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International Journal of Educational Research

2019 Volume 95, Number 1

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Table of Contents

Number of articles: 5

  1. The impact of direct instruction in a problem-based learning setting. Effects of a video-based training program to foster preservice teachers’ professional vision of critical incidents in the classroom

    Victoria Luise Barth & Valentina Piwowar, Freie Universität Berlin, Germany; Irina Rosa Kumschick, Technische Universität Berlin, Germany; Diemut Ophardt, Pädagogische Hochschule Luzern, Switzerland; Felicitas Thiel, Freie Universität Berlin, Germany

    Classroom disruptions are challenging. Problem-based learning (PBL) may help preservice teachers prepare for these situations through self-directed knowledge acquisition or direct instruction. In a... More

    pp. 1-12

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  2. The different style of lifelong learning in China and the USA based on influencing motivations and factors

    Zhiwei Chen & Ying Liu, School of Education, China

    The notion of lifelong learning nowadays is necessary to focus on individual growth and daily life, so as to create a collective ideology of lifelong learning based on the improvement of individual... More

    pp. 13-25

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  3. Back from “guide on the side” to “sage on the stage”? Effects of teacher-guided and student-activating teaching methods on student learning in higher education

    Elisabeth Fischer & Martin Hänze

    This field study compares the effectiveness of teacher-guided and student-activating teaching methods. Expert observations of 80 university courses were combined with self-report data from 1713... More

    pp. 26-35

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  4. A citizen science approach to measuring students’ achievement goals

    Marko Lüftenegger, Lisa Bardach, Evelyn Bergsmann, Barbara Schober & Christiane Spiel, University of Vienna, Austria

    The concept of citizen science in scientific research brings researchers and laypersons together to work on research projects. Using an achievement goal theory framework, the present study employs ... More

    pp. 36-51

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  5. Buy-in or no buy-in? Teachers’ perceptions of a school-based teacher learning approach in Singapore

    Li-Yi Wang

    This study examines teachers’ perceptions of a school-based professional development approach at a secondary school in Singapore. A thematic analysis of transcripts based on two focus group... More

    pp. 52-59

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