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International Journal of Educational Research

2014 Volume 64, Number 1

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Table of Contents

Number of articles: 20

  1. The relation between interests and grades: Path analyses in primary school age

    Jutta von Maurice, University of Bamberg, Germany; Tobias Dörfler, University of Education Heidelberg, Germany; Cordula Artelt, University of Bamberg, Germany

    Within the school context substantial correlations between interests and grades are well documented, but the causal ordering still remains unclear. The paper examines how the relation between... More

    pp. 1-11

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  2. Explaining differences in reading motivation between immigrant and native students: The role of parental involvement

    Caroline Villiger, Christian Wandeler & Alois Niggli, University of Teacher Training, Switzerland

    Immigrant students usually report high levels of academic interest and motivation compared to their native peers. Given the important role that parents play in fostering their children's academic... More

    pp. 12-25

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  3. Investigating the link between cognitive skills and learning in non-comorbid samples of ADHD and SLI

    Tracy Packiam Alloway & Adam Stein

    The aim of this study was to investigate how two cognitive skills—working memory and IQ—are linked to learning in students with ADHD or SLI. Although there has been much research examining ADHD and... More

    pp. 26-31

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  4. Educational research from Tanzania 1998–2008 concerning persons with disabilities: What can we learn?

    Elina Lehtomäki, Faculty of Education, University of Jyväskylä, Finland; Margaret T. Tuomi, Finnish Institute for Educational Research, University of Jyväskylä, Finland; Magreth Matonya, School of Education, University of Dar es Salaam, Tanzania

    The global Education For All process and the UN Convention on the Rights of Persons with Disabilities have increased the attention given to marginalised and excluded groups showing the need to... More

    pp. 32-39

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  5. Understanding and predicting student Word of Mouth

    Luke Greenacre, Management School, University of Southampton, United Kingdom; Lynne Freeman & Karen Cong, Faculty of Business, University of Technology Sydney, Australia; Tom Chapman, Management School, University of Southampton, United Kingdom

    Potential students often learn about University offerings through peer communication, in particular, peer Word of Mouth (WOM). Without an ability to predict and influence such WOM, Higher Education... More

    pp. 40-48

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  6. Calibration of self-evaluations of mathematical ability for students in England aged 13 and 15, and their intentions to study non-compulsory mathematics after age 16

    Richard Sheldrake, Tamjid Mujtaba & Michael J. Reiss

    Calibration of mathematics self-evaluations (mathematics task confidence compared against ability) was longitudinally explored through 2490 students from England. Students with accurate task... More

    pp. 49-61

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  7. Reasoning-and-proving opportunities in elementary mathematics textbooks

    Kristen N. Bieda, Xueying Ji, Justin Drwencke & Andrew Picard

    Over the past two decades, standards documents have emphasized the importance of developing students’ abilities to generate and critique mathematical arguments across all grade levels. However,... More

    pp. 71-80

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  8. Reasoning-and-proving in geometry in school mathematics textbooks in Japan

    Taro Fujita, Graduate School of Education, University of Exeter, United Kingdom; Keith Jones, School of Education, University of Southampton, United Kingdom

    In Japan it is in Grades 7–9, and primarily in geometry, that school students are introduced to the significance and methodology of proof in mathematics. As textbooks play a central role in... More

    pp. 81-91

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  9. Reasoning-and-proving in algebra: The case of two reform-oriented U.S. textbooks

    Jon D. Davis, Dustin O. Smith & Abhik R. Roy, Western Michigan University, United States; Yusuf K. Bilgic, State University of New York-Geneseo, United States

    This research study examined students’ opportunities to engage in reasoning-and-proving (RP) within exposition and task components of two U.S. reform-oriented secondary algebra textbooks. There... More

    pp. 92-106

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  10. The introduction of proof in secondary geometry textbooks

    Samuel Otten, University of Missouri, United States; Lorraine M. Males, University of Nebraska–Lincoln, United States; Nicholas J. Gilbertson, Michigan State University, United States

    Explicit reasoning-and-proving opportunities in the United States are often relegated to a single secondary geometry course. This study analyzed the reasoning-and-proving opportunities in six U.S. ... More

    pp. 107-118

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  11. Reasoning-and-proving in mathematics textbooks for prospective elementary teachers

    Raven McCrory, Michigan State University, Department of Teacher Education, United States; Andreas J. Stylianides, University of Cambridge, Faculty of Education, United Kingdom

    In the United States, elementary teachers (grades 1–5 or 6, ages 6–11 years) typically have weak knowledge of reasoning-and-proving, and may have few opportunities to learn about this important... More

    pp. 119-131

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  12. What do we know about reasoning and proving? Opportunities and missing opportunities from curriculum analyses

    Jinfa Cai & Michelle Cirillo

    By examining findings and research methodology across studies focused on reasoning-and-proving in mathematics textbooks, this paper provides commentary on the nature of reasoning and proving and... More

    pp. 132-140

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  13. Reasoning-and-proving in the written curriculum: Lessons and implications for teachers, curriculum designers, and researchers

    Denisse R. Thompson

    Reasoning-and-proving is fundamental to mathematics. The opportunities provided within the written curriculum of textbooks for students to engage with this fundamental process have the potential to... More

    pp. 141-148

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  14. Introduction to special issue: International examinations and extensions of the productive disciplinary engagement framework

    Ellice A. Forman, School of Education, University of Pittsburgh, United States; Randi A. Engle, Graduate School of Education, University of California, United States; Patrice Venturini, Université de Toulouse, France; Michael J. Ford, School of Education, University of Pittsburgh, United States

    The four articles collected in this special issue share a common framework, the productive disciplinary engagement (PDE) perspective (Engle & Conant, 2002). This framework was originally developed ... More

    pp. 149-155

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  15. Using productive disciplinary engagement and epistemic practices to evaluate a traditional Brazilian high school chemistry classroom

    Eduardo F. Mortimer, Faculty of Education, Universidade Federal de Minas Gerais, Brazil; Angélica Oliveira de Araújo, Faculty of Exact and Technological Science, Universidade Federal dos Vales do Jequitinhonha e Mucuri, Brazil

    In this article we explore a dilemma a Brazilian teacher faces: on the one hand, she tries to implement inquiry-based teaching in her high school chemistry classroom. On the other hand, she faces... More

    pp. 156-169

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  16. Analysis of conditions leading to a productive disciplinary engagement during a physics lesson in a disadvantaged area school

    Patrice Venturini & Chantal Amade-Escot

    Our paper concerns the analysis of a teacher's practices leading to students’ learning in an ordinary physics lesson. The study is conducted using the joint action theory in didactics (JATD) and... More

    pp. 170-183

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  17. Productive disciplinary engagement as a recursive process: Initial engagement in a scientific investigation as a resource for deeper engagement in the scientific discipline

    Xenia Meyer

    Engle and Conant (2002) show how productive disciplinary engagement (PDE) for students can be attained through learning environments structured to support problematizing subject matter, give... More

    pp. 184-198

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  18. Authority and accountability in light of disciplinary practices in science

    Ellice A. Forman & Michael J. Ford

    Our aim is to explicate the importance of students’ learning about disciplinary authority and accountability and to anchor our analysis in transcripts from a North American high school biology... More

    pp. 199-210

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  19. The social bases of disciplinary knowledge and practice in productive disciplinary engagement

    Gregory J. Kelly

    In this commentary regarding the four articles in this special issue, I focus on three inter-related issues for Productive Disciplinary Engagement (PDE). First, I consider the disciplinary aspects ... More

    pp. 211-214

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  20. The legacy of Productive Disciplinary Engagement

    Kristiina Kumpulainen

    This theme issue examines the possibilities and realities that regulate learning opportunities for students and teachers in diverse science classrooms harnessing the design principles of Productive... More

    pp. 215-220

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