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International Journal of Educational Research

2018 Volume 89, Number 1

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Table of Contents

Number of articles: 14

  1. Using Exploratory Structure Equation Modeling to validate a new measure of cohesion in the university classroom setting: The University Group Environment Questionnaire (UGEQ)

    Grégoire Bosselut, Univ. Montpellier, France; Jean-Philippe Heuzé, Université Grenoble Alpes, France; Oscar Castro, Univ. Montpellier, France; Evelyne Fouquereau & Séverine Chevalier, Université François-Rabelais de Tours, France

    Despite evidence that cohesion is a significant determinant of academic outcomes in the university setting, a validated multidimensional measure of cohesion adapted to this context is lacking. The ... More

    pp. 1-9

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  2. A feasibility study of the impact of the Kodály-inspired music programme on the developmental outcomes of four to five year olds in England

    Beng Huat See, School of Education, United Kingdom; Lindsay Ibbotson, Kodály Music Specialist − Early Years, United Kingdom

    The Kodaly approach to music is a fun and interactive way to introduce music to young children. There is currently some evidence suggesting that this approach to music training can have beneficial ... More

    pp. 10-21

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  3. The association between education outside the classroom and students’ school motivation: Results from a one-school-year quasi-experiment

    Mads Bølling & Camilla R. Otte, University of Copenhagen, Denmark; Peter Elsborg, Health Promotion, Denmark; Glen Nielsen, University of Copenhagen, Denmark; Peter Bentsen, Health Promotion, Denmark

    The aim of this quasi-experimental intervention study was to investigate the association between primary school students’ (9–13 years) school motivation and regular participation in education... More

    pp. 22-35

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  4. Exploring the impact of social relationships on teachers’ use of research: A regression analysis of 389 teachers in England

    Chris Brown, University of Portsmouth, United Kingdom; Dell Zhang & Nan Xu, Birkbeck, United Kingdom; Stephen Corbett, University of Portsmouth, United Kingdom

    pp. 36-46

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  5. Phonological awareness instruction: A program training design for low-income children

    Kattia Muñoz, M. Francisca Valenzuela & Pelusa Orellana

    This study describes the implementation of a program to enhance phonological awareness in Kindergarten Chilean students from a low-income background. The intervention included a special... More

    pp. 47-58

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  6. Extending the use of references to the literature: Lessons from a content analysis of mixed method case exemplars

    Elizabeth G. Creamer, School of Education, United States; Peter Musaeus, Aarhus University, Denmark; Cherie Edwards, School of Education, United States

    The role of references to the literature in a scholarly publication is conceived principally in terms of its foundational role in establishing the need for a study and framing its contribution.... More

    pp. 59-67

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  7. The role of parental involvement in academic achievement trajectories of elementary school children with Southeast Asian and Taiwanese mothers

    Fang-Hua Jhang, The Department of Sociology, China; Yeau-Tarn Lee, Graduate Institute of Development Studies, Taiwan

    Drawing upon Coleman's concepts of social capital, which emphasized the potential roles of resources inside and outside the family in affecting children's academic performance, this study explores ... More

    pp. 68-79

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  8. Outliers: Upper secondary school students who read better in the L2 than in L1

    Lisbeth M. Brevik & Glenn Ole Hellekjær

    This study analyses reading proficiency, reading comprehension strategy use, and interest in English as the second language (L2) of 463 upper secondary students (16-year-olds). They were identified... More

    pp. 80-91

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  9. Aiming high, aiming low, not knowing where to go: Career aspirations and later outcomes of adolescents with special educational needs

    Leslie Morrison Gutman, University College London, United Kingdom; Ingrid Schoon, UCL Institute of Education, United Kingdom

    This study investigates the role of early career aspirations in predicting the later educational and occupational outcomes of adolescents designated as having special educational needs (SEN) in... More

    pp. 92-102

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  10. Progressive education parallels? A critical comparison of early 20th century America and early 21st century Scotland

    Malcolm Thorburn

    Curriculum for Excellence in Scotland is at a watershed moment. The task, in order to meet new global circumstances, is to encourage bold and innovative thinking on learning and teaching, lessen... More

    pp. 103-109

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  11. Prejudicial stereotypes and testimonial injustice: Autism, sexuality and sex education

    Alison MacKenzie

    Autists frequently confront prejudicial stereotypes that they are asexual, hyper- or hypo sexual, child-like and dependent, and/or uninterested in sex. Further, their sexuality is posited as being ... More

    pp. 110-118

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  12. Empirical studies on early intervention services for toddlers aged 24–36 months: A systematic review

    Suzanne Fillis & Laura Dunne, Queens University Belfast, United Kingdom; Barbara McConnell, Stranmillis University College Belfast, United Kingdom

    This systematic review aimed to examine empirical evidence relating to the level and developmental appropriateness of service provision for two-year-olds. To be included in this review, studies had... More

    pp. 119-138

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  13. Great grade expectations? The role of pupil expectations in target setting

    Thomas Perry, Peter Davies & Tian Qiu

    This paper examines the relationship between pupils’ expectations of their grades in public examinations at age 16 in England and their actual grades. We define optimism as the difference between... More

    pp. 139-152

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  14. Research protocol: Systematic follow-up in order to reduce dropout in upper secondary schools. A cluster-randomised evaluation of the IKO model

    Ira Malmberg-Heimonen, Mira Aaboen Sletten, Anne Grete Tøge, Krisztina Gyüre & Elin Borg

    This is the protocol for a cluster-randomised study involving a total of 42 upper secondary schools in a three-year project. The population for the study comprises all first year teachers and... More

    pp. 153-160

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