You are here:

International Journal of Educational Research

2015 Volume 70, Number 1

Search this issue

Table of Contents

Number of articles: 9

  1. Characteristics of mathematical tasks and social class-related achievement differences among primary school children

    Claudia Schuchart, Susanne Buch & Sarah Piel

    Children from socially disadvantaged backgrounds are less successful in mathematics classes than more privileged children. Based on the theoretical work of Bourdieu (1987) we assumed that class... More

    pp. 1-15

    View Abstract
  2. Teaching as dance: A case-study for teacher practice analysis

    Serafina Pastore, University of Bari, Italy Department of Education, Psychology, Communication, Italy; Monica Pentassuglia, University of Verona, Italy Department of Philosophy, Pedagogy, and Psychology, Italy

    Identify and describe the characteristics of the teacher's professional practice is not easy. Recent researches on work and the influence of the concept of practice have contributed to the budding ... More

    pp. 16-30

    View Abstract
  3. Students’ deviations from a learning task: An activity-theoretical analysis

    Antti Rajala & Annalisa Sannino

    Students’ interpretations of school tasks that deviate from teachers’ intended assignments have seldom been the object of empirical analyses, though disregarding such interpretations can seriously ... More

    pp. 31-46

    View Abstract
  4. Research protocol: A randomized controlled trial of functional family therapy: An Early Intervention Foundation (EIF) partnership between Croydon Council and Queen's University Belfast

    Allen Thurston, Sarah Miller, Laura Dunne, Anne Lazenbatt & Aideen Gildea, Queen's University Belfast, United Kingdom; Dwynwen Stepien & Dave Tapsell, Croydon Council, United Kingdom

    The paper presents a protocol for ‘A randomized controlled trial of functional family therapy (FFT): an Early Intervention Foundation (EIF) partnership between Croydon Council and Queen's... More

    pp. 47-56

    View Abstract
  5. Talk Factory Generic: Empowering secondary school pupils to construct and explore dialogic space during pupil-led whole-class discussions

    Lucinda Kerawalla

    This paper investigates how the application Talk Factory Generic (TF-G) can be used on an interactive whiteboard to empower 11–13 year old pupils to construct and explore dialogic space during... More

    pp. 57-67

    View Abstract
  6. Effects of the constructivist learning environment on students’ critical thinking ability: Cognitive and motivational variables as mediators

    Yee Wan Kwan, Department of Education Studies, Hong Kong Baptist University, Hong Kong; Angela F.L. Wong, National Institute of Education Learning Sciences and Technologies Academic Group, National Institute of Education, Singapore

    This study aimed to empirically test the direct relationship between the constructivist learning environment and critical thinking ability and the indirect relationship between them when mediated... More

    pp. 68-79

    View Abstract
  7. Feedback on students’ performance: A possible way of reducing the negative effect of math anxiety in higher education

    M.I. Núñez-Peña, R. Bono & M. Suárez-Pellicioni, Department of Behavioral Sciences Methods, Faculty of Psychology, University of Barcelona, Spain

    The aim of this study was to investigate the effectiveness of a formative assessment system in improving students’ learning. This system involved giving feedback to students regarding the errors... More

    pp. 80-87

    View Abstract
  8. Health and physical education (HPE): Implementation in primary schools

    Timothy Lynch

    This research investigates Australian Government Primary School Principal perceptions of how health and physical education (HPE) is implemented. Principals of primary schools in the state of... More

    pp. 88-100

    View Abstract
  9. Building social connectedness in schools: Australian teachers’ perspectives

    J.M. Bower, C. van Kraayenoord & A. Carroll

    This paper presents the findings of Phase 1 of a larger study examining social connectedness in schools.A semi-structured interview was conducted with 14 teachers to ascertain perceptions of social... More

    pp. 101-109

    View Abstract