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International Journal of Educational Research

2017 Volume 81, Number 1

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Table of Contents

Number of articles: 11

  1. The predictive relationships between working memory skills within the spatial and verbal domains and mathematical performance of Grade 2 South African learners

    L. Bresgi, D.L.M. Alexander & J. Seabi

    Working memory and mathematical performance have been highly correlated, but the relations among different components of working memory and mathematical performance is unclear. Therefore this study... More

    pp. 1-10

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  2. Socially shared regulation of learning and participation in social interaction in collaborative learning

    Jaana Isohätälä, Hanna Järvenoja & Sanna Järvelä

    This study investigated how socially shared regulation of learning (SSRL) emerged during the fluctuation of participation in interaction in collaborative learning. Twenty-four student teachers in... More

    pp. 11-24

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  3. Knowledge-building patterns in educational dialogue

    Heli Muhonen, Helena Rasku-Puttonen, Eija Pakarinen, Anna-Maija Poikkeus & Marja-Kristiina Lerkkanen

    This study aimed to examine knowledge-building patterns in Grade 6 educational dialogues. The data consisted of 20 video-recorded lessons from the classes taught by seven teachers, selected by... More

    pp. 25-37

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  4. Collaborative cognitive-activation strategies as an emancipatory force in promoting girls’ interest in and enjoyment of mathematics: A cross-national case study

    Ian Cantley, School of Social Sciences, United Kingdom; Mark Prendergast, School of Education, Ireland; Franz Schlindwein, Qubizm

    The results of international large-scale assessments have revealed the emergence of gender disparities in attitudes to mathematics, with girls generally demonstrating lower levels of interest in... More

    pp. 38-51

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  5. Eye on the future: A SCCT-based analysis of Finnish student activists’ perceptions and expectations of their employment after college

    Liisa Ansala & Satu Uusiautti

    Students place great expectations on their future employment as they wish that their long-term studies lead to great careers. The study leaned on social cognitive career theory (SCCT). Finnish... More

    pp. 52-60

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  6. A beginning teacher in emotionally intensive micropolitical situations

    Katri Jokikokko & Minna Uitto, Faculty of Education, Finland; Ann Deketelaere, Faculty of Medicine, Belgium; Eila Estola, Faculty of Education, Finland

    This narrative research focuses on two questions: how do emotions and micropolitics appear in a beginning teacher’s work and, what kind of strategies does a beginning teacher use when negotiating... More

    pp. 61-70

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  7. Understand an emerging “failure” of an equality-oriented teacher policy in China: A job search perspective

    Wei Liao, College of Education, United States; Rui Yuan, Department of English Language Education, Hong Kong

    Free Teacher Education (FTE) is a Chinese case of equality-oriented teacher policies which aim to equalize teacher quality for high-need contexts. Recent studies consistently find that FTE’s goal... More

    pp. 71-82

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  8. Profiles of adolescents’ motivational beliefs in science learning and science achievement in 26 countries: Results from TIMSS 2011 data

    Pey-Yan Liou, Graduate Institute of Learning and Instruction

    The study aims to investigate the relations between three adolescent motivational beliefs in science learning and science achievement within an international scope. Drawing on the expectancy-value ... More

    pp. 83-96

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  9. The conceptualization and construction of the Self in a Social Context—Social Connectedness Scale: A multidimensional scale for high school students

    Annemaree Carroll & Julie M. Bower, The University of Queensland, Australia; Sandy Muspratt, Griffith Institute for Educational Research, Australia

    The newly developed multidimensional scale to measure social connectedness (Self in a Social Context—Social Connectedness Scale; SSC–SC) comprised a provisional item pool of 76 items in family,... More

    pp. 97-107

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  10. Including students as co-enquirers: Matters of identity, agency, language and labelling in an International participatory research study

    Suanne Gibson, Plymouth University, United Kingdom; Delia Baskerville, Victoria University, New Zealand; Ann Berry, Plymouth State University, United States; Alison Black, Exeter University, United Kingdom; Kathleen Norris, Plymouth State University, United States; Simoni Symeonidou, University of Cyprus, Cyprus

    This paper takes the reader through the methodological development of an international study, which involved 8 academics and 373 students in Departments of Education from 6 universities in Europe, ... More

    pp. 108-118

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  11. Relationships between teachers’ background, their subject knowledge and pedagogic efficacy, and pupil achievement in primary school mathematics in Hong Kong: An indicative study

    Dennis Fung, Peter Kutnick, Ida Mok, Frederick Leung & Betty Pok-Yee Lee, Faculty of Education, Hong Kong; Yee Yan Mai, Hong Kong Jockey Club, Hong Kong; Matthew Telford Tyler, Research Triangle High School, United States

    This study investigates how teacher background, subject knowledge and pedagogic efficacy affect Grade 4 children’s (aged 9–10) mathematical achievement in 10 primary schools in Hong Kong.... More

    pp. 119-130

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