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International Journal of Educational Research

2017 Volume 83, Number 1

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Table of Contents

Number of articles: 15

  1. Current practices in schooling transitions of students with developmental disabilities

    Cathi Draper Rodriguez, California State University, United States; Therese M. Cumming & Iva Strnadová, University of New South Wales, Australia

    This article examines the planning processes involved for students with developmental disabilities (i.e., intellectual disability and autism spectrum disorders) as they transition through different... More

    pp. 1-19

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  2. Internationalization in schools—Perspectives of school leaders

    Ulla Egidiussen Egekvist & Niels Erik Lyngdorf, Department of Learning and Philosophy, Denmark; Xiang-Yun Du, Department of Learning & Philosophy, Denmark

    This paper explores how internationalization ideas in primary and lower secondary schools can be developed through the acquisition of international experience abroad by leaders. The study was... More

    pp. 20-31

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  3. The effects of a life skills-based intervention on emotional health, self-esteem and coping mechanisms in Malaysian institutionalised adolescents: Protocol of a multi-centre randomized controlled trial

    Marjan Mohammadzadeh, Department of Community Health, Malaysia; Hamidin Awang, Department of Psychiatry, Malaysia; Hayati K.S. & Suriani Ismail, Department of Community Health, Malaysia

    The aim of the current study was to determine if a life skills-based intervention programme could improve the emotional health, self-esteem and coping skills of Malaysian institutionalised... More

    pp. 32-42

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  4. Probing and problematizing teacher professional development for inclusion

    Stuart Woodcock, Faculty of Human Sciences, Australia; Ian Hardy, School of Education, Australia

    This article explores the nature and extent to which special education professional development (PD) in schools influences teachers’ perceptions of inclusion. Drawing upon theorizing of inclusion, ... More

    pp. 43-54

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  5. Appropriating national curriculum standards in classroom teaching: Experiences of novice language teachers in China

    Rui Yuan

    Drawing on an activity theory perspective, this study explores how a group of novice English teachers (n=285) appropriated the national curriculum standards in the first year of their teaching. The... More

    pp. 55-64

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  6. School transition and mental health among adolescents: A comparative study of school systems in Denmark and Australia

    Line Nielsen, National Institute of Public Health, Denmark; Thérèse Shaw, Telethon Kids Institute, Australia; Charlotte Meilstrup, Vibeke Koushede, Pernille Bendtsen & Mette Rasmussen, National Institute of Public Health, Denmark; Leanne Lester, Health Promotion Evaluation Unit, Australia; Pernille Due, National Institute of Public Health, Denmark; Donna Cross, Telethon Kids Institute, Australia

    This study explores the influence of transition from primary to secondary schools in Australia versus no transition in Denmark by comparing age trends in students’ school connectedness, emotional... More

    pp. 65-74

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  7. Teachers’ decision-making: Data based or intuition driven?

    Kristin Vanlommel, Roos Van Gasse, Jan Vanhoof & Peter Van Petegem

    Teachers' decisions have an impact on pupils' educational trajectories, yet we know little about their decision-making. This study explored how teachers use data and intuition in the decision... More

    pp. 75-83

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  8. Self-efficacy, test anxiety, and academic success: A longitudinal validation

    Julia Roick & Tobias Ringeisen

    Control-value theory (CVT) specifies a sequence of variables assumed to predict achievement-related emotions, and related performance. Similarly, Schwarzer’s theory of self-regulation (TSR)... More

    pp. 84-93

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  9. The effects of schooling, family and poverty on children’s attainment, potential and confidence—Evidence from Kinondoni, Dar es Salaam, Tanzania

    Steve Humble & Pauline Dixon

    This paper investigates whether pupil’s attainment, attitude and self-confidence are associated with teacher beliefs, experience, school characteristics, background and wealth. Data gathered from... More

    pp. 94-106

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  10. How common knowledge is constructed and why it matters in collaboration between professionals and clients

    Nick Hopwood, University of Technology Sydney, Australia; Anne Edwards, University of Oxford, United Kingdom

    Professionals are increasingly called upon to work with clients. We employ cultural-historical concepts to reveal how professionals and clients accomplish joint work on problems in services for... More

    pp. 107-119

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  11. Measuring epistemological beliefs in history education: An exploration of naïve and nuanced beliefs

    Gerhard Stoel, University of Amsterdam, Netherlands; Albert Logtenberg, Leiden University, Netherlands; Bjorn Wansink, Utrecht University, Netherlands; Tim Huijgen, University of Groningen, Netherlands; Carla van Boxtel & Jannet van Drie, University of Amsterdam, Netherlands

    This study investigates a questionnaire that measures epistemological beliefs in history. Participants were 922 exam students. A basic division between naïve and nuanced ideas underpins the... More

    pp. 120-134

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  12. Spelling accuracy and students with visual impairments: A quantitative and qualitative approach of spelling errors

    Vassilios Argyropoulos & Vassilios Papadimitriou

    The present study investigates braille spelling accuracy in forty-nine Greek students with visual impairment in relation to students’ type of blindness, age at loss of sight, level of education and... More

    pp. 135-141

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  13. Engagement with education: Music education in a paediatric hospital

    Ayuba Issaka & Liza Hopkins, Royal Children’s Hospital Education Institute, Australia

    This paper reports on an evaluation project aimed at improving engagement with education through a music based intervention using customised music technology and Specialist Music Teachers in an... More

    pp. 142-153

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  14. Vision screening outcomes of Grade 3 children in Australia: Differences in academic achievement

    Sonia L.J. White, School of Early Childhood and Inclusive Education, Australia; Joanne M. Wood, Alexander A. Black & Shelley Hopkins, School of Optometry and Vision Science, Australia

    Learning is multisensory, thus impaired vision may impact on classroom learning and subsequently, academic achievement. This research investigated the impact of impaired vision on academic... More

    pp. 154-159

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  15. The effect of interim assessments on the achievement gap in grades K-8: Evidence from the U.S

    Spyros Konstantopoulos, Michigan State University, United States; Wei Li, University of Missouri, United States; Shazia R Miller & Arie van der Ploeg, American Institutes for Research, United States

    This study investigated interim assessments effects on the achievement gap. The data were collected from a field experiment conducted in 2010–2011 in K-8 public schools in Indiana in the U.S. Two... More

    pp. 160-180

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