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International Journal of Educational Research

2015 Volume 72, Number 1

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Table of Contents

Number of articles: 15

  1. Mathematics-related beliefs of Ecuadorian students of grades 8–10

    Erik De Corte

    pp. 1-13

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  2. Social interactions that support students’ self-regulated learning: A case study of one teacher's experiences

    Effat Alvi & Robyn M. Gillies, School of Education, The University of Queensland, Australia

    Developing self-regulated learning (SRL) among students is critically important to enable success in and beyond school. This case study highlights the practices of an experienced Grade 7 teacher,... More

    pp. 14-25

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  3. Linking professional development, teacher outcomes, and student achievement: The case of a learner-centered mathematics program for elementary school teachers

    Drew Polly, University of North Carolina at Charlotte, United States; Jennifer McGee, Appalachian State University, United States; Chuang Wang, University of North Carolina at Charlotte, United States; Christie Martin, University of South Carolina at Columbia, United States; Richard Lambert & David K. Pugalee, University of North Carolina at Charlotte, United States

    Research is needed to examine the link between professional development on both teachers’ instruction and student achievement. This study examined the influence of three year-long cohorts of... More

    pp. 26-37

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  4. Development of an instrument to measure a facet of quality teaching: Culturally responsive pedagogy

    Helen J. Boon & Brian Lewthwaite

    This paper presents findings of Phase 2 of a larger three phase study examining culturally responsive pedagogies and their influence on Indigenous student outcomes. Characteristics of culturally... More

    pp. 38-58

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  5. The advantages of task-based and other-based achievement goals as standards of competence

    Åge Diseth

    This study investigated aspects of validity in a Norwegian version of the 3×2 achievement goal framework, which is a recent development of the achievement goal construct based on task- self- and... More

    pp. 59-69

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  6. The impact of school vouchers in developing countries: A systematic review

    Claire Morgan, Anthony Petrosino & Trevor Fronius, WestEd, United States

    We report on a systematic review of evaluations of education voucher programs in developing countries. Extensive searching identified two studies that met inclusion criteria—one examining the... More

    pp. 70-79

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  7. Fostering reading comprehension of expository texts through the activation of readers’ prior knowledge and inference-making skills

    Christian Tarchi

    The importance of being able to critically read expository texts cannot be overstated. It is, therefore, fundamental to identify evidence-based classroom practices that can help one with this.... More

    pp. 80-88

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  8. Effective education: Conceptualising the meaning of out-of-field teaching practices for teachers, teacher quality and school leaders

    Anna E. du Plessis

    Teacher effectiveness and quality teaching receive international attention. This in-depth exploration of the implications of out-of-field teaching for teacher quality has unveiled complex teaching ... More

    pp. 89-102

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  9. Curriculum standardization, stratification, and students’ STEM-related occupational expectations: Evidence from PISA 2006

    Seong Won Han

    This paper uses data from the Program for International Student Assessment (PISA) 2006 to examine the associations between characteristics of national education systems (the standardization of... More

    pp. 103-115

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  10. The road less traveled—Crossing gender and racial lines in comprehensive mentoring

    Andrea M. Kent, Andre M. Green & Phillip Feldman

    The purpose of this study was to examine the induction process of two professors, with specific emphasis on mentoring, from entering assistant professors through their journey of tenure and... More

    pp. 116-128

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  11. Mathematics achievement and self-efficacy: Relations with motivation for mathematics

    Einar M. Skaalvik & Roger A. Federici, Department of Education, Norwegian University of Science and Technology, Norway; Robert M. Klassen, University of York, United Kingdom

    In this study we analyzed if teacher support and student self-efficacy mediated the relations between students’ grades in mathematics and different measures of mathematics motivation. Participants ... More

    pp. 129-136

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  12. Multiprofessional collaboration in Finnish schools

    Mari-Pauliina Vainikainen & Helena Thuneberg, Centre for Educational Assessment, Department of Teacher Education, Finland; Samuel Greiff, Research Group Computer-Based Assessment, ECCS, University of Luxembourg, Cognitive Science and Assessment, Luxembourg; Jarkko Hautamäki, Centre for Educational Assessment, Department of Teacher Education, Finland

    In Finland, a three-tiered support model was introduced in 2007, emphasising early intervention and preventative multiprofessional student welfare. Nationally representative principal data were... More

    pp. 137-148

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  13. Facilitating students’ individual and collective knowledge construction through microblogs

    Ingvill Rasmussen & Åste Hagen

    This paper reports on a microblog intervention that purports to prepare students to engage in rich, whole-class discussions. In this study, students (n=25) used microblogs to summarise text... More

    pp. 149-161

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  14. The validity of critical thinking tests for predicting degree performance: A longitudinal study

    Liam O’Hare & Carol McGuinness

    This study explored the validity of using critical thinking tests to predict final psychology degree marks over and above that already predicted by traditional admission exams (A-levels).... More

    pp. 162-172

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  15. Development of a questionnaire for the assessment of teacher goals from a content perspective

    Claudia Rüprich, Martin-Luther-University of Halle-Wittenberg, Germany; Detlef Urhahne, University of Passau, Department of Educational Psychology, Germany

    On the basis of a content perspective, we developed a questionnaire for the assessment of teacher goals covering 13 dimensions with four items each. Study 1, with a sample of 85 pre-service... More

    pp. 173-184

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