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International Journal of Educational Research

2018 Volume 92, Number 1

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Table of Contents

Number of articles: 16

  1. Do question prompts support students in working with peer feedback?

    Susanne Jurkowski

    To benefit from peer feedback, students must engage in mindful cognitive processing of peer comments. In this study, 70 university students prepared an initial version of their term paper, revised ... More

    pp. 1-9

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  2. A cross-national study of school students’ perceptions of political messages in two election campaigns

    Ian Rivers, University of Strathclyde, United Kingdom; Daniel J. Carragher, The Dwight-Englewood School, United States; Jimmy Couzens, University of Worcester, United Kingdom; Rachel C. Hechler, Vanderbilt University, United States; Gia B. Fini, The Dwight-Englewood School, United States

    The aim of this study is to understand, qualitatively, the ways in which school students from England and the US engaged with campaign messages during two national elections. We combined data from ... More

    pp. 10-19

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  3. School hazard vulnerability and student learning

    Clarissa C. David, Graduate Studies, Philippines; Sheryl Lyn C. Monterola, Division of Curriculum and Instruction, Philippines; Antonino Paguirigan & Erika Fille T. Legara, School of Innovation, Technology, and Entrepreneurship; Anjali B. Tarun & Rene C. Batac, National Institute of Physics, Philippines; Jeriesa P. Osorio, Graduate Studies, Philippines

    The Philippines is among the most exposed countries to natural hazards. Little is known about impacts of different natural hazards on academic gains or losses of cohorts of school children. Data... More

    pp. 20-29

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  4. Protocol: A cluster randomised controlled trial of Reciprocal Reading: A teacher training comprehension programme

    Liam O’Hare, Patrick Stark, Sheila McConnellogue, Katrina Lloyd, Maria Cockerill & Andy Biggart

    This paper presents the research protocol for a pragmatic RCT of the Reciprocal Reading programme. Reciprocal Reading (RR) is a workforce development programme that supports practicing Teachers... More

    pp. 30-42

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  5. Design (In)tensions in mathematics curriculum

    Leslie Dietiker & Meghan Riling

    Designers of curriculum materials have intentions, which are goals and visions for what will happen in the classroom and the way that mathematics will be experienced by students and a teacher.... More

    pp. 43-52

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  6. EmpathicCare4All. Study protocol for the development of an educational intervention for medical and interpreting students on empathic communication in interpreter-mediated medical consultations. A study based on the Medical Research Council (MRC) framework phases 0–2

    Demi Krystallidou, Heidi Salaets & Cornelia Wermuth, KU Leuven (Sint Andries campus), Belgium; Peter Pype, Ghent University Hospital – 6K3, Belgium

    Although empathy is associated with positive health outcomes, doctors do not often express empathy and they fail to sufficiently respond to patients’ emotional statements. In linguistically diverse... More

    pp. 53-62

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  7. Exploring student participation in teaching: An aspect of student health in school

    Zofia Hammerin, University of Skövde, Sweden; Erik Andersson, Örebro University, Sweden; Ninitha Maivorsdotter, University of Skövde, Sweden

    The aim of the article is to contribute knowledge about student participation in teaching as an aspect of student health in school. Teaching is approached as an everyday democratic process that... More

    pp. 63-74

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  8. Curriculum ergonomics: Conceptualizing the interactions between curriculum design and use

    Jeffrey Choppin, University of Rochester, United States; Amy Roth McDuffie, Washington State University, United States; Corey Drake, Michigan State University, United States; Jon Davis, Western Michigan University, United States

    We conceptualize curriculum ergonomics as a field that studies the interactions between users and curriculum materials. We identify five themes that a curriculum ergonomics lens brings into sharper... More

    pp. 75-85

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  9. Teacher-perceived distributed leadership, teacher self-efficacy and job satisfaction: A multilevel SEM approach using the 2013 TALIS data

    Anna Sun, Dept. of Educational Services and Leadership College of Education, United States; Jiangang Xia, University of Nebraska-Lincoln, United States

    Authors in this study argued that research most often examined how school principals approached distributed leadership, but few studies were focused on how teachers perceived it and on what... More

    pp. 86-97

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  10. Between the implemented and the attained curriculum: The case of strategies for solving linear equations

    Sevinc Gila Ozruso-Haggiag & Michal Tabach

    This study focuses on examining connections between implemented and attained curriculum, as reflected in equation-solving processes in seventh grade according to the new curriculum for teaching... More

    pp. 98-109

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  11. Educational trajectories. Evidence from Uruguay

    Gioia de Melo & Alina Machado, Facultad de Ciencias Económicas y de Administración, Mexico

    This article analyzes the relevance of potential predictors of 15-year-old adolescents’ decision to attend secondary school, go to vocational school or drop out. We conclude that in addition to... More

    pp. 110-134

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  12. School, family, and student factors behind student attitudes towards science: The case of Hong Kong fourth-graders

    Xiang Hu & Frederick K.S. Leung, Division of Mathematics and Science Education, Hong Kong; Gaowei Chen, Division of Learning, Development and Diversity, Hong Kong

    While East Asian students have consistently achieved extraordinary science achievement, they demonstrated below-average attitudes towards science. It was unclear what the associations are among... More

    pp. 135-144

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  13. Computers and students’ achievement: An analysis of the One Laptop per Child program in Catalonia

    Toni Mora, Research Institute for Evaluation and Public Policies, Spain; Josep-Oriol Escardíbul, University of Barcelona & IEB, Spain; Giorgio Di Pietro, University of Westminster, United Kingdom

    We analyse the impact of a One Laptop per Child program introduced by the Catalan government on student achievement. Using longitudinal population data for students in secondary education during... More

    pp. 145-157

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  14. The concept of an agile curriculum as applied to a middle school mathematics digital learning system (DLS)

    Jere Confrey, SUDDS (Scaling Up Digital Design Studies) Group, United States; Alan P. Maloney, The Math Door, United States; Michael Belcher, William McGowan, Margaret Hennessey & Meetal Shah, SUDDS (Scaling Up Digital Design Studies) Group, United States

    Curricular theory must evolve to keep pace with the implications of the design, use, and effects of deploying and adapting digital curricular resources, especially when placed within digital... More

    pp. 158-172

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  15. Middle school mathematics teachers’ orientations and noticing of features of mathematics curriculum materials

    Amy Roth McDuffie, Washington State University, United States; Jeffrey Choppin, University of Rochester, United States; Corey Drake, Michigan State University, United States; Jon Davis, Western Michigan University, United States

    We report findings on teachers’ noticing of features in the teacher resources of mathematics curriculum programs. Based on prior analysis, we selected teachers using one of two curriculum types:... More

    pp. 173-187

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  16. Narrative and inquiry as a basis for a design framework to reconnect mathematics curriculum with students

    Katie Makar, Muhammad Ali & Kym Fry

    Curriculum ergonomics focuses on the “fit” between students and the curriculum, and how this “fit” extends students’ understanding of content. We argue that the opportunity for narrative in an... More

    pp. 188-198

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