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International Journal of Educational Research

2016 Volume 79, Number 1

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Table of Contents

Number of articles: 24

  1. A study of Norwegian schools achieving good national test results

    Ole Petter Vestheim & Kitt Margaret Lyngsnes

    This article presents a qualitative case study of seven Norwegian schools that over a period of at least three years have achieved good results on national tests. The schools are situated in... More

    pp. 1-9

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  2. The discourse of disability in higher education: Insights from a health and social care perspective

    Lynn Clouder & Arinola Adefila, Centre for Excellence in Learning Enhancement, United Kingdom; Caroline Jackson, School of Psychological, United Kingdom; Joanne Opie, School of Nursing, Midwifery and Health, United Kingdom; Sonna Odedra, School of Psychological, United Kingdom

    This article considers perspectives on student disability in the context of health and social care disciplines in higher education. The first phase of the research, which adopted an appreciative... More

    pp. 10-20

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  3. Challenging the notion of the transition year: The experiences of rural and urban tertiary students

    Amy L. Wilson & Luke Greenacre, Ehrenberg-Bass Institute, Australia; Silvia Pignata, School of Engineering, Australia; Anthony Winefield, School of Psychology, Australia

    The assumption in the literature that the transition to tertiary studies occurs within the first year has not been tested. This study investigates the timing of the transition by comparing the... More

    pp. 21-30

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  4. How to foster students’ motivation in mathematics and science classes and promote students’ STEM career choice. A study in Swiss high schools

    Belinda Aeschlimann, Swiss Federal Institute for Vocational Education and Training, Switzerland; Walter Herzog, University of Bern, Switzerland; Elena Makarova, University of Vienna, Austria

    Programs aimed at increasing the attractiveness of STEM professions should encompass women as well as men. Based on that premise our study focuses on the research question: How can high school... More

    pp. 31-41

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  5. Leading teachers through the storm: Looking beyond the numbers and turning the implications of out-of-field teaching practices into positive challenges

    Anna Elizabeth Du Plessis

    This paper claims that well informed and engaged school leaders turn the implications of out-of-field teaching practices into positive challenges. Teachers teaching outside their fields of... More

    pp. 42-51

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  6. The informal learning of teachers: Learning climate, job satisfaction and teachers’ and students’ motivation and well-being

    Anat Shoshani, Baruch Ivcher School of Psychology, Israel; Liat Eldor, The Wharton School, United States

    This study set out to examine an integrative model in which teacher learning climate is associated with teachers’ sense of work engagement, organizational commitment, and subjective well-being, via... More

    pp. 52-63

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  7. Principals on the path to excellence: Longitudinal, multisite cluster-randomized controlled trials of the National Institute for School Leadership’s Executive Development Program

    Roisin P. Corcoran

    This paper presents a research protocol for three longitudinal, multisite cluster-randomized controlled trials of the National Institute for School Leadership’s Executive Development Program. This ... More

    pp. 64-75

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  8. Challenging norms: University students’ views on heteronormativity as a matter of diversity and inclusion in initial teacher education

    Dr. Cristian D. Magnus, Heidelberg School of Education, Germany; Dr. Mattias Lundin, Department of Education, Sweden

    Diversity, as seen in this article from a sexual orientation perspective, is currently an emerging topic on many levels in Europe. This article sets out to examine how future teachers and educators... More

    pp. 76-85

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  9. Students’ experiences of the development of emotional engagement

    Sanna Ulmanen & Tiina Soini, School of Education, Finland; Janne Pietarinen, School of Applied Educational Science and Teacher education, Finland; Kirsi Pyhältö, Faculty of Educational Sciences, Finland

    The stability and internal dynamics of students’ emotional engagement was examined in a longitudinal study among primary and secondary school students over three terms. A total of 170 students were... More

    pp. 86-96

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  10. Effect of task and goal interdependence on achievement, cooperation, and support among elementary school students

    Andrea Bertucci, University of Cagliari, Italy; David W. Johnson & Roger T. Johnson, University of Minneapolis, United States; Stella Conte, University of Cagliari, Italy

    Two studies investigated the relative impact of goal and task interdependence on achievement, attitudes toward cooperation, peer academic support, and peer personal support. Third, 4th, and 5th... More

    pp. 97-105

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  11. Examining students’ achievement in mathematics: A multilevel analysis of the Programme for International Student Assessment (PISA) 2012 data for Greece

    Anastasios Karakolidis & Vasiliki Pitsia, Mathematics Research Lab, Greece; Anastassios Emvalotis, School of Education, Greece

    The main aim of the present study was to carry out an in-depth examination of 15-year-olds’ mathematics performance in Greece. By applying a multilevel model to the Programme for International... More

    pp. 106-115

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  12. A systematic review of reading interventions for secondary school students

    Shirley-Anne S. Paul & Paula J. Clarke

    A systematic review of interventions designed to improve the reading skills of secondary school students summarised the evidence base regarding effectiveness. Studies conducted between 1999 and... More

    pp. 116-127

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  13. Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership

    Jenny Povey & Alice Kate Campbell, ARC Centre of Excellence for Children and Families Over the Life Course, Australia; Linda-Dianne Willis, School of Education, Australia; Michele Haynes, Mark Western, Sarah Bennett, Emma Antrobus & Charley Pedde, ARC Centre of Excellence for Children and Families Over the Life Course, Australia

    A growing body of research suggests that a positive school climate and Principal leadership are pivotal to building parent-school partnerships and supporting parent engagement in child learning... More

    pp. 128-141

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  14. Argumentation methods in educational contexts: Introduction to the special issue

    Chrysi Rapanta & Fabrizio Macagno

    The relation between argumentation and education is currently attracting researchers’ attention from both argumentation theory and educational practice fields. Although much work has been done in... More

    pp. 142-149

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  15. Argumentation in science education as a systemic activity: An activity-theoretical perspective

    Demetris Lazarou, Ministry of Education and Culture, Cyprus; Rosamund Sutherland, Graduate School of Education, United Kingdom; Sibel Erduran, Department of Education and Professional Studies, Ireland

    The main aim of the paper is to show that argumentation in primary science education can be exhibited not only as a collective activity, comprising of a series of discrete teaching and learning... More

    pp. 150-166

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  16. Arguing against confirmation bias: The effect of argumentative discourse goals on the use of disconfirming evidence in written argument

    Constanza Villarroel, Departament of Cognition, Development and Educational Psychology, Spain; Mark Felton, Lurie College of Education, United States; Merce Garcia-Mila, Departament of Cognition, Development and Educational Psychology, Spain

    This study explores the impact of argumentative discourse goals on confirmation bias in young adults. All participants were presented three types of graphical evidence: data supporting their... More

    pp. 167-179

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  17. Argument relevance and structure. Assessing and developing students’ uses of evidence

    Fabrizio Macagno

    The purpose of this paper is to show whether the two crucial dimensions used for assessing the quality of argumentation, argument-as-a-product (argument structure) and argument-as-a-process ... More

    pp. 180-194

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  18. Let me critically question this! – Insights from a training study on the role of questioning on argumentative discourse

    Elisabeth Mayweg-Paus, Monja Thiebach & Regina Jucks

    Critical questioning is crucial for being able to successfully construct knowledge within collaborative argumentation on science-related issues. Regrettably, laypeople often lack the required... More

    pp. 195-210

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  19. The Use of Argument Maps as an Assessment Tool in Higher Education

    Chrysi Rapanta, ArgLab, Portugal; Douglas Walton, Centre for Research in Reasoning, Argumentation, and Rhetoric (CRRAR), Canada

    The use of argument diagrams to foster argumentation has been an object of research in education, as a way to support studentś argumentative interaction and, potentially, learning. In this paper it... More

    pp. 211-221

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  20. The cognitive labour of mathematics dis/ability: Neurocognitive approaches to number sense

    Elizabeth de Freitas, Manchester Metropolitan University, United Kingdom; Nathalie Sinclair, Simon Fraser University, Canada

    In this paper we discuss neurocognitive research into number sense to show how it reconfigures the cognitive labour of the mathematics student. Neurocognitive research is redefining mathematical... More

    pp. 222-230

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