: Samuelson Author-Name: Ma. Glenda Lopez Wui Author-X-Name-First: Ma. Glenda Lopez Author-X-Name-Last: Wui Title: Academic vocabulary instruction and socio-scientific issue discussion in urban sixth-grade science classrooms Abstract: Given the growing evidence of academic language demands embodied in science practices, this study aimed to design and evaluate the effectiveness of a literacy-science integrated program that emphasized the incorporation of academic vocabulary instruction and collaborative discussion of a socio-scientific issue in sixth-grade science classrooms in an urban school. The treatment students (n = 73) who participated in the intervention had significantly higher academic vocabulary knowledge and scientific argumentation posttest scores than the control students (n = 62). The effect on academic vocabulary knowledge was particularly greater for bilingual students than their monolingual peers. Mediation analyses revealed that the intervention effects on science content knowledge and scientific argumentation were mediated by academic vocabulary knowledge. Findings indicate that science teachers’ instructional scaffolding for academic vocabulary and authentic discourse can not only improve students’ academic vocabulary knowledge but also indirectly affect science content knowledge and scientific argumentation via academic vocabulary knowledge. Journal: The Journal of Educational Research Pages: 37-50 Issue: 1 Volume: 115 Year: 2022 Month: 2 X-DOI: 10.1080/00220671.2021.2022584 File-URL: http://hdl.handle.net/10.1080/00220671.2021.2022584 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:1:p:37-50 Template-Type: ReDIF-Article 1.0 Author-Name: Seyyed-Abdolhamid Mirhosseini Author-X-Name-First: Seyyed-Abdolhamid Author-X-Name-Last: Mirhosseini Author-Name: Azadeh Emadi Author-X-Name-First: Azadeh Author-X-Name-Last: Emadi Title: Words belong to ourselves: Multiliteracies pedagogy in English language education Abstract: This study explores the possibilities and challenges of teaching English as a foreign language (EFL) based on multiliteracies perspectives within New Literacy Studies (NLS). Teaching materials were developed for a group of Iranian EFL learners based on the four principles of NLS and were taught based on the same principles aiming at creating alternative language learning experiences. Class recordings, fieldnotes, interviews, and learners’ notebooks were collected as our data over three months, and were analyzed based on a grounded theory approach through coding procedures in search of emerging ideas about NLS-based EFL pedagogy. The findings revealed four possibilities: relevance to learners, their active engagement, their self-reliance, and owning the language forms. The challenges appeared to be stemming from preconceptions of the teacher and the students about language teaching, learning, and assessment. We discuss aspects of such opportunities and challenges in Iran, with possible implications for many similar EFL settings. Journal: The Journal of Educational Research Pages: 75-86 Issue: 1 Volume: 115 Year: 2022 Month: 2 X-DOI: 10.1080/00220671.2022.2029807 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2029807 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:1:p:75-86 Template-Type: ReDIF-Article 1.0 Author-Name: Asiye İvrendi Author-X-Name-First: Asiye Author-X-Name-Last: İvrendi Author-Name: Ahmet Erol Author-X-Name-First: Ahmet Author-X-Name-Last: Erol Author-Name: Abdullah Atan Author-X-Name-First: Abdullah Author-X-Name-Last: Atan Title: Children’s geometric skills: Any ties to self-regulation skills? Abstract: This paper examines the relationship between early geometric skills, behavioral self-regulation skills, teacher-mother reported self-regulation skills, child age and family income in 5-6 year-old children. The participants (N = 202; 104 girls, 98 boys) average age was 71 months (sd = 4.82; Data on race/ethnicity were not asked to participants). This review found evidence that positive correlation among geometric skills, behavioral self-regulation skills, teacher-reported self-regulation skills and child age. And binary logistic regression analysis indicated that the predictors of children’s likelihood of being in the above average-level early geometric skills group were their behavioral self-regulation skills (3.3% to the odds), teacher-reported self-regulation skills (3.4% to the odds) and child age (8.8% to the odds). Journal: The Journal of Educational Research Pages: 1-10 Issue: 1 Volume: 115 Year: 2022 Month: 2 X-DOI: 10.1080/00220671.2021.2007043 File-URL: http://hdl.handle.net/10.1080/00220671.2021.2007043 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:1:p:1-10 Template-Type: ReDIF-Article 1.0 Author-Name: Tzu-Ning Wang Author-X-Name-First: Tzu-Ning Author-X-Name-Last: Wang Author-Name: Yu-Cin Jian Author-X-Name-First: Yu-Cin Author-X-Name-Last: Jian Author-Name: Chao-Jung Wu Author-X-Name-First: Chao-Jung Author-X-Name-Last: Wu Author-Name: Ping Li Author-X-Name-First: Ping Author-X-Name-Last: Li Title: Science reading and self-regulated learning: Evidence from eye movements of middle-school readers Abstract: This study investigated that whether and how the mechanisms of self-regulated learning (SRL) strategy may underlie explicit behaviors of repeated studying and testing by an eye-tracking method. Sixty-three seventh-grade students read an illustrated science article and completed a reading test. Then they were asked to reread and retest. Our data indicated that skilled readers were more capable of using multiple representations during science reading: they allocated more attention to decoding diagrams and making references between the text and diagrams than less-skilled readers in the first study-test cycle. Further, skilled readers also demonstrate stronger self-regulatory attempts across study-test cycles, given a sharper decrease on eye-tracking indicators regarding diagrams. However, both groups had similar reading patterns regarding text across cycles. Seventh graders tend to apply self-regulatory processes aimed at memorizing more textual components but not for enhancing comprehension, and it suggests that seventh-grade readers’ SRL strategy might be still developing. Journal: The Journal of Educational Research Pages: 11-24 Issue: 1 Volume: 115 Year: 2022 Month: 2 X-DOI: 10.1080/00220671.2021.2012637 File-URL: http://hdl.handle.net/10.1080/00220671.2021.2012637 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:1:p:11-24 Template-Type: ReDIF-Article 1.0 Author-Name: Yian Hoon Lim Author-X-Name-First: Yian Hoon Author-X-Name-Last: Lim Author-Name: Joon Kiat Lee Author-X-Name-First: Joon Kiat Author-X-Name-Last: Lee Author-Name: Weiliang Ng Author-X-Name-First: Weiliang Author-X-Name-Last: Ng Author-Name: Tang Wee Teo Author-X-Name-First: Tang Wee Author-X-Name-Last: Teo Title: Implementation of PCM in a Singapore school: Impact on students’ learning outcomes Abstract: This paper reports on the evaluation results of the implementation of the Parallel Curriculum Model (PCM) in a Singapore secondary school for Grades 7-10. PCM was adopted by the school in 2016 to provide a comprehensive framework for designing the school’s curriculum around the core, connections, practice, and identity. Two years into the implementation, a systematic review was conducted to evaluate the efficacy of this model on students’ learning. A 39-item 5-point scale survey instrument was conceptualized to measure students’ self-perception around four constructs—(a) critical and conceptual thinking, (b) problem solving and communication, (c) creative thinking, and (d) learning strategies adopted in the context of PCM curriculum. Rasch analysis of 862 students’ level of agreeability to these four constructs reported positive self-views. They also reported engaging effective learning strategies in the PCM curriculum. This study contributes to the paucity of research in evaluating the efficacy of the PCM on students’ learning. Journal: The Journal of Educational Research Pages: 25-36 Issue: 1 Volume: 115 Year: 2022 Month: 2 X-DOI: 10.1080/00220671.2021.2019659 File-URL: http://hdl.handle.net/10.1080/00220671.2021.2019659 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:1:p:25-36 Template-Type: ReDIF-Article 1.0 Author-Name: Helen Spruhan Author-X-Name-First: Helen Author-X-Name-Last: Spruhan Author-Name: Georgia Niolaki Author-X-Name-First: Georgia Author-X-Name-Last: Niolaki Author-Name: Janet Vousden Author-X-Name-First: Janet Author-X-Name-Last: Vousden Author-Name: Aris Terzopoulos Author-X-Name-First: Aris Author-X-Name-Last: Terzopoulos Author-Name: Jackie Masterson Author-X-Name-First: Jackie Author-X-Name-Last: Masterson Title: Spelling performance of 6- and 8-year-old Irish children; Is it or ? Abstract: The association of phonological and lexical-semantic processes with spelling ability in children has received scant research interest even though uncovering such associations can increase our understanding of literacy development. A cross-sectional study was carried out with 42 6- and 8t-year-old children in the southeast of Ireland. The children took part in tasks assessing reading, letter-sound knowledge, phonological ability, phonological short-term memory, and rapid automatized naming. They also completed an assessment of spelling ability involving regular words, irregular words, and pseudowords. Analyses revealed that, for both age groups, and for all three word types, spelling accuracy was strongly associated with phonological ability scores. In contrast, phonological short-term memory was found to be significantly associated with regular word and total word spelling for the younger group. For the older group, rapid automatized naming was associated with all word categories. Qualitative analysis of the spelling errors revealed that an increase in spelling ability was accompanied by greater prevalence of phonologically appropriate errors. Our findings have important implications for teaching and assessment practices for spelling. Journal: The Journal of Educational Research Pages: 87-97 Issue: 1 Volume: 115 Year: 2022 Month: 2 X-DOI: 10.1080/00220671.2022.2031844 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2031844 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:1:p:87-97 Template-Type: ReDIF-Article 1.0 Author-Name: Juan Yang Author-X-Name-First: Juan Author-X-Name-Last: Yang Author-Name: Xiaofei Qi Author-X-Name-First: Xiaofei Author-X-Name-Last: Qi Author-Name: Ling Wang Author-X-Name-First: Ling Author-X-Name-Last: Wang Author-Name: Bo Sun Author-X-Name-First: Bo Author-X-Name-Last: Sun Author-Name: Mengxue Zheng Author-X-Name-First: Mengxue Author-X-Name-Last: Zheng Title: A reading model of young EFL learners regarding attention, cognitive-load and auditory-assistance Abstract: Audio-assisted reading (reading-while-listening) was commonly used as a pedagogical method in English (L2) learning. Numerous studies had reported its efficacy in English (L2) reading. Its efficacy in reading comprehension has been inconclusive due to the lack of studies on the relationship among attention, cognitive load and L2 reading comprehension, with the possibility that the synchronous auditory input lessens attention to the visual input. We present a study of 41 Mandarin-speaking 8-year-old children reading English texts in three modes in a between-participants design. Data of cognitive load, comprehension scores and attention were fitted to a formal mathematical model, which confirmed that influences on L2 reading comprehension could be captured by interactions between attention and cognitive load. Based on the findings, three implications regarding how to appropriately apply auditory-assistant tools to L2 reading were generated. Journal: The Journal of Educational Research Pages: 51-63 Issue: 1 Volume: 115 Year: 2022 Month: 2 X-DOI: 10.1080/00220671.2022.2027327 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2027327 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:1:p:51-63 Template-Type: ReDIF-Article 1.0 Author-Name: Femke van der Wilt Author-X-Name-First: Femke Author-X-Name-Last: van der Wilt Author-Name: Chiel van der Veen Author-X-Name-First: Chiel Author-X-Name-Last: van der Veen Author-Name: Sarah Michaels Author-X-Name-First: Sarah Author-X-Name-Last: Michaels Title: The relation between the questions teachers ask and children’s language competence Abstract: In the present study, it was hypothesized that the proportion of open questions teachers ask during shared book reading would be directly and indirectly (through class aggregated mean length of utterance) related to children’s vocabulary and would be directly and indirectly (through class aggregated mean length of children’s utterance and vocabulary) related to children’s narrative competence. A total of 7 early childhood teachers and 176 pupils participated in this study. Outcomes of mediation analyses revealed that the proportion of open questions was positively related to class aggregated mean length of children’s utterance and vocabulary and negatively related to narrative competence. In addition, the proportion of open questions was indirectly and positively related to children’s narrative competence, through class aggregated mean length of children’s utterance. The results of this study indicate that the type of questions teachers ask during shared book reading is related to children’s language competence. Journal: The Journal of Educational Research Pages: 64-74 Issue: 1 Volume: 115 Year: 2022 Month: 2 X-DOI: 10.1080/00220671.2022.2029806 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2029806 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:1:p:64-74 Template-Type: ReDIF-Article 1.0 Author-Name: Carmen Urpí Author-X-Name-First: Carmen Author-X-Name-Last: Urpí Author-Name: Charo Reparaz Author-X-Name-First: Charo Author-X-Name-Last: Reparaz Author-Name: Fernando Echarri Author-X-Name-First: Fernando Author-X-Name-Last: Echarri Title: Measuring the Rothko experience in school visitors to modern art museums Abstract: Recent studies in museum education focus on the quality of visitor experience to help engagement. To understand how it occurs when it comes to dealing with young visitors to modern art museums, the researchers studied the esthetic experience of Mark Rothko’s masterpiece Untitled (1969) with 678 primary and 335 secondary students. Four dimensions—sensory, emotional, cognitive, and spiritual, are taken into consideration for the development and preliminary validation of a specific instrument to evaluate the so-called “Rothko experience.” Based on quantitative data analysis, results suggest that school visitors can experience Mark Rothko’s modern art intensely by perceiving changes in its color and other sensory features while making self-references to time and space vanish. Besides, cultural background makes a difference in intensely experiencing Rothko’s modern art. Suggestions are made for the development of pedagogical strategies that engage young audience in museum experience of modern art. Journal: The Journal of Educational Research Pages: 173-186 Issue: 2 Volume: 115 Year: 2022 Month: 3 X-DOI: 10.1080/00220671.2022.2074950 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2074950 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:2:p:173-186 Template-Type: ReDIF-Article 1.0 Author-Name: Jodie Leiss Author-X-Name-First: Jodie Author-X-Name-Last: Leiss Author-Name: Jeong-Hee Kim Author-X-Name-First: Jeong-Hee Author-X-Name-Last: Kim Title: Against sedentary school environment: Rethinking the aims of education through physical education Abstract: Physical activity is essential for children’s current and future health, but most do not get their recommended daily 60 minutes of moderate to vigorous physical activity. Schools are an ideal environment for physical activity since students spend most of their waking hours at school. In this paper, we inquire into a sedentary school environment and its collateral impact on student learning in light of the school experience of Hannah. Grounded in Merleau-Ponty’s theory of body and embodiment and Dewey’s theory of experience in education, the purpose of this narrative inquiry is to challenge an increasingly sedentary environment that undermines the role of body, hence providing a mis-educative experience. In so doing, we intend to raise awareness of the collateral impact of sedentary education on students and rethink the aims of education for the 21st century to foster the child as a whole embodied being. We suggest three aims of education: first, health as the foundation to develop the whole child; second, adding the fifth R, Rhythm, to Doll’s four R’s of richness, recursion, relation, and rigor; and finally, understanding what it means to be physically literate. Journal: The Journal of Educational Research Pages: 111-121 Issue: 2 Volume: 115 Year: 2022 Month: 3 X-DOI: 10.1080/00220671.2022.2064801 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2064801 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:2:p:111-121 Template-Type: ReDIF-Article 1.0 Author-Name: Tariq Bouzid Author-X-Name-First: Tariq Author-X-Name-Last: Bouzid Author-Name: Fatiha Kaddari Author-X-Name-First: Fatiha Author-X-Name-Last: Kaddari Author-Name: Hassane Darhmaoui Author-X-Name-First: Hassane Author-X-Name-Last: Darhmaoui Title: Force and motion misconceptions’ pliability, the case of Moroccan high school students Abstract: This work investigates science major students’ misconceptions about “force and motion.” Stratified-convenience sampling method has been conducted on 232 Moroccan high school students. Using Force Concept Inventory (FCI), we examined all known misconceptions listed in the original article by Hestenes et al. (1992, Phys. Teach. 30, 141–151) and carefully highlighted the most dominant ones. Our study suggests that most Moroccan high school students do not have a “Newtonian understanding” about the concept of force and motion and carry a pre-Aristotelian conceptual understanding. Our results show that misconceptions about force and motion slightly decrease among students in upper grades. Nonetheless, no significant correlations were found pertaining to grade, age, or gender. We compare our findings to earlier works on the subject in Morocco as well as in other countries. The data and its analysis we provide in this work help to better understand students’ misconceptions and the reasoning behind them. They could serve as a guideline for developing appropriate didactic methods and tools to position and remediate students’ conceptions about force and motion. It could trigger further research on the subject and its implications. Journal: The Journal of Educational Research Pages: 122-132 Issue: 2 Volume: 115 Year: 2022 Month: 3 X-DOI: 10.1080/00220671.2022.2064802 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2064802 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:2:p:122-132 Template-Type: ReDIF-Article 1.0 Author-Name: Melissa M. Patchan Author-X-Name-First: Melissa M. Author-X-Name-Last: Patchan Author-Name: Karen E. Rambo-Hernandez Author-X-Name-First: Karen E. Author-X-Name-Last: Rambo-Hernandez Author-Name: Brianna N. Deitz Author-X-Name-First: Brianna N. Author-X-Name-Last: Deitz Author-Name: Joseph McNeill Author-X-Name-First: Joseph Author-X-Name-Last: McNeill Title: Using peer assessment to improve middle school mathematical communication Abstract: Peer assessment is an underutilized tool in mathematics classrooms. We examined how peer assessment could be used in a mathematics course to improve mathematical communication and mathematical proficiency. To describe in what ways peer reviews compared to teacher reviews, we analyzed ratings and feedback of 32 6th graders and their mathematics teacher. To determine what impact receiving peer versus teacher feedback had on students, we compared the revision quality and mathematical problem-solving abilities of students who received feedback from four peers to those who received feedback from their teacher. The findings indicated that middle school students can provide feedback just as helpful in improving mathematical communication and problem-solving ability as the teacher. Journal: The Journal of Educational Research Pages: 146-160 Issue: 2 Volume: 115 Year: 2022 Month: 3 X-DOI: 10.1080/00220671.2022.2074948 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2074948 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:2:p:146-160 Template-Type: ReDIF-Article 1.0 Author-Name: Lin Wang Author-X-Name-First: Lin Author-X-Name-Last: Wang Author-Name: Donglin Shi Author-X-Name-First: Donglin Author-X-Name-Last: Shi Author-Name: Fengji Geng Author-X-Name-First: Fengji Author-X-Name-Last: Geng Author-Name: Xiaoxin Hao Author-X-Name-First: Xiaoxin Author-X-Name-Last: Hao Author-Name: Fu Chanjuan Author-X-Name-First: Fu Author-X-Name-Last: Chanjuan Author-Name: Yan Li Author-X-Name-First: Yan Author-X-Name-Last: Li Title: Effects of cognitive control strategies on coding learning outcomes in early childhood Abstract: Coding learning involves cognitive control ability that enables children to coordinate behaviors according to internally maintained goals. However, such ability is still developing during early childhood and cannot reach maturity at least until late adolescence. This study aimed to test whether integrating cognitive control strategies into online and offline coding courses could benefit coding learning in early childhood. The results of Study 1 indicated that performance monitoring strategy did not improve coding learning outcome, which might be due to the lack of explicit instruction and social interactions. Then, during the offline coding courses in Study 2, we intentionally taught young children to use planning, monitoring, and reflection strategies based on games and collaboration. The results indicated that these strategies promoted the learning of highly-abstract coding skills. Therefore, the cognitive control strategies that are age-appropriately designed and integrated can exert positive effect on learning coding skills in early childhood. Journal: The Journal of Educational Research Pages: 133-145 Issue: 2 Volume: 115 Year: 2022 Month: 3 X-DOI: 10.1080/00220671.2022.2074946 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2074946 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:2:p:133-145 Template-Type: ReDIF-Article 1.0 Author-Name: Lana Van Den Berghe Author-X-Name-First: Lana Author-X-Name-Last: Van Den Berghe Author-Name: Sarah De Pauw Author-X-Name-First: Sarah Author-X-Name-Last: De Pauw Author-Name: Stijn Vandevelde Author-X-Name-First: Stijn Author-X-Name-Last: Vandevelde Title: A practice-based approach toward school dropout: Support workers’ perspectives on supporting students Abstract: Dropping out from school is considered to be a cumulative process of disengagement and it remains a serious concern for educational communities. Current research on school dropout focuses mainly on risk factors and developing evidence-based prevention and intervention programs, although the effectiveness of these programs is not unequivocal. This study aims to disentangle knowledge from experts by experience (i.e., practice-based evidence) about key elements in building engagement (i.e., cognitive, behavioral, and emotional engagement). Thirty-two in-depth interviews were conducted with support workers in an urban area in Belgium. The results of this study uncover seven elements with practice-oriented advice, which expands the triangle of engagement with operationalized strategies to prevent students from dropping out. Overall, this study highlights belonging and connectedness (i.e., emotional engagement) as primary factors. In addition, this research complements the focus of research and practice on the significance of cross-professional collaboration in supporting students. Journal: The Journal of Educational Research Pages: 99-110 Issue: 2 Volume: 115 Year: 2022 Month: 3 X-DOI: 10.1080/00220671.2022.2042169 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2042169 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:2:p:99-110 Template-Type: ReDIF-Article 1.0 Author-Name: Mehmet Gülburnu Author-X-Name-First: Mehmet Author-X-Name-Last: Gülburnu Author-Name: Ramazan Gürbüz Author-X-Name-First: Ramazan Author-X-Name-Last: Gürbüz Title: Investigation of effects of negotiations of sociomathematical norms on mathematical process skills Abstract: This study aimed to contribute to the literature by focusing on the effects of the negotiations of sociomathematical norms perceived by students on mathematical process skills. Problem-based mathematical activities were implemented in the seventh grade from a public secondary school in Turkey over a ten-week period in the second semester. The data obtained from students’ worksheets, video recordings, and interviews were analyzed descriptively and were presented depending on their nature. The results indicated that the negotiations of sociomathematical norms perceived by students contribute to the development of some mathematical process skills (communication skills, reasoning skills, verification skills, and creativity skills) while limiting the development of others (connection skills). Therefore, it can be said that it is important to design and implement mathematics learning and teaching taking into account the effects of sociomathematical norms perceived by students on mathematical process skills. Journal: The Journal of Educational Research Pages: 161-172 Issue: 2 Volume: 115 Year: 2022 Month: 3 X-DOI: 10.1080/00220671.2022.2074949 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2074949 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:2:p:161-172 Template-Type: ReDIF-Article 1.0 # input file: catalog-resolver59034563175382313.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004 Author-Name: Regina Schmid Author-X-Name-First: Regina Author-X-Name-Last: Schmid Author-Name: Christine Pauli Author-X-Name-First: Christine Author-X-Name-Last: Pauli Author-Name: Rita Stebler Author-X-Name-First: Rita Author-X-Name-Last: Stebler Author-Name: Kurt Reusser Author-X-Name-First: Kurt Author-X-Name-Last: Reusser Author-Name: Dominik Petko Author-X-Name-First: Dominik Author-X-Name-Last: Petko Title: Implementation of technology-supported personalized learning—its impact on instructional quality Abstract: Digital technology especially raised hopes to open up new possibilities to personalize learning. Although various schools have implemented approaches of technology-supported personalized learning, the impact on instructional quality remains unclear. As a common definition of the multilayered construct personalized learning is lacking, our study focuses on two theoretical dimensions of technology-supported personalized learning to investigate the impact on instructional quality. For this purpose, our study has analyzed data from a survey of N = 860 students (8th grade) from 31 Swiss schools with personalized learning concepts. Results show that student-centered teaching methods in the context of technology-supported personalized learning stimulate the cognitive activation of the students, and the supportive climate increases slightly with a higher degree of students’ voice and choice on the computer. Journal: The Journal of Educational Research Pages: 187-198 Issue: 3 Volume: 115 Year: 2022 Month: 5 X-DOI: 10.1080/00220671.2022.2089086 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2089086 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:3:p:187-198 Template-Type: ReDIF-Article 1.0 # input file: catalog-resolver7287385327557018395.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004 Author-Name: Adenike Julianah Oladipo Author-X-Name-First: Adenike Julianah Author-X-Name-Last: Oladipo Author-Name: Jeremiah Nosakhare Akhigbe Author-X-Name-First: Jeremiah Nosakhare Author-X-Name-Last: Akhigbe Title: Design and implementation of the performance arts enhanced three-stage instructional model Abstract: There is a knowledge gap in best practices for incorporating performance arts into science instructions. The study focused on the design and implementation of the Performance Arts Enhanced 3-Stage Instructional Model (PAEIM), which incorporated drama, dance and music. The PAEIM was implemented in mixed factorial quasi-experimental research during the learning of the ecology unit in the secondary school biology curriculum. Empirical findings from the study exemplified PAEIM as an effective instructional model that significantly enhanced the conceptual understanding of ecology and impacted students’ self-determination and intrinsic motivation. The reports of the findings also indicated that PAEIM enhanced the students’ learning outcomes regardless of their gender. The result from the multivariate analysis revealed a significant main effect of treatment on combined motivation and the conceptual understanding of ecology. The study thereafter provided recommendations for scalability in the implementation of PAEIM in future research. Journal: The Journal of Educational Research Pages: 209-222 Issue: 3 Volume: 115 Year: 2022 Month: 5 X-DOI: 10.1080/00220671.2022.2096555 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2096555 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:3:p:209-222 Template-Type: ReDIF-Article 1.0 # input file: catalog-resolver-4402323193173080737.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004 Author-Name: Kerem Çolak Author-X-Name-First: Kerem Author-X-Name-Last: Çolak Author-Name: Rahman İbrahim Aydın Author-X-Name-First: Rahman İbrahim Author-X-Name-Last: Aydın Title: The effect of using mnemonics on success in social studies† Abstract: This study aims to reveal the effect of using mnemonic strategies on student success in the teaching of history components in social studies, the permanence of their knowledge, and the students’opinions about this practice. The nonequivalent pretest–posttest control group model based on the quasi-experimental method was used in the study. After the experimental process, focus group interviews were conducted with two groups selected from the experimental group. It can be said that mnemonic devices contribute to the students’ academic success and make the students’ knowledge more retentive in the teaching of history components in social studies. Furthermore, in the students’ views, it was seen that the course activities carried out with these strategies were especially fun and retentive, contributing to both increasing interest and better understanding of the course. Journal: The Journal of Educational Research Pages: 223-233 Issue: 3 Volume: 115 Year: 2022 Month: 5 X-DOI: 10.1080/00220671.2022.2100861 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2100861 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:3:p:223-233 Template-Type: ReDIF-Article 1.0 # input file: catalog-resolver-5377907231074810876.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004 Author-Name: Lindsay J. Clements Author-X-Name-First: Lindsay J. Author-X-Name-Last: Clements Title: Cooperation between preschool peers in relation to their math learning Abstract: Although early childhood education emphasizes peer learning opportunities, adults, including early childhood teachers, often underestimate preschoolers’ abilities to participate in cooperative interactions. Within the empirical literature, cooperative learning among young peers remains poorly understood. This research aims to help build the knowledge base on peers and learning in early childhood. Seventy-two preschool children participated in a study designed to target numeric and counting skills through early learning games. In dyads, the children completed game sessions across three weeks with sessions video-recorded and coded for peer cooperation. Average rates of occurrence, and variations therein, of dyads’ peer cooperative behaviors during game play were examined. The children’s math skills were also assessed prior to the first game play session and after the sixth session. The results showed that the preschoolers demonstrated all peer cooperative behaviors of interest, and preliminary evidence that dyads’ supportive behaviors were associated with post-test counting scores was found. Journal: The Journal of Educational Research Pages: 199-208 Issue: 3 Volume: 115 Year: 2022 Month: 5 X-DOI: 10.1080/00220671.2022.2089087 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2089087 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:3:p:199-208 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2115786_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: The Editors Title: Correction Journal: The Journal of Educational Research Pages: 271-272 Issue: 4 Volume: 115 Year: 2022 Month: 10 X-DOI: 10.1080/00220671.2022.2115786 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2115786 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:4:p:271-272 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2117127_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Halil Önal Author-X-Name-First: Halil Author-X-Name-Last: Önal Author-Name: Emel Çilingir Altiner Author-X-Name-First: Emel Çilingir Author-X-Name-Last: Altiner Title: The effect of the use of concept cartoons on students’ success in mathematics (time measurement) Abstract: The aim of this study is to determine the effect of the use of concept cartoons on the academic achievements of students in a mathematics course. The model of the research is based on a quasi-experimental design from quantitative research methods and supported by an interview from the qualitative methods. The purpose of qualitative data collected by interviewing teachers is to support quantitative data. For this reason, a triangulation mixed design was used in the research. A total of 67 (35 experimental-32 control) fourth graders constitute the participants of the study. The “time measurement success test” developed by the researchers was used as a data collection tool. In the four-week practice, the experimental group was taught with concept cartoons, and in the control group, lessons were taught taking into account the classic approach. According to the results, a significant difference was determined in terms of the academic achievement in the mathematics course between the experimental group in which concept cartoons were used and the control group in which the classic approach was used. Journal: The Journal of Educational Research Pages: 246-257 Issue: 4 Volume: 115 Year: 2022 Month: 10 X-DOI: 10.1080/00220671.2022.2117127 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2117127 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:4:p:246-257 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2122020_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Fien De Smedt Author-X-Name-First: Fien Author-X-Name-Last: De Smedt Author-Name: Yana Landrieu Author-X-Name-First: Yana Author-X-Name-Last: Landrieu Author-Name: Bram De Wever Author-X-Name-First: Bram Author-X-Name-Last: De Wever Author-Name: Hilde Van Keer Author-X-Name-First: Hilde Author-X-Name-Last: Van Keer Title: Do cognitive processes and motives for argumentative writing converge in writer profiles? Abstract: The aim of this study is twofold: (1) to distinguish writer profiles on the basis of students’ cognitive processes and motives for argumentative writing and (2) to study differences in the distribution of students’ background characteristics and in students’ writing outcomes across writer profiles. Participants were students who are enrolled in the academic track of upper-secondary education (aged 16–18). The current study uses questionnaire data from two independent samples (n sample 1 = 386 students; n sample 2 = 383 students) and writing test data from sample 1. A hierarchical and k-means cluster analysis was conducted on both samples revealing two clusters: (1) process-oriented writers with a high autonomous writing motivation and (2) writers who reported overall lower levels of cognitive writing processes and who simultaneously were less autonomously motivated to write. Furthermore, we found statistically significant differences between the writer profiles in terms of gender distribution and the results also showed that profile 1 students felt significantly more self-efficacious in argumentation and in regulating their writing behavior compared to students in profile 2. The present study contributes to the limited amount of person-centered profiling studies in writing research, especially since no studies to date have investigated writer profiles by combining cognitive and motivational cluster variables. Journal: The Journal of Educational Research Pages: 258-270 Issue: 4 Volume: 115 Year: 2022 Month: 10 X-DOI: 10.1080/00220671.2022.2122020 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2122020 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:4:p:258-270 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2113498_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Ali Orhan Author-X-Name-First: Ali Author-X-Name-Last: Orhan Title: Critical thinking dispositions and decision making as predictors of high school students’ perceived problem solving skills Abstract: In this non-experimental quantitative study, it was aimed to investigate if high school students’ critical thinking (CT) dispositions, decision making (DM) styles, and perceived problem solving (PS) skills differ by gender and their CT dispositions and DM styles are significant predictors of perceived PS skills. The study was carried out with 170 high school students and the data were collected with UF/EMI Critical Thinking Disposition Instrument, Problem Solving Skills Perception Scale, and Adolescent Decision Making Questionnaire. It was found out that gender did not significantly affect students’ CT dispositions, perceived PS skills, and DM styles except for decisional self-esteem. Also, CT dispositions (engagement, maturity, and innovativeness) and DM styles (decisional self-esteem, vigilance, panic, cop out, and complacency) were significant predictors of the students’ perceived PS skills. While CT dispositions explained 51% of the total variance on students’ perceived PS skills, DM styles explained 48% of the total variance. Journal: The Journal of Educational Research Pages: 235-245 Issue: 4 Volume: 115 Year: 2022 Month: 10 X-DOI: 10.1080/00220671.2022.2113498 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2113498 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:4:p:235-245 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2129281_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Robert C. Kleinsasser Author-X-Name-First: Robert C. Author-X-Name-Last: Kleinsasser Author-Name: Paula T. G. Veach Author-X-Name-First: Paula T. G. Author-X-Name-Last: Veach Title: A new canon: Designing culturally sustaining humanities curriculum Journal: The Journal of Educational Research Pages: 315-316 Issue: 5 Volume: 115 Year: 2022 Month: 11 X-DOI: 10.1080/00220671.2022.2129281 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2129281 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:5:p:315-316 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2128018_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Funda Aydın-Güç Author-X-Name-First: Funda Author-X-Name-Last: Aydın-Güç Author-Name: Zeynep Medine Özmen Author-X-Name-First: Zeynep Medine Author-X-Name-Last: Özmen Author-Name: Bülent Güven Author-X-Name-First: Bülent Author-X-Name-Last: Güven Title: Difficulties scatter plots pose for 11th grade students Abstract: The purpose of this study is to identify and assess the difficulties experienced by the 11th grade students regarding generating, interpreting and comparing scatter plots. The study was carried out with 40 students-enrolled in 11th grade. The difficulties of students were identified through an achievement test on generating, interpreting, and comparing aspects. In the light of the test, the students identified as having difficulty were interviewed. It was found that the students experienced a range of difficulties related to generating, interpreting, and comparing aspects, and cannot be considered knowledgeable about scatter plots. Arguably, these difficulties can help explain the students’ failures regarding scatter plots in the literature and provide a basis for the efforts to cope with these difficulties. In order to enhance the students’ understanding of the concept, examples covering various aspects of the plots should be employed in instructional settings. Journal: The Journal of Educational Research Pages: 298-314 Issue: 5 Volume: 115 Year: 2022 Month: 11 X-DOI: 10.1080/00220671.2022.2128018 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2128018 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:5:p:298-314 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2124219_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Xiulin Kuang Author-X-Name-First: Xiulin Author-X-Name-Last: Kuang Author-Name: Tessa H. S. Eysink Author-X-Name-First: Tessa H. S. Author-X-Name-Last: Eysink Author-Name: Ton de Jong Author-X-Name-First: Ton Author-X-Name-Last: de Jong Title: Effects of providing domain information on facilitating hypothesis generation in inquiry learning Abstract: This study investigated the effects of providing domain information in an early stage of an inquiry process, together with an aligned hypothesis scratchpad, on inquiry learning, and hypothesis generation in particular. Participants were provided with basic domain information that was adapted to their prior knowledge (experimental condition) or received no introduction to the domain (control condition) before writing their hypotheses. Sixty-nine secondary school students from two countries were randomly assigned to the experimental or the control condition. These two conditions were compared on hypothesis generation, the subsequent inquiry processes of data recording and drawing conclusions, and knowledge acquisition. Results indicate that the supported students could specify more testable relations in their hypotheses, and could write hypotheses with higher levels of informativeness about variables, conditions, and relations. No differences between conditions were found on data recording, drawing conclusions, and knowledge acquisition. Limitations and directions for future research are presented. Journal: The Journal of Educational Research Pages: 285-297 Issue: 5 Volume: 115 Year: 2022 Month: 11 X-DOI: 10.1080/00220671.2022.2124219 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2124219 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:5:p:285-297 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2124218_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Marwa Eltanahy Author-X-Name-First: Marwa Author-X-Name-Last: Eltanahy Author-Name: Nasser Mansour Author-X-Name-First: Nasser Author-X-Name-Last: Mansour Title: Promoting UAE entrepreneurs using E-STEM model Abstract: Although students’ STEM designs are widely admired by teachers, relatively little attention has been given to making use of these designs by incorporating a basic understanding of the market to create new values for communities. The E-STEM model was developed to promote entrepreneurial practices into STEM disciplines and prepare students for the market. Yet, little is explored regarding the teaching pedagogy of E-STEM model and its outcomes. A qualitative case study was conducted to explore E-STEM experiences of high school students and to further explore teachers’ perceptions regarding the teaching approach of E-STEM model. A total of twelve teachers were trained to understand the concept of E-STEM, and five of them were selected purposefully to implement E-STEM model with 42 students. Through analyzing and interpreting students’ projects and teachers’ interview transcripts, this study concluded that the effective practices of E-STEM model require a development-oriented instruction to enhance students’ outcomes over time. Journal: The Journal of Educational Research Pages: 273-284 Issue: 5 Volume: 115 Year: 2022 Month: 11 X-DOI: 10.1080/00220671.2022.2124218 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2124218 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:5:p:273-284 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2150997_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Ramón Tirado-Morueta Author-X-Name-First: Ramón Author-X-Name-Last: Tirado-Morueta Author-Name: Yolanda Ceada-Garrido Author-X-Name-First: Yolanda Author-X-Name-Last: Ceada-Garrido Author-Name: Antonio J. Barragán Author-X-Name-First: Antonio J. Author-X-Name-Last: Barragán Author-Name: Juan M. Enrique Author-X-Name-First: Juan M. Author-X-Name-Last: Enrique Author-Name: José M. Andujar Author-X-Name-First: José M. Author-X-Name-Last: Andujar Title: Factors explaining students’ engagement and self-reported outcomes in a project-based learning case Abstract: Project-based learning (PBL) has been a methodology traditionally associated with student engagement and good results. However, not all experiences are sufficiently satisfactory. Comprehensive models that explain the success or failure of these experiences are still lacking. The objective of this study was to understand the mechanisms that explain student engagement and other satisfactory educational results of PBL. During two academic years, the Sustainable Urban Race (SUR) project was analyzed. In this project, students from secondary schools should design and build an electric vehicle using solar energy. In the present study, a multigroup analysis of structural equations was applied. The data showed a positive association of the challenging and support-enriched context with the students’ engagement, being partially mediated by the satisfaction of the competence needs, peer relationships and group autonomy. The study provides a useful framework for practitioners and researchers of student engagement in PBL. Journal: The Journal of Educational Research Pages: 333-348 Issue: 6 Volume: 115 Year: 2022 Month: 11 X-DOI: 10.1080/00220671.2022.2150997 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2150997 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:6:p:333-348 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2141603_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Robert C. Kleinsasser Author-X-Name-First: Robert C. Author-X-Name-Last: Kleinsasser Title: Improvement in action: Advancing quality in America’s schools Journal: The Journal of Educational Research Pages: 359-360 Issue: 6 Volume: 115 Year: 2022 Month: 11 X-DOI: 10.1080/00220671.2022.2141603 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2141603 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:6:p:359-360 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2150996_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Yucheng Zhu Author-X-Name-First: Yucheng Author-X-Name-Last: Zhu Author-Name: Aiwen He Author-X-Name-First: Aiwen Author-X-Name-Last: He Title: The effects of a collaborative argumentation intervention on Chinese students’ socioscientific issues decision-making Abstract: This study investigates the effect of group collaborative argumentation on the quality of decision-making on waste incineration of socioscientific issues (SSI). To achieve this, fifty-nine high school students engaged with a lecture-style class that did not use any argumentation activities. They then completed an individual survey aimed at examining individual decision-making, as the pre-test. The participants then received a two-week pedagogical intervention of collaborative argumentation, after which they completed the same survey again, as the post-test. The results showed that, after the argumentation intervention, students made more statements that considered ethical issues and policies. In addition, students defended their positions with more in-depth analysis supported by sufficient and scientific evidence. These findings reveal that argumentation facilitates students’ growth in interdisciplinary thinking and improves the quality of their decision-making on the SSI. Implication was group argumentation will be of great value to the more widespread implementation of the SSI curriculum. Journal: The Journal of Educational Research Pages: 317-332 Issue: 6 Volume: 115 Year: 2022 Month: 11 X-DOI: 10.1080/00220671.2022.2150996 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2150996 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:6:p:317-332 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2155602_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Mohsen Bayat Author-X-Name-First: Mohsen Author-X-Name-Last: Bayat Author-Name: Seyyed Kazem Banihashem Author-X-Name-First: Seyyed Kazem Author-X-Name-Last: Banihashem Author-Name: Omid Noroozi Author-X-Name-First: Omid Author-X-Name-Last: Noroozi Title: The effects of collaborative reasoning strategies on improving primary school students’ argumentative decision-making skills Abstract: This study investigates the effects of three Collaborative Reasoning (CR) strategies including pre-trained CR, scripted CR, and pre-trained + scripted (mixed) CR on the argumentative decision-making skills of primary school students. Forty-six school students were requested to write a reflective essay on a social-moral issue, and after participating in a six-week story-based CR with three different conditions, they were asked to write their reflective essay. A follow-up test was conducted two weeks later. The results showed that students in the pre-trained CR condition performed better than students in the scripted CR condition with regard to acquiring and transferring decision-making skills. However, compared to students in the mixed CR condition, the performance of the students in the pre-trained condition was lower for acquiring and transferring decision-making skills. In terms of learning satisfaction, students with the mixed CR condition declared higher learning satisfaction compared to students in the other two conditions. We discuss these results and provide agenda for future research and practice. Journal: The Journal of Educational Research Pages: 349-358 Issue: 6 Volume: 115 Year: 2022 Month: 11 X-DOI: 10.1080/00220671.2022.2155602 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2155602 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:115:y:2022:i:6:p:349-358 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2167798_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Xiangling Zhang Author-X-Name-First: Xiangling Author-X-Name-Last: Zhang Author-Name: Ahmed Tlili Author-X-Name-First: Ahmed Author-X-Name-Last: Tlili Author-Name: Junhong Guo Author-X-Name-First: Junhong Author-X-Name-Last: Guo Author-Name: David Griffiths Author-X-Name-First: David Author-X-Name-Last: Griffiths Author-Name: Ronghuai Huang Author-X-Name-First: Ronghuai Author-X-Name-Last: Huang Author-Name: Chee-Kit Looi Author-X-Name-First: Chee-Kit Author-X-Name-Last: Looi Author-Name: Daniel Burgos Author-X-Name-First: Daniel Author-X-Name-Last: Burgos Title: Developing rural Chinese children’s computational thinking through game-based learning and parental involvement Abstract: The lack of teachers and equipment is a major obstacle to the implementation of Computational Thinking (CT) in education, particularly for rural schools. Although CT education has been investigated for many years, less attention has been paid to lower primary schools in rural areas. This study contributes to filling this gap by investigating the impact of three different learning approaches on the CT of grade-two primary school students in a rural area in China. Seventy-seven students were randomly assigned to three learning approaches, namely traditional lectures, Game-Based Learning (GBL) using a newly designed board game in classrooms, and GBL with parental involvement. The findings showed that both GBL approaches (i.e., with and without parents) significantly enhanced the students’ CT skills compared to the traditional approach. The findings also showed that the GBL approach with parental involvement significantly enhanced students’ attitudes toward learning CT compared with the other two approaches. Journal: The Journal of Educational Research Pages: 17-32 Issue: 1 Volume: 116 Year: 2023 Month: 1 X-DOI: 10.1080/00220671.2023.2167798 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2167798 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:1:p:17-32 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2182752_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Fatih Çetin Çetinkaya Author-X-Name-First: Fatih Çetin Author-X-Name-Last: Çetinkaya Author-Name: Kasım Yıldırım Author-X-Name-First: Kasım Author-X-Name-Last: Yıldırım Author-Name: Halil İbrahim Öksüz Author-X-Name-First: Halil İbrahim Author-X-Name-Last: Öksüz Author-Name: Muhammet Sönmez Author-X-Name-First: Muhammet Author-X-Name-Last: Sönmez Author-Name: Dudu Kaya Tosun Author-X-Name-First: Dudu Kaya Author-X-Name-Last: Tosun Author-Name: Timothy Rasinski Author-X-Name-First: Timothy Author-X-Name-Last: Rasinski Author-Name: Abbey Galeza Author-X-Name-First: Abbey Author-X-Name-Last: Galeza Title: Improving financial literacy through interactive read-aloud with children’s picture books Abstract: The current study aimed to explore the effects of interactive read-aloud with children’s picture books on third-grade elementary school students’ financial literacy attitude and behavior. A pretest-posttest control group quasi-experimental research design was employed. The sample of the current research consisted of 46 third-grade elementary school students. We randomly assigned two preexisting third-grade elementary school classrooms to the treatment and control groups that appeared similar considering the pretest scores of the groups. While interactive read-aloud was used in the treatment group, just reading read-aloud activities occurred in the control group. The implementation process took four weeks. Before and after the implementation, the measurement tool was administered to the students in the groups. A one-way analysis of covariance was used for the posttest scores of the students in the groups. The analysis revealed that there was a statistically significant difference in favor of the treatment group. Journal: The Journal of Educational Research Pages: 48-59 Issue: 1 Volume: 116 Year: 2023 Month: 1 X-DOI: 10.1080/00220671.2023.2182752 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2182752 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:1:p:48-59 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2163137_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Demere G. Woolway Author-X-Name-First: Demere G. Author-X-Name-Last: Woolway Title: Breaking down silos for equity, diversity, and inclusion (EDI): Teaching and collaboration across disciplines Journal: The Journal of Educational Research Pages: 60-60 Issue: 1 Volume: 116 Year: 2023 Month: 1 X-DOI: 10.1080/00220671.2022.2163137 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2163137 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:1:p:60-60 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2182264_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Leslie Dietiker Author-X-Name-First: Leslie Author-X-Name-Last: Dietiker Author-Name: Meghan Riling Author-X-Name-First: Meghan Author-X-Name-Last: Riling Author-Name: Rashmi Singh Author-X-Name-First: Rashmi Author-X-Name-Last: Singh Author-Name: Hector I. Nieves Author-X-Name-First: Hector Author-X-Name-Last: I. Nieves Author-Name: Erin Barno Author-X-Name-First: Erin Author-X-Name-Last: Barno Title: The aesthetic effects of a new lesson design approach: Mathematical stories Abstract: Research suggests that high school students often have negative experiences with mathematics. To address this challenge, this paper shares findings of a design-based research project in which researchers and teachers developed and used a narrative approach to lesson planning in order to design lesson experiences that provide opportunities for high school students to become captivated with mathematical content (“CMLs”). The goal of this approach is to provide students positive aesthetic opportunities, such as inspiring student curiosity, while maintaining cognitive demand and coherence. Overall, students reported more positive, varied aesthetic experiences (e.g., suspense, surprise) in CMLs than in other lessons with the same teacher and students. These findings provide evidence that designing lessons as mathematical stories shows promise and can offer students more positive aesthetic experiences in mathematics. Journal: The Journal of Educational Research Pages: 33-47 Issue: 1 Volume: 116 Year: 2023 Month: 1 X-DOI: 10.1080/00220671.2023.2182264 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2182264 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:1:p:33-47 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2158156_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Emily P. Driessen Author-X-Name-First: Emily P. Author-X-Name-Last: Driessen Author-Name: Jennifer Wilhelm Author-X-Name-First: Jennifer Author-X-Name-Last: Wilhelm Author-Name: Merryn Cole Author-X-Name-First: Merryn Author-X-Name-Last: Cole Author-Name: Ashley Dunn Author-X-Name-First: Ashley Author-X-Name-Last: Dunn Author-Name: Kameisha Anderson Author-X-Name-First: Kameisha Author-X-Name-Last: Anderson Title: The impacts of two curricula on middle-level students’ engineering understanding Abstract: K-12 science teachers in the United States are encouraged to teach their students engineering. When incorporating engineering into their science curricula, teachers commonly either focus on (1) engineering and lace science throughout or (2) science and lace engineering throughout. This study explores middle school students’ nature of engineering understanding before and after instruction with different engineering foci through the collection and analysis of student surveys (n∼200) and interviews (n = 16). Findings demonstrated centering science while lacing engineering throughout allowed for a slight increase in the understanding that engineers use science and math, however, centering engineering allowed students to understand many more attributes of engineers (i.e., engineers invent/design/create, improve things, fix, and solve problems) after instruction than they did prior to instruction. These findings and their limitations are discussed in relation to the developing Nature of Engineering framework and the new content demands of the U.S. Next Generation Science Standards. Journal: The Journal of Educational Research Pages: 1-16 Issue: 1 Volume: 116 Year: 2023 Month: 1 X-DOI: 10.1080/00220671.2022.2158156 File-URL: http://hdl.handle.net/10.1080/00220671.2022.2158156 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:1:p:1-16 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2186338_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Kathy L. Schuh Author-X-Name-First: Kathy L. Author-X-Name-Last: Schuh Author-Name: Amanda J. Meiners Author-X-Name-First: Amanda J. Author-X-Name-Last: Meiners Author-Name: Cheryl Ferguson Author-X-Name-First: Cheryl Author-X-Name-Last: Ferguson Author-Name: Kara Hageman Author-X-Name-First: Kara Author-X-Name-Last: Hageman Author-Name: Salim George Author-X-Name-First: Salim Author-X-Name-Last: George Author-Name: Michala Cox Author-X-Name-First: Michala Author-X-Name-Last: Cox Author-Name: Yuqing Zou Author-X-Name-First: Yuqing Author-X-Name-Last: Zou Author-Name: Chang-Jen Lin Author-X-Name-First: Chang-Jen Author-X-Name-Last: Lin Title: Junior high school students’ self-confidence during transition to above-grade-level mathematics courses Abstract: This qualitative study examined the mathematics self-confidence of eight junior high school students who were moved to an above-grade-level mathematics class through a nontraditional process. Teachers were concerned about how this transition may impact students’ beliefs about their abilities to succeed in mathematics. Data were collected through interviews that included solving challenging mathematical tasks as a means to consider how students expressed their self-confidence in mathematics in general. Using a socio-constructivist lens with a focus on mediation, findings included themes about tensions given students’ initial placement, changes in the role of self-confidence as a mediator, feelings of belonging as having multiple mediator roles, workarounds as mediators, and self-regulation strategies as internalized mediators that students brought with them to their transition. These findings point to solutions and supports for students who enroll in above-grade-level courses to view themselves as successful. Journal: The Journal of Educational Research Pages: 61-76 Issue: 2 Volume: 116 Year: 2023 Month: 3 X-DOI: 10.1080/00220671.2023.2186338 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2186338 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:2:p:61-76 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2207185_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Kok Chung-Oi Author-X-Name-First: Kok Author-X-Name-Last: Chung-Oi Title: Learning science through the Artec robotics program for preschools in Singapore Abstract: Preschool children (aged 5–6 years) in Singapore learn science by discovering, inquiring, and investigating things that interest them in their daily lives. One approach involves learning science through building and exploring robots based on the Artec robotics curriculum, developed by an established Japanese education provider, Artec Co., Ltd. This paper presents the findings from a research project that aimed to observe and identify the learning of a group of six preschool children (5 years) in science through an hour-long Artec robotics lesson, The Catch of the Day; this involved building a robotic fishing rod that mimics a real fishing rod. In terms of learning outcomes, the preschool children built, explored, and examined the science concepts and principles behind a real fishing rod by exploring the robotic version. This qualitative and quantitative research incorporates the research methods of documentary analysis and classroom observation. The results indicate that through the inquiry and investigation of the robotic fishing rod, the preschool children discovered the science concepts and principles of the spool, reel, and handle. The children learned that each fishing rod has a reel-to-reel fishing line to catch a fish. The preschool children observed that the reel’s handle and spool were connected by the spool’s gears, and upon turning the handle, the spool would spin to reel in the fishing line. The study demonstrates that it is productive for preschool children to learn science concepts and principles by building, exploring, and examining robots. The Artec robotic curriculum comprises various robotic themes for children to learn science and is a useful learning platform for preschool children in Singapore. Journal: The Journal of Educational Research Pages: 113-123 Issue: 2 Volume: 116 Year: 2023 Month: 3 X-DOI: 10.1080/00220671.2023.2207185 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2207185 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:2:p:113-123 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2203092_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Meltem Emen-Parlatan Author-X-Name-First: Meltem Author-X-Name-Last: Emen-Parlatan Author-Name: Seval Ördek-İnceoğlu Author-X-Name-First: Seval Author-X-Name-Last: Ördek-İnceoğlu Author-Name: İrem Gürgah-Oğul Author-X-Name-First: İrem Author-X-Name-Last: Gürgah-Oğul Author-Name: Durmuş Aslan Author-X-Name-First: Durmuş Author-X-Name-Last: Aslan Title: Technology and early mathematics skills: Effectiveness of I Love Math with Robots Abstract: Technological tools facilitate mathematical learning and make children love mathematics, thanks to their structures and ways of working. In this context, educational robots appear as a very attractive alternative. Studies show that the use of these devices provides positive cognitive outcomes. This research aimed to investigate the effect of using robotic devices on the early math skills of preschool children. Participants consisted of 24 children aged between 50-68 months. In the study, quasi-experimental model was used. Children in the experimental group attended the 8-week “I Love Math with Robots” designed by the researchers whereas those in the control group engaged in activities without technologic robots including the same objectives. Early math skills of children in both groups were assessed individually before and after the intervention. The results indicated that changes in math scores of children in the experimental group were significantly different from those in the control group. Journal: The Journal of Educational Research Pages: 90-99 Issue: 2 Volume: 116 Year: 2023 Month: 3 X-DOI: 10.1080/00220671.2023.2203092 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2203092 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:2:p:90-99 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2203093_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Zeynep Yılmaz Bodur Author-X-Name-First: Zeynep Author-X-Name-Last: Yılmaz Bodur Author-Name: Abdullah Faruk Kılıç Author-X-Name-First: Abdullah Faruk Author-X-Name-Last: Kılıç Author-Name: Sümer Aktan Author-X-Name-First: Sümer Author-X-Name-Last: Aktan Title: Perceived instructional environment and English achievement: The mediating role of student engagement Abstract: This study examined the mediating role of student engagement in the relationship between students’ perception of the instructional environment and English course achievement. The study sample consisted of 456 volunteer students studying in the 6th grade of secondary school in Türkiye. Structural equation modeling was used to examine the mediation relationship between variables. According to the analysis, REACT explains 66% of the SES variance, and both REACT and SES explain 37% of the achievement variance. Moreover, mediational pathways going through SES significantly predicted achievement. In addition, the study determined that SES played a partial mediating role in the relationship between REACT and English achievement. Based on the finding in this study that 90% of the total effect of REACT on achievement is realized through SES, it can be said that teachers can increase students’ achievements in English by supporting their participation in lessons. Journal: The Journal of Educational Research Pages: 100-112 Issue: 2 Volume: 116 Year: 2023 Month: 3 X-DOI: 10.1080/00220671.2023.2203093 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2203093 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:2:p:100-112 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2192686_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Yu Song Author-X-Name-First: Yu Author-X-Name-Last: Song Author-Name: Shu Zhang Author-X-Name-First: Shu Author-X-Name-Last: Zhang Author-Name: Bingman Liu Author-X-Name-First: Bingman Author-X-Name-Last: Liu Title: Investigating the dialogic patterns of mathematics lessons in different stages of education Abstract: Classroom dialogue is widely used in mathematics teaching and learning, and if managed strategically, it will have productive benefits for mathematics achievement. However, dialogic participants often lack awareness of how dialogue could be constructed, and few studies show the characteristics of dialogic patterns in different stages of education. Drawing on the data from the Chinese National Cloud Platform, this study therefore comparatively examined the dialogic patterns of mathematics lessons captured in primary, secondary and high schools in China, using 300 video-recorded mathematics lessons, with 100 lessons for each stage of education. Classroom dialogue was transcribed and systematically coded, after which a lag sequential pattern mining technique was used to examine the collective process of dialogic contributions. Findings indicated that there were both similarities and differences in terms of the dialogue pattern throughout the three stages. Dialogue concerning previously-learnt knowledge, subjective expressions and analysis appeared frequently in mathematics lessons in the three education stages, while speculative talk and querying were less often observed. There were commonalities between dialogic patterns captured in mathematics lessons in secondary and high schools, which were significantly different from those in primary schools. The variation was most obvious in dialogue showing high-level cognition, namely, analysis, coordination and speculation. Prominent sequences captured in secondary and high school lessons were able to involve dialogue at both low and high cognitive levels, which demonstrated the characteristics of exploratory talk. This knowledge could help create productive classroom dialogue, and benefit mathematics teaching and learning.Specific data mining methods were developed, drawing on computer science to achieve an understanding of dialogue patterns.A lag sequential mining technique was applied to capture the collective and constructive process of classroom dialogue.Similar dialogic patterns in terms of low-cognitive dialogues were recognized in primary, secondary and high schools.A skewed high-cognitive dialogues among three education stages was suggested as possible reasons which lead to transitional difficulties in mathematics learning. Journal: The Journal of Educational Research Pages: 77-89 Issue: 2 Volume: 116 Year: 2023 Month: 3 X-DOI: 10.1080/00220671.2023.2192686 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2192686 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:2:p:77-89 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2207191_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Amber Simpson Author-X-Name-First: Amber Author-X-Name-Last: Simpson Author-Name: Signe Kastberg Author-X-Name-First: Signe Author-X-Name-Last: Kastberg Author-Name: Caro Williams-Pierce Author-X-Name-First: Caro Author-X-Name-Last: Williams-Pierce Title: Norms and collaboration in hybrid making-spaces Abstract: Productive collaborative learning and the utilization of educational robots as a tool for developing conceptual understanding and promoting student engagement and interest levels are considered crucial components of our teaching and learning environments. This is becoming more prevalent with the rise of making spaces where collaboration is a key principle and expectation for learning from one another. In this paper, we utilized Cultural-Historical Activity Theory (CHAT) to illustrate how norms and expectations around the educator’s role and student’s ways of acting and behaving in a hybrid making space disrupted the collaborative experience for a group of fifth-grade students engaged with an educational robotics task. In particular, the collaborative experience became fractured through three contradictions: through the introduction of time, an unclear relationship between students and teacher, and competition for a technological device or tool. Through the examples provided, we demonstrate ways that inattention to expectations and norms in making space design can create obstacles for teachers to foster collaboration and for students to leverage one another’s knowledge and skills. We conclude with implications for the design of a collaborative activity within a space that accounts for formal and informal norms and expectations, and recommendations for tools intended for use in a collaborative environment. Journal: The Journal of Educational Research Pages: 134-146 Issue: 3 Volume: 116 Year: 2023 Month: 5 X-DOI: 10.1080/00220671.2023.2207191 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2207191 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:3:p:134-146 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2227596_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Isabella Aura Author-X-Name-First: Isabella Author-X-Name-Last: Aura Author-Name: Simo Järvelä Author-X-Name-First: Simo Author-X-Name-Last: Järvelä Author-Name: Lobna Hassan Author-X-Name-First: Lobna Author-X-Name-Last: Hassan Author-Name: Juho Hamari Author-X-Name-First: Juho Author-X-Name-Last: Hamari Title: Role-play experience’s effect on students’ 21st century skills propensity Abstract: This study examines the effects of a role-play-based pedagogical method in Finland on the twenty-first century skills propensity among 6th graders (12-year-olds). The approach entails a simulation of a society in a gamified learning environment as part of their formal education. Structural Equation Modeling was employed to analyze the students’ (N = 253) self-reported effects of role-play experience on pre-and post-scores of twenty-first century skills propensity. The results show a statistically significant positive relation between holistic role-play experience and twenty-first century skills propensity, however, closer exploration reveals only few key associations, which perhaps illustrates the complex nature of both role-playing and the framework of twenty-first century learning. However, the broader positive view demonstrates the potential of one meaningful playful day for the skill and attitude development of young students as part of a formal curriculum. Journal: The Journal of Educational Research Pages: 159-170 Issue: 3 Volume: 116 Year: 2023 Month: 5 X-DOI: 10.1080/00220671.2023.2227596 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2227596 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:3:p:159-170 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2219635_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Fu-Pei Hsieh Author-X-Name-First: Fu-Pei Author-X-Name-Last: Hsieh Author-Name: Yun-An Chen Author-X-Name-First: Yun-An Author-X-Name-Last: Chen Author-Name: Hui-Ju Wu Author-X-Name-First: Hui-Ju Author-X-Name-Last: Wu Author-Name: Chun-Yen Tsai Author-X-Name-First: Chun-Yen Author-X-Name-Last: Tsai Title: Promoting first graders’ scientific thinking through picture books with the 5E model Abstract: Picture book reading is essential in the early stages of learning and development. The current study aimed to incorporate picture books to improve first graders’ scientific thinking, including scientific reasoning and creativity. The study adopted a quasi-experimental research design. There were 24 students in the experimental group and 23 in the control group. The chi-square test was used to analyze the difference between the two groups. The teacher innovatively employed the 5E model strategies to aid students in the experimental group focus on the scientific knowledge and methods proposed in the picture books. The results revealed that students in the experimental group outperformed their counterparts in scientific thinking with small to large effect sizes. Besides, according to students’ attitudes and the types of books borrowed, picture book teaching with the 5E model was appropriate for first graders to improve their scientific thinking. Journal: The Journal of Educational Research Pages: 147-158 Issue: 3 Volume: 116 Year: 2023 Month: 5 X-DOI: 10.1080/00220671.2023.2219635 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2219635 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:3:p:147-158 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2212506_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Robert C. Kleinsasser Author-X-Name-First: Robert C. Author-X-Name-Last: Kleinsasser Title: Promising pedagogies for teacher inquiry and practice: Teaching out loud Journal: The Journal of Educational Research Pages: 186-186 Issue: 3 Volume: 116 Year: 2023 Month: 5 X-DOI: 10.1080/00220671.2023.2212506 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2212506 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:3:p:186-186 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2207186_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Fred Awaah Author-X-Name-First: Fred Author-X-Name-Last: Awaah Author-Name: Peter Okebukola Author-X-Name-First: Peter Author-X-Name-Last: Okebukola Author-Name: Juma Shabani Author-X-Name-First: Juma Author-X-Name-Last: Shabani Author-Name: Hussein Abdul Azeez Taiwo Author-X-Name-First: Hussein Abdul Azeez Author-X-Name-Last: Taiwo Author-Name: Olansunkanmi Gbeleyi Author-X-Name-First: Olansunkanmi Author-X-Name-Last: Gbeleyi Author-Name: Andrew Tetteh Author-X-Name-First: Andrew Author-X-Name-Last: Tetteh Author-Name: Jessie Foli Author-X-Name-First: Jessie Author-X-Name-Last: Foli Author-Name: Dorcas Adomaa Addo Author-X-Name-First: Dorcas Adomaa Author-X-Name-Last: Addo Title: Exploratory study of the efficacy of the Culturo-Techno-Contextual Approach (CTCA) in student’s understanding of biology Abstract: Past studies have established cell division as a difficult topic in the Nigerian senior school system. While the lecture method has been used over time to overcome the challenges relative to students’ understanding of cell division, a deficit in the literature is whether or not cultural teaching methodologies would help students’ understanding of the concept. This study aims at testing the potency of the Culturo- Techno- Contextual Approach (CTCA) in enhancing students’ understanding of cell division. The study is anchored on Vygotsky’s sociocultural theory, Nkrumah’s ethnophilosophy, and Heidegger’s techno-philosophy. The quasi-experimental study had 26 students from the Feranmi Comprehensive High School (control group), with 21 students from the Royal Priesthood Secondary School (experimental group). The results showed that the experimental group (Mean = 33.29 and SD = 2.37) significantly outperformed the control group (Mean = 23.19 and SD = 4.92) in cell division [F (1, 44) = 137.19; p<.05]. Journal: The Journal of Educational Research Pages: 125-133 Issue: 3 Volume: 116 Year: 2023 Month: 5 X-DOI: 10.1080/00220671.2023.2207186 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2207186 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:3:p:125-133 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2227846_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Peijian Paul Sun Author-X-Name-First: Peijian Author-X-Name-Last: Paul Sun Author-Name: Qing Yang Author-X-Name-First: Qing Author-X-Name-Last: Yang Author-Name: Xiaoming Hou Author-X-Name-First: Xiaoming Author-X-Name-Last: Hou Title: New Zealand primary school students’ motivation and strategy use for learning Chinese-as-a-foreign-language Abstract: This study examined young learners’ motivation and strategy use for Chinese-as-a-foreign-language (L2 Chinese) learning in New Zealand. A total of 1157 primary school students from 29 primary schools were recruited for the study. The results revealed that primary school young learners’ overall motivation and strategy use for L2 Chinese learning was relatively inadequate. Furthermore, grade, ethnicity, and learning length were found to be significant joint factors differentiating young learners’ motivation and strategy use for L2 Chinese learning. Lastly, canonical correlation analysis was performed to measure the relationship between the two sets of variables, namely, motivation and strategy use. It was found that there was a strong canonical correlation between motivation and strategy use in L2 Chinese learning. Specifically, primary school young learners who were more driven by motivational visions, internal motives, and external motives would employ more metacognitive, cognitive, and compensation strategies but less social strategy in the process of L2 Chinese learning. The implications of these findings were discussed in terms of how to enhance young learners’ motivation and strategy use for L2 Chinese learning. Future research should delve further into L2 Chinese young learners’ motivation and strategy use by taking into account the limitations of this study. Journal: The Journal of Educational Research Pages: 171-185 Issue: 3 Volume: 116 Year: 2023 Month: 5 X-DOI: 10.1080/00220671.2023.2227846 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2227846 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:3:p:171-185 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2250752_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ayla Ata Baran Author-X-Name-First: Ayla Author-X-Name-Last: Ata Baran Author-Name: Tangül Kabael Author-X-Name-First: Tangül Author-X-Name-Last: Kabael Title: An investigation of eighth-graders’ mathematical communication competency and mathematical literacy performance Abstract: This study aimed to investigate eighth-grade students’ mathematical communication competency and mathematical literacy performance in a classroom experiment designed based on the mathematical modeling approach. Accordingly, a teaching experiment methodology was applied. Data were collected from three eighth-grade students through the Mathematical Communication Competency Measurement Tools, video recordings of the teaching episodes, student products, and clinical interviews before and after the teaching experiment. PISA mathematics proficiency level and communication competency level assessment schemes were used in the data analysis process. A deductive analysis was performed on the data collected through the clinical interviews, whereas a retrospective analysis was conducted to examine the data collected through teaching episodes. The results showed that the modeling-based teaching experiment helped develop the mathematical communication competency of all participating students. The results also showed that improving students’ mathematical communication competencies increased their mathematical literacy performances. Journal: The Journal of Educational Research Pages: 216-229 Issue: 4 Volume: 116 Year: 2023 Month: 7 X-DOI: 10.1080/00220671.2023.2250752 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2250752 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:4:p:216-229 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2233000_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Cynthia Boggio Author-X-Name-First: Cynthia Author-X-Name-Last: Boggio Author-Name: Marie-Line Bosse Author-X-Name-First: Marie-Line Author-X-Name-Last: Bosse Author-Name: Alexis Favre-Félix Author-X-Name-First: Alexis Author-X-Name-Last: Favre-Félix Author-Name: Céline Pobel-Burtin Author-X-Name-First: Céline Author-X-Name-Last: Pobel-Burtin Author-Name: Morgane Burnel Author-X-Name-First: Morgane Author-X-Name-Last: Burnel Author-Name: Maryse Bianco Author-X-Name-First: Maryse Author-X-Name-Last: Bianco Title: Enhancing literacy acquisition through spelling exercises: Comparing tasks for first graders Abstract: Learning to spell is a difficult but essential task for children learning to read. Several spelling tasks involving different cognitive demands are used in classroom. To provide better guidance for teaching practices, a critical question is whether spelling performance of beginner readers is task dependent. The present study focuses on the performance of French first graders on two spelling tasks: picture to spelling and dictation to spelling. We hypothesize that spelling will be easier from a phonological entry (dictation) than from a semantic entry (picture). Sixty-three students spelled words in both tasks. Bayesian analyses showed moderate to strong evidence for the null hypothesis, suggesting that the dictation to spelling task is equivalent for first graders as the picture to spelling task. Exploratory analyses also suggest that first graders mobilize both the non-lexical and lexical routes for the two tasks. These results provide clues for spelling instruction in the first grades. Journal: The Journal of Educational Research Pages: 187-197 Issue: 4 Volume: 116 Year: 2023 Month: 7 X-DOI: 10.1080/00220671.2023.2233000 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2233000 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:4:p:187-197 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2239185_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Colby Tofel-Grehl Author-X-Name-First: Colby Author-X-Name-Last: Tofel-Grehl Author-Name: David Feldon Author-X-Name-First: David Author-X-Name-Last: Feldon Author-Name: Soojeong Jeong Author-X-Name-First: Soojeong Author-X-Name-Last: Jeong Author-Name: Kristin Searle Author-X-Name-First: Kristin Author-X-Name-Last: Searle Author-Name: Tyler Hansen Author-X-Name-First: Tyler Author-X-Name-Last: Hansen Author-Name: Brenda Bennett Author-X-Name-First: Brenda Author-X-Name-Last: Bennett Title: Impacts of maker technologies on classroom learning outcomes: A mixed methods explanatory study Abstract: The integration of making activities in classrooms provides a crucial opportunity for all students to gain equitable participation access to learning activities. However, for making to be incorporated into more classrooms, teachers must be adequately prepared with relevant knowledge and skills. This study is the first to compare the science learning outcomes associated with making to those stemming from standard learning curricula and experiences within a classroom setting. We examine the learning outcomes of 219 students across multiple sections of one teacher’s 9th-grade science classes. While five sections of students were taught using the school’s standard learning curriculum, four sections of students engaged in an integrated maker curriculum. A mixed methods approach offers a comprehensive look at the affordances and limitations of maker-based classroom science instruction by coupling student science learning outcomes with student and teacher reflections on instruction and learning. Findings indicate that students had better learning outcomes in science class when learning occurred through maker technologies than the school’s standard learning curriculum. Journal: The Journal of Educational Research Pages: 198-205 Issue: 4 Volume: 116 Year: 2023 Month: 7 X-DOI: 10.1080/00220671.2023.2239185 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2239185 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:4:p:198-205 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2248046_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Margaret M. Flores Author-X-Name-First: Margaret M. Author-X-Name-Last: Flores Author-Name: Vanessa M. Hinton Author-X-Name-First: Vanessa M. Author-X-Name-Last: Hinton Author-Name: Laura Shadoan Author-X-Name-First: Laura Author-X-Name-Last: Shadoan Author-Name: Callye Monroe Author-X-Name-First: Callye Author-X-Name-Last: Monroe Title: Teaching rational number concepts and skills to students receiving tier two interventions Abstract: The current study investigated the effects of the concrete-representational-abstract integrated sequence (CRA-I) for teaching fifth grade students receiving tier two interventions within a multi-tiered system of support (MTSS). The research questions addressed the following: the extent to which students’ rational number skills changed as a result receiving CRA-I, the extent to which students receiving CRA-I decreased their fraction estimation error, the extent to which students receiving CRA-I and their teachers perceived it to be socially valid, and the extent to which students who received CRA-I intervention maintained their performance two months after instruction. Using a quasi-experimental design with randomly assigned matched pairs, researchers taught 11 students using CRA-I and compared their performance to 11 of their peers in a comparison group who waited to receive intervention. The researchers found a significant difference in performance favoring the CRA-I group. The implications of the results will be discussed. Journal: The Journal of Educational Research Pages: 206-215 Issue: 4 Volume: 116 Year: 2023 Month: 7 X-DOI: 10.1080/00220671.2023.2248046 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2248046 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:4:p:206-215 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2213947_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Shelya Chabibah Author-X-Name-First: Shelya Author-X-Name-Last: Chabibah Author-Name: St. Nurbaya Author-X-Name-First: St. Author-X-Name-Last: Nurbaya Title: Executive skills and reading comprehension: A guide for educators Journal: The Journal of Educational Research Pages: 240-240 Issue: 4 Volume: 116 Year: 2023 Month: 7 X-DOI: 10.1080/00220671.2023.2213947 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2213947 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:4:p:240-240 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2251405_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Deborah R. Vivo Author-X-Name-First: Deborah R. Author-X-Name-Last: Vivo Title: The effects of online enactive education on secondary school students Abstract: Enactive education is an innovative model based on embodied cognition. This quasi-experimental controlled study with pretest-posttest design investigated the effects of an online enactive school program on students’ learning, academic self-concept, and physical selfconcept. The study was conducted in three secondary schools in Salerno and Potenza, Italy, in 2021. Participants were 431 students, 52.4% girls, mean age 14.27 years (SD=1.01). The study instruments included a school questionnaire and the multidimensional self-concept scale (MSCS). The experimental group received online sessions on mind-body wellbeing, healthy eating, and movement. Controls received non-enactive online classes on the same subjects. Findings indicate that the experimental group, compared to controls, showed higher levels of all the variables considered. Overall effect sizes were high (Hedge’s g 0.69 for learning, 0.36 for academic self-concept, and 1.23 for physical self-concept). Implications include that online enactive education should be used at secondary level to promote desirable educational and psychological outcomes. Journal: The Journal of Educational Research Pages: 230-239 Issue: 4 Volume: 116 Year: 2023 Month: 7 X-DOI: 10.1080/00220671.2023.2251405 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2251405 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:4:p:230-239 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2251432_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Rebecca D. Silverman Author-X-Name-First: Rebecca D. Author-X-Name-Last: Silverman Author-Name: Kristin Keane Author-X-Name-First: Kristin Author-X-Name-Last: Keane Author-Name: Hsiaolin Hsieh Author-X-Name-First: Hsiaolin Author-X-Name-Last: Hsieh Author-Name: Emily Southerton Author-X-Name-First: Emily Author-X-Name-Last: Southerton Author-Name: Renee C. Scott Author-X-Name-First: Renee C. Author-X-Name-Last: Scott Author-Name: Emma Brunskill Author-X-Name-First: Emma Author-X-Name-Last: Brunskill Title: Texting and tutoring: Short-term K-3 reading interventions during the pandemic Abstract: In the midst of the pandemic, we implemented and investigated short-term interventions to support K-3 reading. Specifically, we studied a text messaging program that provided caregivers with tips on supporting K-3 reading. Additionally, we studied combining the text messaging program for caregivers with one-on-one remote tutoring for their children. Survey data suggested that caregivers in the text messaging program gained self-efficacy, though they did not show gains in implementing home literacy activities or communicating with their children’s teacher. Assessment data suggested that students whose caregivers participated in the text messaging program did not make gains regardless of whether they received tutoring. We offer implications and directions for future research in the discussion. Journal: The Journal of Educational Research Pages: 254-267 Issue: 5 Volume: 116 Year: 2023 Month: 9 X-DOI: 10.1080/00220671.2023.2251432 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2251432 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:5:p:254-267 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2251415_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Kelly Boden Author-X-Name-First: Kelly Author-X-Name-Last: Boden Author-Name: Eric Kuo Author-X-Name-First: Eric Author-X-Name-Last: Kuo Author-Name: Timothy J. Nokes-Malach Author-X-Name-First: Timothy J. Author-X-Name-Last: Nokes-Malach Author-Name: Tanner Wallace Author-X-Name-First: Tanner Author-X-Name-Last: Wallace Author-Name: Muhsin Menekse Author-X-Name-First: Muhsin Author-X-Name-Last: Menekse Title: Investigating the predictive relations between self-efficacy and achievement goals on procedural and conceptual science learning Abstract: Self-efficacy and achievement goals represent two extensively researched motivational factors in education and have been related to numerous academic outcomes. However, little is known about how they relate to different types of problem-solving. Furthermore, while prior work has found these motivational factors are related, less work has examined them over time, during learning, and controlling for prior knowledge. The current study investigated the relations between these motivational constructs and procedural and conceptual problem-solving in middle school science. Sixth-grade science students’ self-efficacy and achievement goals were surveyed along with procedural and conceptual problem-solving before and after instruction. Results revealed students’ self-efficacy was positively correlated with both procedural and conceptual posttest performance. However, controlling for prior knowledge, self-efficacy only predicted conceptual performance. No relations were found between achievement goals and procedural or conceptual problem-solving. Additionally, results found that changes in mastery-approach goals were positively related to changes in self-efficacy beliefs. Journal: The Journal of Educational Research Pages: 241-253 Issue: 5 Volume: 116 Year: 2023 Month: 9 X-DOI: 10.1080/00220671.2023.2251415 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2251415 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:5:p:241-253 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2265852_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Sevda Korkmaz Author-X-Name-First: Sevda Author-X-Name-Last: Korkmaz Author-Name: Ayla Cetin-Dindar Author-X-Name-First: Ayla Author-X-Name-Last: Cetin-Dindar Author-Name: Ferhunde Kucuksen Oner Author-X-Name-First: Ferhunde Kucuksen Author-X-Name-Last: Oner Title: Impact of educational game development on students’ achievement and attitudes toward science Abstract: To develop positive attitudes toward science, students should have the opportunity to experience enjoyment and enthusiasm within a conducive learning environment. This can be achieved through engaging in hands-on activities and participating in collaborative, student-centered activities. This study aimed to investigate the impact of developing educational games on student attitudes toward science and their academic achievement. Seventeen seventh-grade students participated in a study to develop educational games on the topic of ‘The Particulate Nature of Matter and Pure Substances’. The quantitative results indicated a significant positive effect of educational game development on students’ attitudes and achievement. Furthermore, the qualitative findings corroborated the quantitative results, as students expressed enjoyment during the implementation of the games and reported an enhanced understanding of the topic. Educational games can be utilized both in and outside the classroom, particularly for students encountering difficulties in learning, as a valuable tool for reinforcing the subject matter. Journal: The Journal of Educational Research Pages: 268-279 Issue: 5 Volume: 116 Year: 2023 Month: 9 X-DOI: 10.1080/00220671.2023.2265852 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2265852 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:5:p:268-279 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2265881_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Hitomi Kambara Author-X-Name-First: Hitomi Author-X-Name-Last: Kambara Author-Name: Yu-Cheng Lin Author-X-Name-First: Yu-Cheng Author-X-Name-Last: Lin Title: Factors impacting reading motivation: Insights from the bioecological model of human development Abstract: There is an absence of cross-cultural qualitative research exploring sociocultural factors affecting reading motivation. To address the gap, the present study adopted the Bronfenbrenner’s bioecological model of human development to investigate factors impacting reading motivation across American and Japanese fourth grade students. Additionally, we aimed to identify ways to motivate both students to read. Semi-structured interviews for 12 students in each country were conducted. Our study identified a consistent pattern in which the reading motivation of both American and Japanese students was directly influenced by the microsystem. Our findings also suggest distinct patterns between American and Japanese students. While American students exhibited a direct impact from the microsystem, Japanese students’ reading motivation was influenced by several systems, including the microsystem, exosystem, and macrosystem. We explained that the observed unique patterns between American and Japanese students could be due to cultural differences. We identified several effective ways to motivate students to read. Journal: The Journal of Educational Research Pages: 309-321 Issue: 5 Volume: 116 Year: 2023 Month: 9 X-DOI: 10.1080/00220671.2023.2265881 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2265881 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:5:p:309-321 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2265880_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Mehmet Şen Author-X-Name-First: Mehmet Author-X-Name-Last: Şen Author-Name: Semra Sungur Author-X-Name-First: Semra Author-X-Name-Last: Sungur Author-Name: Ceren Öztekin Author-X-Name-First: Ceren Author-X-Name-Last: Öztekin Title: Exploration of middle school students’ scientific epistemological beliefs and their engagement in argumentation Abstract: Epistemological beliefs and argumentation are two important themes in science education, but research on the relationship between them is scarce. We treated epistemological beliefs in our study considering the cognitivist view of personal epistemology and included the justification, source, certainty, and development dimensions. We examined students’ engagement in argumentation by considering expositional comments, oppositional comments, information seeking, and co-construction of knowledge. Sixth-grade students participated in this study. We measured the students’ epistemological beliefs quantitatively before and after the argumentation activity to reveal any changes in their epistemological beliefs. We then used qualitative data to reveal how the students engaged in argumentation during whole-class discussions. Finally, we proposed possible connections between students’ epistemological beliefs and their engagement in argumentation. MANOVA results showed no significant change in students’ epistemological beliefs. Qualitative analyses revealed that students mainly used expositional comments during argumentation. Our findings suggested that the use of expositional comments can support the justification dimension of epistemological beliefs, but overuse of exposition can hinder other epistemological beliefs. Oppositional comments can feed the certainty and development dimensions of epistemological beliefs. Information-seeking can promote both the justification and source dimensions of epistemological beliefs. Finally, the use of co-construction of knowledge can improve both the justification and development dimensions of epistemological beliefs. The discussion and implication part addresses students’ epistemological beliefs, engagement in argumentation, and the connection between epistemological beliefs and argumentation. Journal: The Journal of Educational Research Pages: 293-308 Issue: 5 Volume: 116 Year: 2023 Month: 9 X-DOI: 10.1080/00220671.2023.2265880 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2265880 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:5:p:293-308 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2265878_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Müge Özkanbaş Author-X-Name-First: Müge Author-X-Name-Last: Özkanbaş Author-Name: Özgecan Taştan Kırık Author-X-Name-First: Özgecan Author-X-Name-Last: Taştan Kırık Title: Middle school students’ reflections on process oriented guided inquiry learning (POGIL®)1 Abstract: This study aims to better understand Process-Oriented Guided Inquiry Learning (POGIL) in middle school science teaching by revealing the perceptions of sixth-grade students in a public school in Turkey about POGIL. In the research conducted as a case study, the data were collected through interviews with 12 students who were taught the Particle Nature of Matter Unit using POGIL in the science course. The results indicated that the students generally made positive evaluations of POGIL. They emphasized doing experiments, teamwork/cooperation, making inferences, activity worksheets, discussions and teacher guidance as the features of POGIL they thought enhanced their learning. They also identified aspects that they found challenging. The challenges were largely connected to the cooperative learning component of POGIL. Some students believed that lecturing should also be part of the lesson. Yet, they realized the POGIL teacher’s role as the facilitator. Overall, students appreciated participating in this collaborative inquiry learning environment. Journal: The Journal of Educational Research Pages: 280-292 Issue: 5 Volume: 116 Year: 2023 Month: 9 X-DOI: 10.1080/00220671.2023.2265878 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2265878 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:5:p:280-292 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2221557_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Sigrid Roman Author-X-Name-First: Sigrid Author-X-Name-Last: Roman Title: The Wiley handbook on violence in education: Forms, factors, and preventions Journal: The Journal of Educational Research Pages: 322-323 Issue: 5 Volume: 116 Year: 2023 Month: 9 X-DOI: 10.1080/00220671.2023.2221557 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2221557 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:5:p:322-323 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2269536_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Aljemedin S. Jaudinez Author-X-Name-First: Aljemedin S. Author-X-Name-Last: Jaudinez Author-Name: Ma. Nympha B. Joaquin Author-X-Name-First: Ma. Nympha B. Author-X-Name-Last: Joaquin Title: Effects of EthnoSTEM-based mathematics modular instruction on Sama students’ mathematical thinking Abstract: This study was undertaken given the need to develop mathematics modular instruction that integrates Sama students’ culture with Science, Technology, Engineering, and Mathematics (STEM) amidst the COVID-19 pandemic. It sought to find whether students exposed to EthnoSTEM-Based Mathematics Instruction (EMI) have significantly better mathematical thinking than those taught with its conventional counterpart (CMI) during modular distance learning. EMI utilized mathematics learning modules that incorporate seaweed farming and mat weaving of the Sama. True Experiment between two groups employing Pre- and Post-tests was done to determine the effects of EMI on mathematical thinking. It was conducted among Grade 7 Sama students from a High School in Tawi-Tawi Province. A researcher-made Mathematical Thinking Test was validated by experts and pilot-tested for item and reliability analyses. Findings revealed that Sama students exposed to EMI have significantly better mathematical thinking than those taught with the CMI. Discussions, conclusions, and recommendations are provided. Journal: The Journal of Educational Research Pages: 349-355 Issue: 6 Volume: 116 Year: 2023 Month: 11 X-DOI: 10.1080/00220671.2023.2269536 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2269536 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:6:p:349-355 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2278771_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Valentina Grazia Author-X-Name-First: Valentina Author-X-Name-Last: Grazia Author-Name: Luisa Molinari Author-X-Name-First: Luisa Author-X-Name-Last: Molinari Title: A multidimensional approach to the study of school climate and student engagement Abstract: Student engagement has been acknowledged as a crucial factor for promoting successful learning. In this study we adopted a multidimensional approach to study the associations between school climate and student engagement. We aimed to test the direct and indirect associations of five concrete (Rules, Student Support, Student Involvement, Positive Teaching and Encouragement) and two abstract dimensions of school climate (Sense of Belonging and Interpersonal Justice) with four dimensions of student engagement (emotional, behavioral, cognitive, and agentic). 1058 Italian middle school students participated in this study (48% female students, 92% born in Italy, Mage = 11.77). Direct and indirect associations were tested with a structural equation model (SEM). Results allowed us to pinpoint specific associations between distinct school climate and student engagement dimensions, offering insights beyond their general association. The findings are discussed for their relevance for research and practice in fostering student participation. Journal: The Journal of Educational Research Pages: 386-395 Issue: 6 Volume: 116 Year: 2023 Month: 11 X-DOI: 10.1080/00220671.2023.2278771 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2278771 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:6:p:386-395 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2269545_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Sofie Henschel Author-X-Name-First: Sofie Author-X-Name-Last: Henschel Author-Name: Birgit Heppt Author-X-Name-First: Birgit Author-X-Name-Last: Heppt Author-Name: Ilonca Hardy Author-X-Name-First: Ilonca Author-X-Name-Last: Hardy Title: Structure and associations of science vocabulary, general academic vocabulary, and science knowledge Abstract: We examined the structure of domain-specific academic science vocabulary, general academic vocabulary, and conceptual science knowledge and their impact on each other across two measurement points in a sample of 388 German third graders. Results show that the three constructs can be empirically differentiated. The high latent correlation between science vocabulary and general academic vocabulary suggests that science vocabulary is a language-related rather than a knowledge-related construct. Furthermore, science knowledge and science vocabulary predicted each other. By contrast, general academic vocabulary was only associated with science vocabulary but not with science knowledge acquisition. Neither science knowledge nor science vocabulary predicted general academic vocabulary at the end of the school year, suggesting it might be less sensitive to regular instruction. Journal: The Journal of Educational Research Pages: 356-370 Issue: 6 Volume: 116 Year: 2023 Month: 11 X-DOI: 10.1080/00220671.2023.2269545 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2269545 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:6:p:356-370 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2269533_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Hande Aytemiz Author-X-Name-First: Hande Author-X-Name-Last: Aytemiz Author-Name: Zeynep Çakmak Gürel Author-X-Name-First: Zeynep Author-X-Name-Last: Çakmak Gürel Title: Examining students’ mathematical modeling competences in video-based modeling tasks Abstract: Empirical studies demonstrate that students have some difficulties with the mathematical modeling process. Studies contain various applications for developing students’ modeling competencies. This study investigated video-based modeling tasks’ impact on modeling competencies with a descriptive design. In this context, it aims to compare eighth-grade secondary school students’ modeling competencies in the environment where modeling tasks are presented on a video and worksheet. Differences and similarities between the two groups were observed in this study. Specifically, while both groups acted similarly in the mathematical working and interpretation stages, differences between the two groups were found in favor of the group whose video-based activities were applied to creating real and mathematical models. Especially video-based modeling situations can be considered an effective tool for creating real and mathematical models. The study results confirm that video-based modeling tasks contribute to incorporating students’ real-life experiences into the modeling process. Journal: The Journal of Educational Research Pages: 336-348 Issue: 6 Volume: 116 Year: 2023 Month: 11 X-DOI: 10.1080/00220671.2023.2269533 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2269533 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:6:p:336-348 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2278767_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Thi-Gam Phan Author-X-Name-First: Thi-Gam Author-X-Name-Last: Phan Author-Name: Wei-Yu Liu Author-X-Name-First: Wei-Yu Author-X-Name-Last: Liu Title: Redefining autonomy in low-achieving high-school students: Collaborative learning in Taiwan-context classrooms Abstract: The study endorses the idea of interdependence as a trait of autonomy, which dignifies low-achieving students’ autonomy developed in English-language classrooms. A modified autonomy scale, adapted from Nunan’s five levels of autonomy development, monitored low-achieving learners’ autonomy. This action research explores the pedagogical design of collaborative learning to improve low-achieving students’ autonomy. Twenty low-achieving students (out of 29) as target participants come from a vocational high school in Hualien County, Taiwan. The result via observation and group-focus interviews displayed that the quality of intra-group interactions, deciding whether target participants’ need was satisfied, influences target participants’ tendency to be autonomous. In this study, leader-assigned groups where target participants could access available ‘resources’ (leaders) without exposing themselves to teachers to complete their individual/collective goals could produce those interactions. This indicates their greater responsibility for their learning. This study could provide an inspiring perspective for practitioners to redefine autonomy in low-achieving students. Journal: The Journal of Educational Research Pages: 371-385 Issue: 6 Volume: 116 Year: 2023 Month: 11 X-DOI: 10.1080/00220671.2023.2278767 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2278767 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:6:p:371-385 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2269529_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Emel Çilingir Altiner Author-X-Name-First: Emel Author-X-Name-Last: Çilingir Altiner Author-Name: M. Cihangir Doğan Author-X-Name-First: M. Cihangir Author-X-Name-Last: Doğan Title: Do mathematical thinking processes influence visual estimation skills in students? Abstract: In this study, the visual estimation skills of fourth grade elementary school students based on their mathematical thinking processes were investigated. The research questions focus on understanding how students’ mathematical thinking processes influence their visual estimation skills. A total of 445 students participated in the study. The relational scanning model was used to determine the relationship between students’ visual estimation skills and their mathematical thinking processes. The Mathematical Process Instrument and the Visual Estimation Skills test were used as data-gathering tools. The data obtained were analyzed using different statistical methods, including the chi-squared test, t-test, and single-factor analysis of variance. The findings contribute to our understanding of the complex relationship between mathematical thinking processes and visual estimation skills in students, addressing the research questions raised in the study. These results can inform educators and instructional designers when developing effective teaching materials and strategies that cater to students’ diverse thinking processes. Journal: The Journal of Educational Research Pages: 325-335 Issue: 6 Volume: 116 Year: 2023 Month: 11 X-DOI: 10.1080/00220671.2023.2269529 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2269529 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:6:p:325-335 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2244787_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Yujie Huang Author-X-Name-First: Yujie Author-X-Name-Last: Huang Title: Educational neuroscience for literacy teachers: Research-backed methods and practices for effective reading instruction Journal: The Journal of Educational Research Pages: 396-397 Issue: 6 Volume: 116 Year: 2023 Month: 11 X-DOI: 10.1080/00220671.2023.2244787 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2244787 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:116:y:2023:i:6:p:396-397 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2311470_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Mary F. Roe Author-X-Name-First: Mary F. Author-X-Name-Last: Roe Title: Education lead(her)ship: Advancing women in K-12 administration Journal: The Journal of Educational Research Pages: 47-48 Issue: 1 Volume: 117 Year: 2024 Month: 1 X-DOI: 10.1080/00220671.2024.2311470 File-URL: http://hdl.handle.net/10.1080/00220671.2024.2311470 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:117:y:2024:i:1:p:47-48 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2308160_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Daniel Suuk Author-X-Name-First: Daniel Author-X-Name-Last: Suuk Author-Name: Dennis Wilmot Author-X-Name-First: Dennis Author-X-Name-Last: Wilmot Author-Name: Peter T. Birteeb Author-X-Name-First: Peter T. Author-X-Name-Last: Birteeb Title: Comparative study of cooperative-learning and lecture-based-learning in teaching classification of living things among Senior High School students in Tamale Abstract: This study was conducted to compare the efficacy of Lecture-Based-Learning (LBL) and Cooperative-Learning (CL) in teaching ‘classification of living things’ to Senior High School (SHS) students in Tamale, Northern Region, Ghana. The study was conducted in two SHSs using two science classes offering Biology during the 2020–2021 academic year. A pretest-post-test nonequivalent quasi-experimental design with two experimental groups was used. A total of 75 students from two intact classes participated in the study. One of the classes (School A) comprising 39 students was taught using LBL while the other class (School B) comprising 36 students was taught using CL. The study used a teacher-made test to collect the data. The data was analyzed using reliability analysis and a t-test in SPSS. Results revealed that CL recorded a mean score of 30.33 and was more effective (p < .001) than LBL which recorded 23.26. In conclusion, CL methods should be encouraged to enhance students’ performance and retention. Journal: The Journal of Educational Research Pages: 39-46 Issue: 1 Volume: 117 Year: 2024 Month: 1 X-DOI: 10.1080/00220671.2024.2308160 File-URL: http://hdl.handle.net/10.1080/00220671.2024.2308160 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:117:y:2024:i:1:p:39-46 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2288840_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Reena Cheruvalath Author-X-Name-First: Reena Author-X-Name-Last: Cheruvalath Author-Name: Hajara Abdul Hameed Author-X-Name-First: Hajara Author-X-Name-Last: Abdul Hameed Author-Name: Geetha Bakilapadavu Author-X-Name-First: Geetha Author-X-Name-Last: Bakilapadavu Title: “Summative evaluation” as a teaching method: An opportunity to reduce confirmation bias Abstract: The article examined the effectiveness of using summative evaluation in developing a deep understanding and critical thinking skills among secondary school students. Preparing questions which contain an explanation of concepts in the question paper helps the students to develop a deep understanding and critical thinking skills while answering. The answers of the students were analyzed both quantitatively and qualitatively. The researchers identified five themes based on Bloom’s theory of cognitive taxonomy to explore the critical thinking skills of the respondents. There were five components: comprehension, application, analysis, synthesis, and evaluation. Content analysis indicated that the above method limits the confirmation bias. A comparison of answers to three tests in history showed a significant difference (p < 0.01) between the control group (N = 151) and experimental group students (N = 129). Adding positive or negative content in the description of concepts in the essay question influences the response. Journal: The Journal of Educational Research Pages: 1-11 Issue: 1 Volume: 117 Year: 2024 Month: 1 X-DOI: 10.1080/00220671.2023.2288840 File-URL: http://hdl.handle.net/10.1080/00220671.2023.2288840 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:117:y:2024:i:1:p:1-11 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2303505_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Faik Camci Author-X-Name-First: Faik Author-X-Name-Last: Camci Author-Name: Deniz Eroglu Author-X-Name-First: Deniz Author-X-Name-Last: Eroglu Author-Name: Dilek Tanisli Author-X-Name-First: Dilek Author-X-Name-Last: Tanisli Title: Evaluating a Hypothetical Learning Trajectory for nets of rectangular prisms: A teaching experiment Abstract: The ability to recognize and construct nets is a fundamental aspect of spatial reasoning skills; however, there is a lack of understanding regarding effective instructional sequences for fostering this ability. The aim of this study is to test a Hypothetical Learning Trajectory for enhancing sixth-grade students’ understanding of rectangular prism nets. Conducted over four weeks, this teaching experiment involved 12 sixth-grade students from a public school in Turkey, selected based on varying mathematics achievement levels. Data were collected through clinical interviews, video recordings, and student worksheets. Ongoing and retrospective analyses were employed to describe students’ understanding during the implementation of HLT. The findings detail the results of the teaching experiment and the HLT verified following the experiment. This study contributes to the existing research on students’ understanding of rectangular prism nets and provides valuable insights for mathematics educators aiming to design effective instructional sequences that promote spatial reasoning skills. Journal: The Journal of Educational Research Pages: 12-26 Issue: 1 Volume: 117 Year: 2024 Month: 1 X-DOI: 10.1080/00220671.2024.2303505 File-URL: http://hdl.handle.net/10.1080/00220671.2024.2303505 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:117:y:2024:i:1:p:12-26 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2308150_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Zeynep Başkan Takaoğlu Author-X-Name-First: Zeynep Author-X-Name-Last: Başkan Takaoğlu Title: Understanding the concept of energy through definitions, drawings, and metaphors Abstract: Energy is a concept frequently encountered both in daily life and in various disciplines. Despite such a wide range of scope, conceptualizing it might be challenging at times. This study aims to investigate high school students’ views on the concept of energy through a set of various paper-and-pencil tests. For this purpose, 654 high school students from the ninth, 10th, and 11th grades were asked to explain the concept of energy using definitions, drawings, and metaphors. According to the results, the students had similar misconceptions about their definitions, drawings, and metaphors. However, situations from everyday life were depicted, particularly in drawings and metaphors. Misconceptions decreased considerably in the upper classes, and answers were presented that were close to scientific knowledge, suggesting that, over time, students’ abstract thinking skills improve, the knowledge gained at school contributes to explaining the situations in daily life scientifically, and scientific facts are conceptualized. Journal: The Journal of Educational Research Pages: 27-38 Issue: 1 Volume: 117 Year: 2024 Month: 1 X-DOI: 10.1080/00220671.2024.2308150 File-URL: http://hdl.handle.net/10.1080/00220671.2024.2308150 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:117:y:2024:i:1:p:27-38 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2324718_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Abdülbaki Ergel Author-X-Name-First: Abdülbaki Author-X-Name-Last: Ergel Author-Name: Yasemin Aydoğan Author-X-Name-First: Yasemin Author-X-Name-Last: Aydoğan Title: The effect of the mathematics bag early education program Abstract: In this study, the effect of the Mathematics Bag Early Education Program (MAÇEP) on the mathematics skills (number/counting, geometry, measurement) of 57–69-month-old preschool children was investigated. A quasi-experimental design with a pretest, posttest, follow-up test, and control group were used in the study. The study group consisted of 22 children attending preschool education and their parents. In the study, MACEP was applied to the experimental group in the form of 50 activities for 12 wk outside the preschool education program. Data were collected using the Early Mathematics Test (EMAT) and Parent Focus Group Interview Form. Mann Whitney U Test, Wilcoxon Signed Rank Test, Friedman Test and content analysis were used to analyze the data. At the end of the study, it was determined that MACEP effectively improved the mathematics skills (number/counting, geometry, measurement) of 57–69-month-old children in the experimental group and the retention continued after the experimental period. Journal: The Journal of Educational Research Pages: 61-73 Issue: 2 Volume: 117 Year: 2024 Month: 3 X-DOI: 10.1080/00220671.2024.2324718 File-URL: http://hdl.handle.net/10.1080/00220671.2024.2324718 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:117:y:2024:i:2:p:61-73 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2335791_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Yujie Huang Author-X-Name-First: Yujie Author-X-Name-Last: Huang Author-Name: Peng Li Author-X-Name-First: Peng Author-X-Name-Last: Li Title: Ecological perspectives in early language education: Parent, teacher, peer and child agency in interaction Journal: The Journal of Educational Research Pages: 111-112 Issue: 2 Volume: 117 Year: 2024 Month: 3 X-DOI: 10.1080/00220671.2024.2335791 File-URL: http://hdl.handle.net/10.1080/00220671.2024.2335791 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:117:y:2024:i:2:p:111-112 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2329581_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Jamlick Peter Ondieki Bosire Author-X-Name-First: Jamlick Peter Ondieki Author-X-Name-Last: Bosire Title: Preschool teachers’ beliefs about children, self-efficacy, classroom quality and children’s early language Abstract: This study examined the extent to which classroom quality (emotional and instructional climate) moderates the associations between teachers’ beliefs about children, self-efficacy, and children’s early language gains (receptive and expressive vocabulary). The study employed multilevel modeling with 606 preschool teachers and 2,536 preschool children. Results revealed that teachers’ beliefs about children were the only teacher construct that was significantly associated with both receptive and expressive vocabulary gains, after accounting for between-classroom effects. Classroom quality showed a positive trend toward significantly predicting residualized change in children’s receptive and expressive vocabulary gains. Journal: The Journal of Educational Research Pages: 74-86 Issue: 2 Volume: 117 Year: 2024 Month: 3 X-DOI: 10.1080/00220671.2024.2329581 File-URL: http://hdl.handle.net/10.1080/00220671.2024.2329581 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:117:y:2024:i:2:p:74-86 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2324714_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Franklin U. Onowugbeda Author-X-Name-First: Franklin U. Author-X-Name-Last: Onowugbeda Author-Name: Peter A. Okebukola Author-X-Name-First: Peter A. Author-X-Name-Last: Okebukola Author-Name: Adeleke M. Ige Author-X-Name-First: Adeleke M. Author-X-Name-Last: Ige Author-Name: Saladoye N. Lameed Author-X-Name-First: Saladoye N. Author-X-Name-Last: Lameed Author-Name: Deborah O. Agbanimu Author-X-Name-First: Deborah O. Author-X-Name-Last: Agbanimu Author-Name: Umar A. Adam Author-X-Name-First: Umar A. Author-X-Name-Last: Adam Title: A cultural, technological, and contextual pedagogy to enhance retention of biology concepts Abstract: This study examined the impact of a pedagogy that is culturally influenced and laced with technological and contextual elements known as the culturo-techno-contextual approach (CTCA) on promoting knowledge retention of biology concepts. The research design was mixed methods, and the sample consisted of 88 senior secondary school II students selected from two Lagos State educational district V schools in Nigeria. Quantitative data was collected using the Variation and Evolution Achievement Test with a reliability value of 0.79, while qualitative data was collected using the Students’ Perception of CTCA Interview Guide. All students in the two sample schools used for the experimental and control groups took a pretest before treatment, a posttest at the end of the treatment phase, and a retention test four weeks later. The ANCOVA output demonstrated a statistically significant difference in knowledge retention [F (1,85) = 134.50; p < .05]. This suggests that experimental students retained more. Journal: The Journal of Educational Research Pages: 49-60 Issue: 2 Volume: 117 Year: 2024 Month: 3 X-DOI: 10.1080/00220671.2024.2324714 File-URL: http://hdl.handle.net/10.1080/00220671.2024.2324714 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:117:y:2024:i:2:p:49-60 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2329585_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Min Pan Author-X-Name-First: Min Author-X-Name-Last: Pan Author-Name: Wei-Ting Hsu Author-X-Name-First: Wei-Ting Author-X-Name-Last: Hsu Title: Examining students’ tripartite efficacy beliefs in physical education through a teaching personal and social responsibility intervention Abstract: Purpose: This study investigated the effects of a Teaching Personal and Social Responsibility (TPSR)-based physical education (PE) program on students’ responsibility and tripartite efficacy beliefs (i.e., self-efficacy, other-efficacy, and relation-inferred self-efficacy (RISE)). Methods: A quasiexperimental design with pretest and posttest quantitative methods was applied. The participants were 114 students assigned to the control or experimental group. Results: The results indicated that compared with both control group students and their own baseline values, the experimental group reported significant improvements in responsibility, self-efficacy, other-efficacy, and RISE. Conclusions: Implementing the TPSR model in PE can not only positively affect students’ responsibility but also boost students’ efficacy beliefs through the model’s five formats (e.g. awareness talk) and application strategies (e.g. empowerment). PE educators are encouraged to strictly comply with implementing details of the TPSR model to effectively improve efficacy beliefs. Journal: The Journal of Educational Research Pages: 87-97 Issue: 2 Volume: 117 Year: 2024 Month: 3 X-DOI: 10.1080/00220671.2024.2329585 File-URL: http://hdl.handle.net/10.1080/00220671.2024.2329585 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:117:y:2024:i:2:p:87-97 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2333565_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Timo Salminen Author-X-Name-First: Timo Author-X-Name-Last: Salminen Author-Name: Minna Lakkala Author-X-Name-First: Minna Author-X-Name-Last: Lakkala Author-Name: Liisa Ilomäki Author-X-Name-First: Liisa Author-X-Name-Last: Ilomäki Author-Name: Miika Marttunen Author-X-Name-First: Miika Author-X-Name-Last: Marttunen Title: Student groups evaluating their group work and learning of critical online reading Abstract: The study examined student groups’ (n = 72) self-evaluations of their group work and their learning of critical online reading during an inquiry task. The analyses focused on aspects of critical online reading, describing group work practices, and evaluating them. For learning critical online reading, the most often mentioned aspects were sources, perspectives, and author; corroboration and evidence were mentioned the least. About half of the groups mentioned 0–2 aspects which implies low diversity in learning critical online reading. The most often mentioned aspect in describing group work was division of work. In evaluating group work, member contributions were reflected most often. A majority of the groups mentioned four or five aspects of group work practices or evaluations which implies a moderate ability to reflect on group work. The results suggest that the students’ learning of critical online reading and reflecting on group work jointly were not very extensive. Journal: The Journal of Educational Research Pages: 98-110 Issue: 2 Volume: 117 Year: 2024 Month: 3 X-DOI: 10.1080/00220671.2024.2333565 File-URL: http://hdl.handle.net/10.1080/00220671.2024.2333565 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:117:y:2024:i:2:p:98-110 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2341652_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Johanne Belmon Author-X-Name-First: Johanne Author-X-Name-Last: Belmon Author-Name: Magali Noyer-Martin Author-X-Name-First: Magali Author-X-Name-Last: Noyer-Martin Author-Name: Sandra Jhean-Larose Author-X-Name-First: Sandra Author-X-Name-Last: Jhean-Larose Title: Assessment of phonological awareness: Effects of emotional words on preschoolers’ skills Abstract: Phonological awareness is recognized as a precursor to reading success. Choosing material to assess children’s phonological awareness is a major challenge. The literature highlights factors that can influence children’s phonological skills, such as the frequency of words, their lexical status, and their linguistic parameters. To date, no study has looked at the potential effect of the emotional parameters of words on phonological skills. The emotional polarity of words (valence: pleasant, unpleasant) has effects on cognitive skills related to phonological awareness, i.e., executive functions, and working memory. The aim of this research is to measure the influence of emotional (positive, negative) and non-emotional (neutral, nonwords) words on the phonological awareness of children aged 4–6 years. Our results show a differential effect of emotional valence words on phonological skills. More specifically, the emotional valence of words facilitates the performance of epiphonological tasks, whereas negative valence disrupts the performance of metaphonological tasks. These results are discussed in relation to current models of interaction between emotion and cognition. Journal: The Journal of Educational Research Pages: 113-123 Issue: 3 Volume: 117 Year: 2024 Month: 5 X-DOI: 10.1080/00220671.2024.2341652 File-URL: http://hdl.handle.net/10.1080/00220671.2024.2341652 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:117:y:2024:i:3:p:113-123 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2341675_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Fuyi Yang Author-X-Name-First: Fuyi Author-X-Name-Last: Yang Author-Name: Jianzhong Xu Author-X-Name-First: Jianzhong Author-X-Name-Last: Xu Author-Name: José Carlos Núñez Author-X-Name-First: José Carlos Author-X-Name-Last: Núñez Author-Name: Chuang Wang Author-X-Name-First: Chuang Author-X-Name-Last: Wang Author-Name: Luxi Pu Author-X-Name-First: Luxi Author-X-Name-Last: Pu Title: “I’ll do it Later”: Multilevel antecedents of homework procrastination Abstract: Informed by multiple theoretical perspectives pertaining to academic procrastination, this investigation examined multilevel models aimed to predict homework procrastination using the data from 1,072 middle schoolers in China. Our model incorporated student gender, homework motivation, homework approach, homework behavior, and time allocated to extracurriculars outside of school. At the individual and class levels, homework procrastination was associated positively with homework cost and negatively with homework expectancy. Furthermore, at the individual level, homework procrastination was associated positively with surface approach and time on videogames, but negatively with homework effort. Implications for practice and further investigation (e.g. homework expectancy and surface approach) are discussed in relation to our findings. Journal: The Journal of Educational Research Pages: 124-136 Issue: 3 Volume: 117 Year: 2024 Month: 5 X-DOI: 10.1080/00220671.2024.2341675 File-URL: http://hdl.handle.net/10.1080/00220671.2024.2341675 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:117:y:2024:i:3:p:124-136 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2355108_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Ashley Silcox Author-X-Name-First: Ashley Author-X-Name-Last: Silcox Author-Name: Seung-Hee Claire Son Author-X-Name-First: Seung-Hee Claire Author-X-Name-Last: Son Title: The nature and impact of literacy interest in preschool children: Comparing teacher, parent, and child report measures Abstract: This study examined the nature of young children’s literacy interest, the predictability of literacy interest for early literacy skills, and gender differences in literacy interest using a sample of Head Start children (N = 263). Literacy interest was compared across parent-, teacher-, and child-reported measures of literacy activity participation and enjoyment. Results showed parents rated their children’s literacy interest higher than teachers and preschoolers. Multilevel regression analyses found that teacher and parent reports, especially teacher-reported literacy participation and parent-reported literacy enjoyment, significantly predicted early literacy skills in the fall and spring of a school year. Further analysis demonstrated gender differences in literacy interest and gender by literacy interest interaction effects. Girls scored higher in literacy interest than boys, and teacher-reported literacy participation predicted children’s fall literacy skills more for boys. However, spring literacy skills were predicted more strongly for girls by teacher-reported literacy participation, parent-reported literacy enjoyment, and child-reported literacy enjoyment. Journal: The Journal of Educational Research Pages: 151-165 Issue: 3 Volume: 117 Year: 2024 Month: 5 X-DOI: 10.1080/00220671.2024.2355108 File-URL: http://hdl.handle.net/10.1080/00220671.2024.2355108 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:117:y:2024:i:3:p:151-165 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2346659_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Herianto Author-X-Name-First: Author-X-Name-Last: Herianto Author-Name: Jaslin Ikhsan Author-X-Name-First: Jaslin Author-X-Name-Last: Ikhsan Author-Name: Lusila Andriani Purwastuti Author-X-Name-First: Lusila Andriani Author-X-Name-Last: Purwastuti Title: Developing student 21st-century skills through STEM engineering design learning cycle (STEM-EDELCY) model Abstract: Twenty-first-century skills are increasingly recognized as critical skills that today’s students must develop to adapt to increasingly rapid world changes. This research aims to test the effectiveness of the STEM-EDELCY learning model to improve students’ 21st-century skills. This research involved 285 junior high school students (aged 12–13) from three state schools located in the city of Yogyakarta, Indonesia. This experimental research uses a three-factor pretest and posttest design. The instruments used were essay test questions and observation sheets. Data analysis was performed using ANCOVA and a paired sample t-test. The results of this research show a statistically significant influence between the use of learning models on students’ 21st-century skills posttest scores. Post-hoc testing revealed that students in the STEM-EDELCY group had a higher level of 21st-century skills than students in the 5E-learning cycle group and the guided inquiry group. The STEM-EDELCY model is effective for developing 21st-century skills. Journal: The Journal of Educational Research Pages: 137-150 Issue: 3 Volume: 117 Year: 2024 Month: 5 X-DOI: 10.1080/00220671.2024.2346659 File-URL: http://hdl.handle.net/10.1080/00220671.2024.2346659 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:117:y:2024:i:3:p:137-150 Template-Type: ReDIF-Article 1.0 # input file: VJER_A_2343497_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Chunpeng Cai Author-X-Name-First: Chunpeng Author-X-Name-Last: Cai Author-Name: Haoda Feng Author-X-Name-First: Haoda Author-X-Name-Last: Feng Title: Bildung in the digital age: Exploring Bildung through digital media in education Journal: The Journal of Educational Research Pages: 166-167 Issue: 3 Volume: 117 Year: 2024 Month: 5 X-DOI: 10.1080/00220671.2024.2343497 File-URL: http://hdl.handle.net/10.1080/00220671.2024.2343497 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:vjerxx:v:117:y:2024:i:3:p:166-167