International Journal of Educational Research
2016 Volume 76, Number 1
Table of Contents
Number of articles: 17
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A longitudinal evaluation of the impact of STEM enrichment and enhancement activities in improving educational outcomes: Research protocol
Pallavi Amitava Banerjee
This paper summarises the research plan for a longitudinal evaluation project conducted on the population of secondary schools and pupils in England. STEM enrichment and enhancement activities are ... More
pp. 1-11
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A professional learning model that cultivates primary science classrooms’ representational profiles
Kim Nichols, Robyn Gillies & Donna Kleiss
The aim of the study was to explore representational profiles of seven primary science classrooms prior to and following professional learning around representational practices. Teachers’ self... More
pp. 12-33
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The interplay of students’ and parents’ responsibility judgements in the school context and their associations with student motivation and achievement
Kerstin Helker & Marold Wosnitza, RWTH Aachen University, Germany
Due to the important motivational implications of an individual’s sense of responsibility, this paper studies the interplay of 271 secondary school students’ and 101 of their parents’... More
pp. 34-49
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Confidence as motivational expressions of interest, utility, and other influences: Exploring under-confidence and over-confidence in science students at secondary school
Richard Sheldrake
An enhanced understanding of how students’ self-confidence is influenced benefits educational practice and motivational theories. For 1523 students in 12 secondary schools in England, science self-... More
pp. 50-65
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Exploring the adaptation experiences of Cape Verdean students in Portugal
Daniela C. Wilks, School of Social Sciences, Portugal; Felix Neto, Faculty of Psychology and Educational Sciences, Portugal
pp. 66-75
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How teachers co-regulate children’s emotions and behaviour in socio-emotionally challenging situations in day-care settings
Kristiina Kurki, Hanna Järvenoja, Sanna Järvelä & Arttu Mykkänen
This study investigates the ways early childhood teachers co-regulate children’s activities, behaviour and emotions in various socio-emotionally challenging situations and how teachers identify the... More
pp. 76-88
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Access to higher education and its socio-economic impact among Bedouin Arabs in Southern Israel
Ismael Abu-Saad
This paper explores minority access to higher education in Israel in general, and among the Negev Bedouin Arabs, in particular. The Negev Bedouin community has undergone major changes during the... More
pp. 96-103
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English as a gatekeeper: Inequality between Jews and Arabs in access to higher education in Israel
Yariv Feniger, Ben-Gurion University of the Negev, Israel; Hanna Ayalon, Tel Aviv University, Israel
Access to the universities and many colleges in Israel is conditioned on the attainment of a specific matriculation certificate that includes a passing grade in advanced level English. Arab... More
pp. 104-111
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On the meaning of higher education for transition to modernity youth: Lessons from future orientation research of Muslim girls in Israel
Rachel Seginer, Faculty of Education, University of Haifa, Israel; Sami Mahajna, The Arab Academic Institute for Teachers Training, Beit Berl College, Israel
This article examines the role that charting future orientation about higher education has for Muslim adolescent girls in Israel, as a case of transition to modernity adolescent girls. Based on... More
pp. 112-119
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The paths of ‘return’: Palestinian Israeli women negotiate family and career after the university
Lauren Erdreich
Based on ethnographic research among Palestinian Israeli university women, this article explores how women reposition themselves in society after university. Continuing the research tradition on... More
pp. 120-128
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The conception of work and higher education among Israeli Arab women
Rachel Gali Cinamon, Department of School Counseling and Special Education, Tel Aviv University, Israel; Halah Habayib, Al-Qasemi, Academic College of Education, Tel Aviv University, Israel; Margalit Ziv, Al-Qasemi, Academic College of Education, Israel
The current study focuses on the conception of work and higher education among ten Israeli Arab women, enrolled in an undergraduate program of early childhood education. This qualitative study aims... More
pp. 129-140
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Higher education among minorities: The Arab case
Alean Al-Krenawi, Achva Academic College, Israel
Coupled with ethnic moves from traditionalism toward modernity, the issue of minority groups in higher education has become central to societal transformation on a global level. This article aims... More
pp. 141-146
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Effects of four CSCL strategies for enhancing online discussion forums: Social interdependence, summarizing, scripts, and synchronicity
Amy T. Peterson & Cary J. Roseth
In computer-supported cooperative learning (CSCL), optimizing outcomes requires specific strategies to structure and support peer interaction. This study examines four CSCL strategies thought to... More
pp. 147-161
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Cooperative learning and teaching citizenship in democracies
David W. Johnson & Roger Johnson
In order to ensure future generations of citizens in a democracy understand their rights and are committed to their responsibilities, schools must involve them in the processes of democracy on a... More
pp. 162-177
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Dialogic interactions in the cooperative classroom
Robyn M. Gillies
Attention in recent years has turned to the key role talk plays in mediating students’ learning when they work cooperatively together. There is no doubt that talk, albeit by the teacher or peers,... More
pp. 178-189
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Cross-age tutoring in kindergarten and elementary school settings: A systematic review and meta-analysis
Yulia Shenderovich, Institute of Criminology, United Kingdom; Allen Thurston & Sarah Miller, Centre for Effective Education, Queen's University Belfast
This systematic review summarizes effects of peer tutoring delivered to children between 5 and 11 years old by non-professional tutors, such as classmates, older children and adult community peer... More
pp. 190-210
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The influence of experimental design on the magnitude of the effect size -peer tutoring for elementary, middle and high school settings: A meta-analysis
Mirjan Zeneli, School of Education, Durham University, United Kingdom; Allen Thurston, School of Education, Queen's University, United Kingdom; Cary Roseth, College of Education, Michigan State University, United States
A meta-analysis was undertaken on a form of cooperative learning, peer tutoring. The effects of experimental design on outcomes were explored, as measured by "Effect Size" ("ES"). Forty one... More
pp. 211-223
