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International Journal of Educational Research

2016 Volume 80, Number 1

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Table of Contents

Number of articles: 18

  1. Data-based decision making for instructional improvement in primary education

    Gert Gelderblom, Kim Schildkamp & Jules Pieters, University of Twente; Melanie Ehren, Institute of Education, United Kingdom

    Data-based decision making can help teachers improve their instruction. Research shows that instruction has a strong impact on students' learning outcomes. This study investigates whether Dutch... More

    pp. 1-14

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  2. Exploring a sociocultural approach to understanding academic self-concept in twice-exceptional students

    Geraldine Townend & Raymond Brown

    This article explores a sociocultural approach to gaining a deeper understanding of academic self-concept by twice- exceptional students. Academic self-concept is a multidimensional, psychological ... More

    pp. 15-24

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  3. Experiential reflective learning as a foundation for emotional resilience: An evaluation of contemplative emotional training in mental health workers

    Anita Milicevic, Chisholm Institute, Australia; Ivan Milton (Ven.Thupten Lekshe), Eastside Psychology, Australia; Christina O’Loughlin, Chisholm Institute, Australia

    Health care workers in the Community Mental Health (MH) and Alcohol and Other Drugs (AOD) sectors face complex psychological issues that exact a heavy emotional toll. Burnout is a significant risk ... More

    pp. 25-36

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  4. Diverse schools and uneven principal leadership in Saudi Arabia

    Saeed Aburizaizah, University of Jeddah, Saudi Arabia; Yoonjeon Kim & Bruce Fuller, University of California, United States

    A variety of middle schools has flourished in Saudi Arabia – publicly funded, private, or international in character – as government tries to keep pace with rising family demand. This widening... More

    pp. 37-48

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  5. Shifts in trajectories in thought communities and “wobbly” identities enacted in computer-mediated classroom discussions

    Diane L. Schallert, University of Texas at Austin, United States; Kwangok Song, Arkansas State University, United States; Michelle E. Jordan, Arizona State University, United States; Soon Ah Lee, Chosun University, Korea (South); Yangjoo Park, Hannam University, Korea (South); Taehee Kim, North Carolina A&T State University, United States; An-Chih Janne Cheng, DePaul University, United States; Hsiang-Ning Rebecca Chu, I-Shou University, Taiwan; Jane S. Vogler, Oklahoma State University, United States; Ji-Eun Lee, Middle School Attached to College of Education, Korea (South)

    What it means for a diverse group of students to be taking a course together is explored with data from a graduate seminar that included oral and online written discussion at every class meeting.... More

    pp. 49-59

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  6. An English language and literacy acquisition validation randomized controlled trial: Study protocol

    Dr Roisin P. Corcoran

    This paper presents a research protocol for a randomized controlled trial (RCT) design to determine the degree of impact that the ELLA-V intervention has across 75 randomly-assigned urban, suburban... More

    pp. 60-73

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  7. Examining the relationship of a survey based measure of math creativity with math achievement: Cross-national evidence from PISA 2012

    James Sebastian, University of Missouri, United States; Haigen Huang, Miami University, United States

    Developing creative thinking skills in school children has become an important topic of discussion for education research and policy. International assessments of students’ academic learning skills... More

    pp. 74-92

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  8. Investigating teacher attitudes of disability using a non-traditional theoretical framework of attitude

    Sarah Mulholland & Therese M. Cumming

    It is widely known that attitudes have a direct relationship to teacher actions in the classroom; therefore, gaining an understanding of teacher knowledge and attitudes with regard to students with... More

    pp. 93-100

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  9. Research Protocol: A cluster randomised controlled trial to evaluate the Family SKILLS programme for reception year students from families in which English is an additional language

    Martina Vojtkova, NatCen Social Research, United Kingdom; Stephen P. Morris, Department of Sociology, United Kingdom; Olga Cara, UCL Institute of Education, United Kingdom; Lydia Marshall, NatCen Social Research, United Kingdom

    This paper describes a cluster randomized controlled trial of Family SKILLS, an intervention targeted at reception year children and their parents for whom English is an additional language. The... More

    pp. 101-110

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  10. The role of teachers in building resilience of at risk youth

    Jackie Sanders & Robyn Munford, School of Social Work, New Zealand; Linda Liebenberg, Faculty of Graduate Studies, Canada

    This paper draws on data from a longitudinal investigation into the transitions of at-risk youth. It reports on the role teachers play in building resilience and improving outcomes for these youth.... More

    pp. 111-123

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  11. Exploring cogenerativity for developing a coteaching community of practice in a parent-teacher engagement project

    Linda-Dianne Willis

    This article explores the concept of cogenerativity by examining how a coteaching community of practice in a parent-teacher engagement project developed. Calling on Vygotsky and Bakhtin, the... More

    pp. 124-133

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  12. Geometry interventions for K-12 students with and without disabilities: A research synthesis

    Carly Bergstrom & Dake Zhang

    Geometry instruction is an important yet often overlooked subject in current education research and practice. This study synthesized intervention studies focusing on instruction to improve geometry... More

    pp. 134-154

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  13. Creating dialogic spaces: Talk as a mediational tool in becoming a writer

    Rebecca Jesson, Faculty of Education and Social Work, New Zealand; Xavier Fontich, Universitat Autònoma de Barcelona, Spain; Debra Myhill, University of Exeter, United Kingdom

    This paper serves as a theoretical framing paper for the Special Issue, exploring how talk is a mediational tool for learning about writing, and particularly for developing thinking about shaping... More

    pp. 155-163

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  14. How teachers might open dialogic spaces in writing instruction

    Rebecca Jesson & Naomi Rosedale

    In this article, writing lessons are examined to identify the range of ways that teachers might open dialogic space for writers. We use vignettes of teaching interactions to develop a taxonomy of... More

    pp. 164-176

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  15. Metatalk: Enabling metalinguistic discussion about writing

    Debra Myhill & Ruth Newman, Graduate School of Education, United Kingdom

    Historically, theoretical consideration of metalinguistic understanding has scarcely addressed the issue in the context of writing, other than in relation to early years writing development where... More

    pp. 177-187

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  16. Opening dialogic spaces: Teachers’ metatalk on writing assessment

    Synnøve Matre & Randi Solheim

    This article reports on a qualitative study of teachers’ collegial discussions on assessment of students’ texts, focusing on how they use assessment tools, argue and interact. The data consists of ... More

    pp. 188-203

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  17. Teachers’ and students’ meta-reflections on writing choices: An Australian case study

    Kristina Love, Australian Catholic University, Australia; Carmel Sandiford, Melbourne Graduate School of Education, Australia

    This paper reports on one component of an Australian Research Council funded project which supported teachers to build a deep knowledge about language and the associated pedagogies that impacted on... More

    pp. 204-216

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  18. Widening the theoretical lens on talk and writing pedagogy

    Judy M. Parr, School of Curriculum and Pedagogy, New Zealand; Ian Wilkinson, Department of Teaching and Learning, United States

    This article discusses the contributions to this special edition where authors explore the dialogic spaces opened when writing instruction and professional learning facilitate opportunities for ... More

    pp. 217-225

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