International Journal of Educational Research
2015 Volume 72, Number 1
Table of Contents
Number of articles: 15
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Mathematics-related beliefs of Ecuadorian students of grades 8–10
Erik De Corte
pp. 1-13
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Social interactions that support students’ self-regulated learning: A case study of one teacher's experiences
Effat Alvi & Robyn M. Gillies, School of Education, The University of Queensland, Australia
Developing self-regulated learning (SRL) among students is critically important to enable success in and beyond school. This case study highlights the practices of an experienced Grade 7 teacher,... More
pp. 14-25
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Linking professional development, teacher outcomes, and student achievement: The case of a learner-centered mathematics program for elementary school teachers
Drew Polly, University of North Carolina at Charlotte, United States; Jennifer McGee, Appalachian State University, United States; Chuang Wang, University of North Carolina at Charlotte, United States; Christie Martin, University of South Carolina at Columbia, United States; Richard Lambert & David K. Pugalee, University of North Carolina at Charlotte, United States
Research is needed to examine the link between professional development on both teachers’ instruction and student achievement. This study examined the influence of three year-long cohorts of... More
pp. 26-37
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Development of an instrument to measure a facet of quality teaching: Culturally responsive pedagogy
Helen J. Boon & Brian Lewthwaite
This paper presents findings of Phase 2 of a larger three phase study examining culturally responsive pedagogies and their influence on Indigenous student outcomes. Characteristics of culturally... More
pp. 38-58
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The advantages of task-based and other-based achievement goals as standards of competence
Åge Diseth
This study investigated aspects of validity in a Norwegian version of the 3×2 achievement goal framework, which is a recent development of the achievement goal construct based on task- self- and... More
pp. 59-69
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The impact of school vouchers in developing countries: A systematic review
Claire Morgan, Anthony Petrosino & Trevor Fronius, WestEd, United States
We report on a systematic review of evaluations of education voucher programs in developing countries. Extensive searching identified two studies that met inclusion criteria—one examining the... More
pp. 70-79
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Fostering reading comprehension of expository texts through the activation of readers’ prior knowledge and inference-making skills
Christian Tarchi
The importance of being able to critically read expository texts cannot be overstated. It is, therefore, fundamental to identify evidence-based classroom practices that can help one with this.... More
pp. 80-88
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Effective education: Conceptualising the meaning of out-of-field teaching practices for teachers, teacher quality and school leaders
Anna E. du Plessis
Teacher effectiveness and quality teaching receive international attention. This in-depth exploration of the implications of out-of-field teaching for teacher quality has unveiled complex teaching ... More
pp. 89-102
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Curriculum standardization, stratification, and students’ STEM-related occupational expectations: Evidence from PISA 2006
Seong Won Han
This paper uses data from the Program for International Student Assessment (PISA) 2006 to examine the associations between characteristics of national education systems (the standardization of... More
pp. 103-115
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The road less traveled—Crossing gender and racial lines in comprehensive mentoring
Andrea M. Kent, Andre M. Green & Phillip Feldman
The purpose of this study was to examine the induction process of two professors, with specific emphasis on mentoring, from entering assistant professors through their journey of tenure and... More
pp. 116-128
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Mathematics achievement and self-efficacy: Relations with motivation for mathematics
Einar M. Skaalvik & Roger A. Federici, Department of Education, Norwegian University of Science and Technology, Norway; Robert M. Klassen, University of York, United Kingdom
In this study we analyzed if teacher support and student self-efficacy mediated the relations between students’ grades in mathematics and different measures of mathematics motivation. Participants ... More
pp. 129-136
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Multiprofessional collaboration in Finnish schools
Mari-Pauliina Vainikainen & Helena Thuneberg, Centre for Educational Assessment, Department of Teacher Education, Finland; Samuel Greiff, Research Group Computer-Based Assessment, ECCS, University of Luxembourg, Cognitive Science and Assessment, Luxembourg; Jarkko Hautamäki, Centre for Educational Assessment, Department of Teacher Education, Finland
In Finland, a three-tiered support model was introduced in 2007, emphasising early intervention and preventative multiprofessional student welfare. Nationally representative principal data were... More
pp. 137-148
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Facilitating students’ individual and collective knowledge construction through microblogs
Ingvill Rasmussen & Åste Hagen
This paper reports on a microblog intervention that purports to prepare students to engage in rich, whole-class discussions. In this study, students (n=25) used microblogs to summarise text... More
pp. 149-161
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The validity of critical thinking tests for predicting degree performance: A longitudinal study
Liam O’Hare & Carol McGuinness
This study explored the validity of using critical thinking tests to predict final psychology degree marks over and above that already predicted by traditional admission exams (A-levels).... More
pp. 162-172
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Development of a questionnaire for the assessment of teacher goals from a content perspective
Claudia Rüprich, Martin-Luther-University of Halle-Wittenberg, Germany; Detlef Urhahne, University of Passau, Department of Educational Psychology, Germany
On the basis of a content perspective, we developed a questionnaire for the assessment of teacher goals covering 13 dimensions with four items each. Study 1, with a sample of 85 pre-service... More
pp. 173-184
