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International Journal of Educational Research

2017 Volume 84, Number 1

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Table of Contents

Number of articles: 12

  1. School burnout, depressive symptoms and engagement: Their combined effect on student achievement

    Caterina Fiorilli & Simona De Stasio, Lumsa University, Italy; Carlo Di Chiacchio, INVALSI, Italy; Alessandro Pepe, Bicocca University, Italy; Katariina Salmela-Aro, University of Helsinki, Finland

    Prior studies have shown that student burnout becomes more prevalent during adolescence and is associated with both depressive symptoms and school engagement. Little is known about how burnout,... More

    pp. 1-12

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  2. School choice, gender and household characteristics: Evidence from a household survey in a poor area of Monrovia, Liberia

    Steve Humble & Pauline Dixon

    This research set out to investigate how, in a post conflict area, parental preferences and household characteristics affect school choice. A multinomial logit is used to model the relationship... More

    pp. 13-23

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  3. Community development in schools—building connections with and for families

    Elizabeth Rouse, School of Education, Australia; Vicki-Ann Ware, School of Humanities and Social Sciences, Australia

    pp. 24-31

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  4. Understanding and teaching critical thinking—A new approach

    Kristoffer Larsson

    Developing students’ critical thinking is a major educational goal in societies around the world. In spite of this, the research community has had serious problems handling this highly prized goal.... More

    pp. 32-42

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  5. Growing the critical thinking of schoolchildren in Taiwan using the Analects of Confucius

    Pengfei Chen, CHINA-ASEAN International College, Thailand; Andrew Kenneth Tolmie, Institute of Education, United Kingdom; Hsuanpo Wang, School of Psychology

    According to research, the value of cultivating thinking in the context of dialogic teaching is an effective strategic approach to critical thinking. This study applied an extended comparative... More

    pp. 43-54

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  6. Authenticity, agency and enterprise education studying learning in and out of school

    Øystein Gilje, Institute of Teacher Education and School Research, Norway; Ola Erstad, Department of Educational Sciences, Norway

    Enterprise education is an interesting case of a cross-curricular program that tries to facilitate authenticity and authentic learning as well as agency among students beyond the traditional formal... More

    pp. 58-67

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  7. iBecome: iPads as a tool for self-making

    Katherine McLay, Peter Renshaw & Louise Gwenneth Phillips

    Mobile devices, such as iPads, are described as supporting ‘anywhere, anytime’ learning by enabling students to move fluidly between at-school and beyond-school contexts. However, research on... More

    pp. 68-78

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  8. Heterochrony through moment-to-moment interaction: A micro-analytical exploration of learning as sense making with multiple resources

    Ingvill Rasmussen & Crina I. Damşa

    This article contributes to a deeper understanding of learning with multiple resources, widely available due to digitalisation. We claim that concepts such as participation trajectories, emergence ... More

    pp. 79-89

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  9. Negotiating time-space contexts in students’ technology-mediated interaction during a collaborative learning activity

    Kristiina Kumpulainen & Antti Rajala

    In this article, we build on the notion of the chronotope to investigate how students create and manage time-space contexts in their technology-mediated interactions during a collaborative learning... More

    pp. 90-99

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  10. The embodied rhythms of learning: From learning across settings to learners crossing settings

    Kevin M. Leander, Vanderbilt University, United States; Ty Hollett, The Pennsylvania State University, United States

    What does it mean to take an embodied temporal approach to learning crossing settings? What role might the analysis of rhythm have in such an approach? We address these issues in this paper by... More

    pp. 100-110

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  11. Representing learning lives: what does it mean to map learning journeys?

    Julian Sefton-Green, London School of Economics & Political Science, United Kingdom

    ‘Learning lives’, a double articulation both describing lifelong and life wide learning and the role learning plays in developing identity, relies on a process of portrayal. The vocabulary used to ... More

    pp. 111-118

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  12. Challenges in understanding different epistemologies for studying learning: A telling case of constructing a new research agenda

    Judith Green, Jenna Joo, Yun Dai, Tijana Hirsch & Monaliza Chian, University of California, United States; Priscila Barros David, Federal University of Ceará, Brazil

    pp. 119-126

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