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International Journal of Educational Research

2018 Volume 90, Number 1

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Table of Contents

Number of articles: 21

  1. School factors that are related to school principals’ job satisfaction and organizational commitment

    Yan Liu, Department of Educational Leadership, United States; Mehmet Sukru Bellibas, College of Education, Turkey

    Despite that principals’ job satisfaction and organizational commitment are substantial for recruitment and retention of effective leaders, research exploring school factors for the deterministic... More

    pp. 1-19

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  2. Are lotteries the best chance for the success of students and schools? A protocol for a systematic review and meta-analysis of school randomised admissions

    Constanza González Parrao & Gabriel Gutiérrez, Department of Social Science, United Kingdom; Alison O’Mara-Eves, EPPI-Centre, United Kingdom

    Several school systems or specific school programmes around the world involve the use of lotteries to assign students into schools. This admission mechanism is usually favoured to foster equality... More

    pp. 20-26

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  3. Instructional strategies and information technologies used for supporting the undergraduate mathematics teaching process: Scoping review protocol

    Juan Pablo García Vázquez, María Angélica Astorga Vargas & Milagros Guiza Ezkauriatza, Universidad Autónoma de Baja California, Mexico; Victoria Irene Marín Juarros, Universität Oldenburg, Germany; Luis Enrique Vizcarra Corral & José Martín Olguín Espinoza, Universidad Autónoma de Baja California, Mexico; Martina A. Doolan, University of Hertfordshire, United Kingdom

    Evidence from previous studies shows that in undergraduate programs, the highest rates of academic failure are in mathematics courses, especially in engineering programs. To reduce the failure rate... More

    pp. 27-31

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  4. Pedagogies of pace: Temporal insights into Canadian pre-service teachers’ pedagogical decision-making

    Jennifer Mitton-Kükner & Anne Murray-Orr

    Many suggest modern life is accelerating and attribute such perceptions to advances in technology and the commodification of clock time, as evident in how mobile technologies blur the lines between... More

    pp. 32-42

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  5. A cluster analysis of school refusal behavior: Identification of profiles and risk for school anxiety

    Carolina Gonzálvez, Department of Developmental Psychology and Didactics, Spain; Cándido J. Inglés, Department of Health Psychology, Spain; Ricardo Sanmartín, María Vicent, Aitana Fernández-Sogorb & José M. García-Fernández, Department of Developmental Psychology and Didactics, Spain

    The aim of this study was to identify the different school refusal behavior profiles and to determine whether these profiles differ from one another based on four situational factors, three... More

    pp. 43-49

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  6. Barriers and conditions for teachers’ utilisation of academic knowledge

    Patrick van Schaik & Monique Volman, Research Institute of Child Development and Education; Wilfried Admiraal, ICLON Graduate School of Teaching; Wouter Schenke, Kohnstamm Institute

    Teachers’ expertise is mostly based on insights acquired in their own practice, and not on academic knowledge. Although many attempts have been made to explain this, it is not clear which... More

    pp. 50-63

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  7. Visualization, inductive reasoning, and memory span as components of fluid intelligence: Implications for technology education

    Jeffrey Buckley & Niall Seery, KTH Royal Institute of Technology, Sweden; Donal Canty, University of Limerick, Ireland; Lena Gumaelius, KTH Royal Institute of Technology, Sweden

    The philosophy and epistemology of technology education are relatively unique as the subject largely focusses on acquiring task specific relevant knowledge rather than having an explicit... More

    pp. 64-77

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  8. Revised Competitiveness Index for use in China: Translation and Rasch analysis

    Christian U. Krägeloh & Grace Y. Wang, Auckland University of Technology, New Zealand; Qingbai Zhao, Central China Normal University, China; Oleg N. Medvedev, University of Auckland, New Zealand; Yan Wu, Central China Normal University, China; Marcus A. Henning, University of Auckland, New Zealand

    To assess trait competitiveness, the 14-item Revised Competitiveness Index has become a frequently used measure, but to date it is not available in Chinese. The present study translated the... More

    pp. 78-86

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  9. School marketing and segmentation: A comparative study in Bulgaria and the Czech Republic

    Magdalena Kohout-Diaz

    Quantitative data stemming from questionnaires sent to the pupils (Czech Republic, 1638; Bulgaria, 375) and interviews with teachers and management teams of schools in the Czech Republic (63) and... More

    pp. 87-94

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  10. Effects of a French remedial program on pupils’ educational outcomes

    Claire Bonnard, Jean-François Giret & Céline Sauvageot

    Few studies have examined the French “Networks for Specialized Assistance to Pupils in Difficulty” (Rased). In this article, we evaluate the impact of receiving Rased services in the first year of ... More

    pp. 95-106

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  11. Mediating factors in the provision of lecturers’ written feedback to postgraduate taught students

    Katie Dunworth & Hugo Santiago Sanchez

    This paper reports on research that investigated the factors mediating written feedback provision by lecturers teaching on three postgraduate taught programmes at a university in the UK. The study ... More

    pp. 107-116

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  12. A review of school-based interventions for the improvement of social emotional skills and wider outcomes of education

    Nadia Siddiqui & Ourania M. Ventista

    This paper presents a review of interventions which have the evidence of impact on students’ non-cognitive skills. The review included 3000 studies out of which 138 studies were found relevant.... More

    pp. 117-132

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  13. Graduates’ satisfaction as a measure of quality: Evidence from two programs in three Chilean universities

    Oscar Espinoza, Center of Advanced Studies, Chile; Noel McGinn, Harvard University, United States

    In Chile as elsewhere, there are no direct measures of a university’s impact on learning, that is, the quality of education provided. Parents and prospective students, and university administrators... More

    pp. 133-143

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  14. Early childhood professionals’ perceptions of children’s school readiness characteristics in six countries

    Frank Niklas & Caroline Cohrssen, Melbourne Graduate School of Education, Australia; Maša Vidmar, Educational Research Institute, Slovenia; Robin Segerer, Department of Psychology, Switzerland; Sandra Schmiedeler, Rolf Galpin, Vera Valeska Klemm & Simone Kandler, Department of Educational Psychology, Germany; Collette Tayler, Melbourne Graduate School of Education, Australia

    The opinions of early years educators and primary school teachers regarding the school readiness characteristics (SRC) that best support a child’s positive transition to school differ. The aims of ... More

    pp. 144-159

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  15. Reflective practices in collaborative writing of primary school students

    Anke Herder & Jan Berenst, NHL-Stenden University of Applied Sciences; Kees de Glopper & Tom Koole, University of Groningen

    In this study we explore how reflective practices function in the process of collaborative writing of primary school students, performing writing tasks in the context of inquiry learning. Previous ... More

    pp. 160-174

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  16. Examining the impact of scaffolding on literacy learning: A critical examination of research and guidelines to advance inquiry

    Katherine Brownfield, The Ohio State University, United States; Ian A.G. Wilkinson, Department of Teaching and Learning, United States

    Despite its appeal and widespread use, the term scaffolding has been inconsistently invoked across the field of education, particularly in literacy research. Indeed, its meaning has become so broad... More

    pp. 177-190

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  17. Examining the work of “scaffolding” in theory and practice: A case study of 6th graders and their teacher interacting with one another, an ambitious science curriculum, and mobile devices

    Annemarie Sullivan Palincsar, Miranda Suzanne Fitzgerald & Meredith Baker Marcum, University of Michigan, United States; Carrie-Anne Sherwood, Southern Connecticut State University, United States

    This case study features a class of sixth-grade students and their science teacher enacting a curriculum designed to teach the particulate nature of matter and phase changes. The class used a... More

    pp. 191-208

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  18. Learner agency in scaffolding: The case of coaching teacher leadership

    Adam Lefstein, Dana Vedder-Weiss, Iris Tabak & Aliza Segal

    This case study investigates the agency exercised by a teacher team coordinator in shaping the scaffolding she received from her coach while jointly leading teacher team meetings. We used... More

    pp. 209-222

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  19. How systematic video reflection in teacher professional development regarding classroom discourse contributes to teacher and student self-efficacy

    Alexander Gröschner, Friedrich-Schiller-University of Jena, Germany; Ann-Kathrin Schindler, Doris Holzberger, Martina Alles & Tina Seidel, Technical University of Munich, Germany

    Recent professional development programs have enhanced teachers’ ability to change their classroom discourse behaviour to a more dialogic style. Only a few programs investigate the role of video... More

    pp. 223-233

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  20. Instructional discourse and argumentative writing

    Joshua A. Morris, Institute for the Science of Teaching & Learning, United States; Brian W. Miller, Department of Elementary Education, United States; Richard C. Anderson, Center for the Study of Reading, United States; Kim Thi Nguyen-Jahiel, College of Engineering, United States; Tzu-Jung Lin, Department of Educational Studies, United States; Theresa Scott, Greene Street Friends School, United States; Jie Zhang, College of Education, United States; Jingjing Sun, Department of Teaching and Learning, United States; Shufeng Ma, Institute of Education, China

    Fifth-grade students from two urban school districts completed an integrated unit on wolves. Classes received either direct instruction (DI) or collaborative group work (CG). Analysis of reasoning ... More

    pp. 234-247

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