You are here:

International Journal of Educational Research

2013 Volume 57, Number 1

Search this issue

Table of Contents

Number of articles: 5

  1. Does the timing of transition matter? Comparison of German students’ self-perceptions before and after transition to secondary school

    A. Katrin Arens, Alexander Seeshing Yeung, Rhonda G. Craven, Rainer Watermann & Marcus Hasselhorn

    The often observed decline in students’ self-perceptions across transition to secondary school after grade 6 is often attributed to students’ entry to puberty. This study aims to examine whether... More

    pp. 1-11

    View Abstract
  2. The social cognitive model of job satisfaction among teachers: Testing and validation

    Masood A. Badri, Jihad Mohaidat, Vincent Ferrandino & Tarek El Mourad

    The study empirically tests an integrative model of work satisfaction (Lent & Brown, 2006; Duffy & Lent, 2009; Lent, Lopez, Lopez, & Sheu, 2008; Lent et al., 2011) in a sample of 5,022 teachers in ... More

    pp. 12-24

    View Abstract
  3. Environmental factors associated with early reading achievement in the developing world: A cross-national study

    Elliott Friedlander

    Educational research from the developed world is often used as the basis for policies and programs in the developing world. However, local contextual factors should be taken into consideration in... More

    pp. 25-38

    View Abstract
  4. Teacher research in secondary education: Effects on teachers’ professional and school development, and issues of quality

    Paulien C. Meijer, Helma W. Oolbekkink, Jacobiene A. Meirink & Ditte Lockhorst

    This article describes an empirical exploration of three initiatives in which teachers in secondary education (learn to) research their own practice in collaboration with university-based research ... More

    pp. 39-50

    View Abstract
  5. The predictive ability of IQ and Working Memory scores in literacy in an adult population

    Tracy Packiam Alloway & David Gregory

    Literacy problems are highly prevalent and can persist into adulthood. Yet, the majority of research on the predictive nature of cognitive skills to literacy has primarily focused on development... More

    pp. 51-56

    View Abstract