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Content
January 2024, Volume 117, Issue 1
- 1-11 “Summative evaluation” as a teaching method: An opportunity to reduce confirmation bias
by Reena Cheruvalath & Hajara Abdul Hameed & Geetha Bakilapadavu - 12-26 Evaluating a Hypothetical Learning Trajectory for nets of rectangular prisms: A teaching experiment
by Faik Camci & Deniz Eroglu & Dilek Tanisli - 27-38 Understanding the concept of energy through definitions, drawings, and metaphors
by Zeynep Başkan Takaoğlu - 39-46 Comparative study of cooperative-learning and lecture-based-learning in teaching classification of living things among Senior High School students in Tamale
by Daniel Suuk & Dennis Wilmot & Peter T. Birteeb - 47-48 Education lead(her)ship: Advancing women in K-12 administration
by Mary F. Roe
November 2023, Volume 116, Issue 6
- 325-335 Do mathematical thinking processes influence visual estimation skills in students?
by Emel Çilingir Altiner & M. Cihangir Doğan - 336-348 Examining students’ mathematical modeling competences in video-based modeling tasks
by Hande Aytemiz & Zeynep Çakmak Gürel - 349-355 Effects of EthnoSTEM-based mathematics modular instruction on Sama students’ mathematical thinking
by Aljemedin S. Jaudinez & Ma. Nympha B. Joaquin - 356-370 Structure and associations of science vocabulary, general academic vocabulary, and science knowledge
by Sofie Henschel & Birgit Heppt & Ilonca Hardy - 371-385 Redefining autonomy in low-achieving high-school students: Collaborative learning in Taiwan-context classrooms
by Thi-Gam Phan & Wei-Yu Liu - 386-395 A multidimensional approach to the study of school climate and student engagement
by Valentina Grazia & Luisa Molinari - 396-397 Educational neuroscience for literacy teachers: Research-backed methods and practices for effective reading instruction
by Yujie Huang
September 2023, Volume 116, Issue 5
- 241-253 Investigating the predictive relations between self-efficacy and achievement goals on procedural and conceptual science learning
by Kelly Boden & Eric Kuo & Timothy J. Nokes-Malach & Tanner Wallace & Muhsin Menekse - 254-267 Texting and tutoring: Short-term K-3 reading interventions during the pandemic
by Rebecca D. Silverman & Kristin Keane & Hsiaolin Hsieh & Emily Southerton & Renee C. Scott & Emma Brunskill - 268-279 Impact of educational game development on students’ achievement and attitudes toward science
by Sevda Korkmaz & Ayla Cetin-Dindar & Ferhunde Kucuksen Oner - 280-292 Middle school students’ reflections on process oriented guided inquiry learning (POGIL®)1
by Müge Özkanbaş & Özgecan Taştan Kırık - 293-308 Exploration of middle school students’ scientific epistemological beliefs and their engagement in argumentation
by Mehmet Şen & Semra Sungur & Ceren Öztekin - 309-321 Factors impacting reading motivation: Insights from the bioecological model of human development
by Hitomi Kambara & Yu-Cheng Lin - 322-323 The Wiley handbook on violence in education: Forms, factors, and preventions
by Sigrid Roman
July 2023, Volume 116, Issue 4
- 187-197 Enhancing literacy acquisition through spelling exercises: Comparing tasks for first graders
by Cynthia Boggio & Marie-Line Bosse & Alexis Favre-Félix & Céline Pobel-Burtin & Morgane Burnel & Maryse Bianco - 198-205 Impacts of maker technologies on classroom learning outcomes: A mixed methods explanatory study
by Colby Tofel-Grehl & David Feldon & Soojeong Jeong & Kristin Searle & Tyler Hansen & Brenda Bennett - 206-215 Teaching rational number concepts and skills to students receiving tier two interventions
by Margaret M. Flores & Vanessa M. Hinton & Laura Shadoan & Callye Monroe - 216-229 An investigation of eighth-graders’ mathematical communication competency and mathematical literacy performance
by Ayla Ata Baran & Tangül Kabael - 230-239 The effects of online enactive education on secondary school students
by Deborah R. Vivo - 240-240 Executive skills and reading comprehension: A guide for educators
by Shelya Chabibah & St. Nurbaya
May 2023, Volume 116, Issue 3
- 125-133 Exploratory study of the efficacy of the Culturo-Techno-Contextual Approach (CTCA) in student’s understanding of biology
by Fred Awaah & Peter Okebukola & Juma Shabani & Hussein Abdul Azeez Taiwo & Olansunkanmi Gbeleyi & Andrew Tetteh & Jessie Foli & Dorcas Adomaa Addo - 134-146 Norms and collaboration in hybrid making-spaces
by Amber Simpson & Signe Kastberg & Caro Williams-Pierce - 147-158 Promoting first graders’ scientific thinking through picture books with the 5E model
by Fu-Pei Hsieh & Yun-An Chen & Hui-Ju Wu & Chun-Yen Tsai - 159-170 Role-play experience’s effect on students’ 21st century skills propensity
by Isabella Aura & Simo Järvelä & Lobna Hassan & Juho Hamari - 171-185 New Zealand primary school students’ motivation and strategy use for learning Chinese-as-a-foreign-language
by Peijian Paul Sun & Qing Yang & Xiaoming Hou - 186-186 Promising pedagogies for teacher inquiry and practice: Teaching out loud
by Robert C. Kleinsasser
March 2023, Volume 116, Issue 2
- 61-76 Junior high school students’ self-confidence during transition to above-grade-level mathematics courses
by Kathy L. Schuh & Amanda J. Meiners & Cheryl Ferguson & Kara Hageman & Salim George & Michala Cox & Yuqing Zou & Chang-Jen Lin - 77-89 Investigating the dialogic patterns of mathematics lessons in different stages of education
by Yu Song & Shu Zhang & Bingman Liu - 90-99 Technology and early mathematics skills: Effectiveness of I Love Math with Robots
by Meltem Emen-Parlatan & Seval Ördek-İnceoğlu & İrem Gürgah-Oğul & Durmuş Aslan - 100-112 Perceived instructional environment and English achievement: The mediating role of student engagement
by Zeynep Yılmaz Bodur & Abdullah Faruk Kılıç & Sümer Aktan - 113-123 Learning science through the Artec robotics program for preschools in Singapore
by Kok Chung-Oi
January 2023, Volume 116, Issue 1
- 1-16 The impacts of two curricula on middle-level students’ engineering understanding
by Emily P. Driessen & Jennifer Wilhelm & Merryn Cole & Ashley Dunn & Kameisha Anderson - 17-32 Developing rural Chinese children’s computational thinking through game-based learning and parental involvement
by Xiangling Zhang & Ahmed Tlili & Junhong Guo & David Griffiths & Ronghuai Huang & Chee-Kit Looi & Daniel Burgos - 33-47 The aesthetic effects of a new lesson design approach: Mathematical stories
by Leslie Dietiker & Meghan Riling & Rashmi Singh & Hector I. Nieves & Erin Barno - 48-59 Improving financial literacy through interactive read-aloud with children’s picture books
by Fatih Çetin Çetinkaya & Kasım Yıldırım & Halil İbrahim Öksüz & Muhammet Sönmez & Dudu Kaya Tosun & Timothy Rasinski & Abbey Galeza - 60-60 Breaking down silos for equity, diversity, and inclusion (EDI): Teaching and collaboration across disciplines
by Demere G. Woolway
November 2022, Volume 115, Issue 6
- 317-332 The effects of a collaborative argumentation intervention on Chinese students’ socioscientific issues decision-making
by Yucheng Zhu & Aiwen He - 333-348 Factors explaining students’ engagement and self-reported outcomes in a project-based learning case
by Ramón Tirado-Morueta & Yolanda Ceada-Garrido & Antonio J. Barragán & Juan M. Enrique & José M. Andujar - 349-358 The effects of collaborative reasoning strategies on improving primary school students’ argumentative decision-making skills
by Mohsen Bayat & Seyyed Kazem Banihashem & Omid Noroozi - 359-360 Improvement in action: Advancing quality in America’s schools
by Robert C. Kleinsasser
November 2022, Volume 115, Issue 5
- 273-284 Promoting UAE entrepreneurs using E-STEM model
by Marwa Eltanahy & Nasser Mansour - 285-297 Effects of providing domain information on facilitating hypothesis generation in inquiry learning
by Xiulin Kuang & Tessa H. S. Eysink & Ton de Jong - 298-314 Difficulties scatter plots pose for 11th grade students
by Funda Aydın-Güç & Zeynep Medine Özmen & Bülent Güven - 315-316 A new canon: Designing culturally sustaining humanities curriculum
by Robert C. Kleinsasser & Paula T. G. Veach
October 2022, Volume 115, Issue 4
- 235-245 Critical thinking dispositions and decision making as predictors of high school students’ perceived problem solving skills
by Ali Orhan - 246-257 The effect of the use of concept cartoons on students’ success in mathematics (time measurement)
by Halil Önal & Emel Çilingir Altiner - 258-270 Do cognitive processes and motives for argumentative writing converge in writer profiles?
by Fien De Smedt & Yana Landrieu & Bram De Wever & Hilde Van Keer - 271-272 Correction
by The Editors
May 2022, Volume 115, Issue 3
- 187-198 Implementation of technology-supported personalized learning—its impact on instructional quality
by Regina Schmid & Christine Pauli & Rita Stebler & Kurt Reusser & Dominik Petko - 199-208 Cooperation between preschool peers in relation to their math learning
by Lindsay J. Clements - 209-222 Design and implementation of the performance arts enhanced three-stage instructional model
by Adenike Julianah Oladipo & Jeremiah Nosakhare Akhigbe - 223-233 The effect of using mnemonics on success in social studies†
by Kerem Çolak & Rahman İbrahim Aydın
March 2022, Volume 115, Issue 2
- 99-110 A practice-based approach toward school dropout: Support workers’ perspectives on supporting students
by Lana Van Den Berghe & Sarah De Pauw & Stijn Vandevelde - 111-121 Against sedentary school environment: Rethinking the aims of education through physical education
by Jodie Leiss & Jeong-Hee Kim - 122-132 Force and motion misconceptions’ pliability, the case of Moroccan high school students
by Tariq Bouzid & Fatiha Kaddari & Hassane Darhmaoui - 133-145 Effects of cognitive control strategies on coding learning outcomes in early childhood
by Lin Wang & Donglin Shi & Fengji Geng & Xiaoxin Hao & Fu Chanjuan & Yan Li - 146-160 Using peer assessment to improve middle school mathematical communication
by Melissa M. Patchan & Karen E. Rambo-Hernandez & Brianna N. Deitz & Joseph McNeill - 161-172 Investigation of effects of negotiations of sociomathematical norms on mathematical process skills
by Mehmet Gülburnu & Ramazan Gürbüz - 173-186 Measuring the Rothko experience in school visitors to modern art museums
by Carmen Urpí & Charo Reparaz & Fernando Echarri
February 2022, Volume 115, Issue 1
- 1-10 Children’s geometric skills: Any ties to self-regulation skills?
by Asiye İvrendi & Ahmet Erol & Abdullah Atan - 11-24 Science reading and self-regulated learning: Evidence from eye movements of middle-school readers
by Tzu-Ning Wang & Yu-Cin Jian & Chao-Jung Wu & Ping Li - 25-36 Implementation of PCM in a Singapore school: Impact on students’ learning outcomes
by Yian Hoon Lim & Joon Kiat Lee & Weiliang Ng & Tang Wee Teo - 37-50 Academic vocabulary instruction and socio-scientific issue discussion in urban sixth-grade science classrooms
by Jackie Eunjung Relyea & Jie Zhang & Sissy S. Wong & Courtney Samuelson & Ma. Glenda Lopez Wui - 51-63 A reading model of young EFL learners regarding attention, cognitive-load and auditory-assistance
by Juan Yang & Xiaofei Qi & Ling Wang & Bo Sun & Mengxue Zheng - 64-74 The relation between the questions teachers ask and children’s language competence
by Femke van der Wilt & Chiel van der Veen & Sarah Michaels - 75-86 Words belong to ourselves: Multiliteracies pedagogy in English language education
by Seyyed-Abdolhamid Mirhosseini & Azadeh Emadi - 87-97 Spelling performance of 6- and 8-year-old Irish children; Is it or ?
by Helen Spruhan & Georgia Niolaki & Janet Vousden & Aris Terzopoulos & Jackie Masterson
November 2021, Volume 114, Issue 6
- 513-525 Unlocking the potential of STEAM education: How exemplary teachers navigate assessment challenges
by Michelle Dubek & Christopher DeLuca & Nathan Rickey - 526-536 The effect on high school drop-out of a middle school relevance intervention
by Roderick A. Rose & Natasha K. Bowen - 537-549 Multifaceted vocabulary instruction in second-grade dual-immersion classes: quantitative findings
by Patrick C. Manyak & Ellen M. Kappus - 550-561 Classroom activities as predictors of control, value, and state emotions in science
by Patrick N. Beymer & Kristy A. Robinson & Jennifer A. Schmidt - 562-571 Effects of computer-based training on children’s executive functions and academic achievement
by Pedro Javier Conesa & Jon Andoni Duñabeitia
September 2021, Volume 114, Issue 5
- 433-444 The effects of HEROES on the achievement levels of beginning readers with individualized education programs
by Jerome V. D’Agostino & Emily Rodgers & Spyros Konstantopoulos - 445-457 Effects of transdisciplinary STEAM lessons on student critical and creative thinking
by Hope E. Wilson & HwanHee Song & Julie Johnson & Lucinda Presley & Kimberly Olson - 458-473 Linking critical thinking disposition, cognitive flexibility and achievement: Math anxiety’s mediating role
by Pınar Güner & Semirhan Gökçe - 474-494 Effect of the GeoGebra software-supported collaborative learning environment on seventh grade students’ geometry achievement, retention and attitudes
by Osman Birgin & Faden Topuz - 495-511 Closing the gender gap in reading with readers theater
by Chase Young & Patricia Durham & Timothy Victor Rasinski & Amber Godwin & Melinda Miller
August 2021, Volume 114, Issue 4
- 307-316 Comparison of the effect of online teaching during COVID-19 and pre-pandemic traditional teaching in compulsory education
by Xiaoying Feng & Neacsu Ioan & Yan Li - 317-331 The acquisition of English as a foreign language among different levels of learners with dyslexia
by Salim Abu Rabia & Abed Salfety - 332-345 Gifted eighth, ninth, tenth and eleventh graders’ strategic flexibility in non-routine problem solving
by Taliha Keleş & Yeliz Yazgan - 346-356 Ecological correlates of bullying and peer victimization among urban African American adolescents
by Jeoung Min Lee & Jun Sung Hong & Stella M. Resko & A. Antonio Gonzalez-Prendes & Dexter R. Voisin - 357-366 Modeling the relations among task value, strategies, social factors, and English achievement
by Mu-Hsuan Chou - 367-380 An investigation of eighth grade students’ mathematical communication competency and affective characteristics
by Ayla Ata Baran & Tangül Kabael - 381-393 Assessing climate knowledge and perceptions among adolescents. An exploratory study in Portugal
by Antonio García-Vinuesa & Sara Carvalho & Pablo Ángel Meira Cartea & Ulisses M. Azeiteiro - 394-403 Patterns of situational engagement and task values in science lessons
by Katja Upadyaya & Patricio Cumsille & Beatrice Avalos & Sebastian Araneda & Jari Lavonen & Katariina Salmela-Aro - 404-417 Personalizing learning through connecting students’ learning experiences: an exploratory study
by Judith Oller & Anna Engel & Maria José Rochera - 418-430 Elementary school children’s perspectives on distributive justice in trade
by Sofia Guichard & Gil Nata & Joana Cadima - 431-432 Johnson, S.M. (2019). where teachers thrive: Organizing schools for success, Harvard Education Press. 296 pp. $34.00. ISBN-13: 978-1-68253-358-1
by Robert C. Kleinsasser
April 2021, Volume 114, Issue 3
- 233-251 A multi-sensory tutoring program for students at risk of reading difficulties: Evidence from a randomized field experiment
by Martin Bøg & Jens Dietrichson & Anna A. Isaksson - 306-306 Unconscious bias in schools: A developmental approach to exploring race and racism
by Demere G. Woolway
March 2021, Volume 114, Issue 3
- 211-221 Predicting high school students’ argumentation skill using information literacy and trace data
by Brian R. Belland & Nam Ju Kim - 222-232 Middle school students’ understanding of energy in health and fitness
by Tan Zhang & Anqi Deng & Yubing Wang & Ang Chen - 252-262 Developing fluency and comprehension with the secondary fluency routine
by Shelly J. Landreth & Chase Young
May 2021, Volume 114, Issue 3
- 263-277 Antecedents of science anxiety in elementary school
by Sofie Henschel - 278-293 Supplemental intervention improves writing of first-grade students: Single case experimental design evaluation
by Meaghan McKenna & Howard Goldstein & Xigrid Soto-Boykin & Ke Cheng & Gary A. Troia & John Ferron - 294-305 Student evaluations of the credibility and argumentation of online sources
by Miika Marttunen & Timo Salminen & Jukka Utriainen
May 2021, Volume 114, Issue 2
- 105-107 Makerspaces for rethinking teaching and learning in K–12 education: Introduction to research on makerspaces in K–12 education special issue
by Louis S. Nadelson - 108-118 Identifying the potential roles of virtual reality and STEM in Maker education
by Yu Shu & Tien-Chi Huang - 119-129 Making progress: Engaging maker education in science classrooms to develop a novel instructional metaphor for teaching electric potential
by Colby Tofel-Grehl & Douglas Ball & Kristin Searle - 130-138 Collective creativity in STEAM Making activities
by Stella Timotheou & Andri Ioannou - 139-154 Growth mindset development in design-based makerspace: a longitudinal study
by Vanessa W. Vongkulluksn & Ananya M. Matewos & Gale M. Sinatra - 155-170 Ideation to implementation: A 4-year exploration of innovating education through maker pedagogy
by Kate Shively & Krista Stith & Lisa DaVia Rubenstein - 171-182 Teaching & learning in makerspaces: equipping teachers to become justice-oriented maker-educators
by Sara C. Heredia & Edna Tan - 183-195 Understanding students’ social interactions during making activities designed to promote computational thinking
by Danielle Herro & Cassie Quigley & Holly Plank & Oluwadara Abimbade - 196-209 Interest, flow and learning strategies how the learning context affects the moderating function of flow
by Sabine Schweder & Diana Raufelder
February 2021, Volume 114, Issue 1
- 104-104 Correction
by The Editors
January 2021, Volume 114, Issue 1
- 1-12 Factors related to Taiwanese adolescents’ academic engagement and achievement goal orientations
by Shu-Shen Shih - 13-28 Judging books by covers: Exploring antiblackness and Asian and Hispanic children preferences
by JaNay E. Brown-Wood & Emily J. Solari - 29-39 Perceptions of teachers regarding the perceived implementation of creative pedagogy in “making” activities
by Hao-Yue Jin & Chien-Yuan Su & Cheng-Huan Chen - 40-51 Exploring the relationship between metacognitive awareness, motivation, and L1 students’ critical listening skills
by Heleen Bourdeaud’hui & Koen Aesaert & Johan van Braak - 52-63 Classroom discourse and disability: Interactional opportunities for development of self-determination beliefs
by Rebecca Louick & Min Wang - 64-73 The impact of diacritic marking on listening comprehension skills in Arabic orthography
by Salim Abu Rabia & Amani Haj - 74-88 Examining the impacts of extended vocabulary instruction in mixed-English-proficiency science classrooms
by Dustin S. J. Van Orman & Yuliya Ardasheva & Kira J. Carbonneau & Jonah B. Firestone - 89-103 “What if…it never ends?”: Examining challenges in primary teachers' experience during the wholly online teaching
by Zhuo Wang & Hui Pang & Jia Zhou & Yubin Ma & Zhonghou Wang
November 2020, Volume 113, Issue 6
- 407-417 The development of secondary students’ feedback literacy: Peer assessment as an intervention
by Laura Ketonen & Pasi Nieminen & Markus Hähkiöniemi - 418-430 Teaching moves and preschoolers’ arithmetical accuracy
by Holland W. Banse & Douglas H. Clements & Crystal Day-Hess & Julie Sarama & Marisa Simoni & Julia Ratchford - 431-437 Effects and retention of different physical exercise programs on children’s cognitive and motor development
by Josune Rodríguez-Negro & J. Arto Pesola & Javier Yanci - 438-451 The writing abilities of juvenile justice youths: A confirmatory factor analysis
by Derek B. Rodgers & Deborah K. Reed & David E. Houchins & Ariel M. Aloe - 452-461 Reframing genre-based pedagogy in a Chinese as a Foreign Language classroom: A transdisciplinary perspective
by Wen Xu - 462-474 A brief school-based intervention on Gypsy culture: A longitudinal cluster randomized trial
by Pedro Rosário & Beatriz Pereira & Paula Magalhães & Tânia Moreira & Sandra Mesquita & Sonia Fuentes & José Carlos Núñez & Guillermo Vallejo
December 2020, Volume 113, Issue 6
- 475-485 Upper secondary school students’ conceptions of learning, learning strategies, and academic achievement
by Giulia Vettori & Claudio Vezzani & Lucia Bigozzi & Giuliana Pinto
November 2020, Volume 113, Issue 5
- 343-363 Impact of the KWL reading strategy on mathematical problem-solving achievement of primary school 4th graders
by Neslihan Usta & Muamber Yılmaz
October 2020, Volume 113, Issue 5
- 327-334 An adolescent English learner's expression of self and identity through multiliteracy practices
by Oksana Vorobel & Deoksoon Kim & Ho-Ryong Park - 335-342 Information literacy capabilities of lower secondary school students in Slovenia
by Kosta Dolenc & Andrej Šorgo - 364-373 Evaluating scientific thinking among Shanghai’s students of high and low performing schools
by Irfan Ahmed Rind & Bo Ning - 374-383 High school students’ agentic responses to modeling during problem-based learning
by Brian R. Belland & D. Mark Weiss & Nam Ju Kim - 384-395 Social-ecological pathways to school motivation and future orientation of African American adolescents in Chicago
by Jun Sung Hong & Jungup Lee & Robert Thornberg & Anthony A. Peguero & Tyreasa Washington & Dexter R. Voisin - 396-403 A study in contradictions: Exploring standards-based making in elementary classrooms
by Robin Jocius & Jennifer Albert & Ashley Andrews & Melanie Blanton - 404-405 Teaching with a social, emotional, and cultural lens
by Honggang Liu - 406-406 Correction
by D. Ray Reutzel
September 2020, Volume 113, Issue 5
- 317-326 YouTube audio-visual documentaries: Effect on Nigeria students’ achievement and interest in history curriculum
by Richard Ojinnakaeze Azor & Uche Donatus Asogwa & Edna Nwanyiuzor Ogwu & Anselm Apex Apeh
August 2020, Volume 113, Issue 4
- 262-274 Sport education-based irregular teaching unit and students’ physical activity during school recess
by Carolina Casado-Robles & Daniel Mayorga-Vega & Santiago Guijarro-Romero & Jesús Viciana - 275-282 Examining how parent and teacher enthusiasm influences motivation and achievement in STEM
by Tomas Jungert & Shelby Levine & Richard Koestner - 283-291 The effects of cooperative learning on peer relations, academic support, and engagement in learning among students of color
by Mark J. Van Ryzin & Cary J. Roseth & Heather McClure - 292-302 Evaluation of patterning instruction for kindergartners
by Lauren I. Strauss & Matthew S. Peterson & Julie K. Kidd & Jihyae Choe & Hans Christian Lauritzen & Allyson B. Patterson & Courtney A. Holmberg & Debbie A. Gallington & Robert Pasnak - 303-316 Collaborative learning with scientific approach and multiple intelligence: Its impact toward math learning achievement
by Rizqona Maharani & Marsigit Marsigit & Ariyadi Wijaya
September 2020, Volume 113, Issue 4
- 247-261 Examining the engagement of career academy and comprehensive high school students in the United States
by Edward C. Fletcher & Amber D. Dumford & Victor M. Hernandez-Gantes & Nicholas Minar
April 2020, Volume 113, Issue 3
- 165-176 Exploring the Potential for Students to Develop Self-Awareness through Personalized Learning
by Jessica DeMink-Carthew & Steven Netcoh & Katy Farber - 177-190 A yearlong, professional development model on genre-based strategy instruction on writing
by Zoi A. Traga Philippakos - 191-203 Effects of implementing an integrative drama-inquiry learning model in a science classroom
by Maria Kolovou & Nam Ju Kim - 204-212 Student-designed games in secondary education. Effects and perspectives from students and teachers
by Javier Fernandez-Rio & Pablo Morales-Sallés - 213-225 What about research and evidence? Teachers’ perceptions and uses of education research to inform STEM teaching
by Loi Booher & Louis S. Nadelson & Sandra G. Nadelson - 226-243 An examination of differences in linguistic and meta-linguistic skills in English (FL) and Hebrew (L1): English intervention program for dyslexic, poor and normal readers
by Liat Feder & Salim Abu-Rabia - 244-244 The promise and practice of next generation assessment
by Siti Zulaiha - 245-246 Knowings and knots: Methodologies and ecologies in research-creation
by Robert C. Kleinsasser
February 2020, Volume 113, Issue 2
- 79-92 A promising science and literacy instructional model with Hispanic fifth grade students
by Julie K. Jackson & Margarita Huerta & Tiberio Garza - 93-107 The effect of financial education on pupils’ financial knowledge and skills: Evidence from a Solomon four-group design
by Shekinah E. Dare & Wilco W. van Dijk & Eric van Dijk & Lotte F. van Dillen & Marcello Gallucci & Olaf Simonse - 108-119 Teacher perceptions of facilitators and barriers to implementing classroom physical activity breaks
by Amanda L. Campbell & Jill W. Lassiter - 120-132 Determining the academic and affective outcomes of dyad reading among third graders
by Jacob D. Downs & Kathleen A. J. Mohr & Tyson S. Barrett - 133-144 Project-based learning groups of friends and acquaintances: The role of efficacy beliefs
by José Hanham & John McCormick & Adam Hendry - 145-162 Achievement goals and classroom goal structures: Do they need to match?
by Anders Hofverberg & Mikael Winberg - 163-163 Correction
by The Editors
February 2020, Volume 113, Issue 1
- 1-12 Improving teacher questioning in science using ICAP theory
by Joshua Morris & Michelene T. H. Chi - 13-25 How autonomy support mediates the relationship between self-efficacy and approaches to learning
by Stefan Kulakow - 26-45 Learner profile stability and change over time: the impact of the explicit strategy instruction program “learning light”
by Amelie Rogiers & Emmelien Merchie & Hilde Van Keer - 46-58 Effect of productive discussion on written argumentation in earth science classrooms
by Rachel A. Short & Marina Y. Van der Eb & Susan R. McKay - 59-76 Relationship of creativity and critical thinking to pattern recognition among Singapore private school students
by Meng Kay Daniel Ling & Sau Cheong Loh - 77-77 Correction
by The Editors
November 2019, Volume 112, Issue 6
- 643-655 Exploring epistemological approaches and beliefs of middle school students in problem-based learning
by Brian R. Belland & Jiangyue Gu & Nam Ju Kim & David Jaden Turner & David Mark Weiss - 656-662 Effects of different balance interventions for primary school students
by Josune Rodríguez-Negro & Lavinia Falese & Javier Yanci - 663-675 Examining the use of multiple writing and discourse tasks in 5th grade mathematics
by Christie Lynn Martin & Drew Polly - 676-692 The professional student program for educational resilience: Enhancing momentary engagement in classwork
by Benjamin M. Torsney & Jennifer E. Symonds - 693-699 Peer tutoring in algebra: A study in Middle school
by Francisco Alegre & Lidon Moliner & Ana Maroto & Gil Lorenzo-Valentin - 700-709 Integrating philosophy into English curriculum: The development of thinking and language competence
by Chi-Ming Lam - 710-720 Putting writing into perspective: Cultivating empathy through high-intensity writing practice
by Işıl Çelimli & Julia Higdon
September 2019, Volume 112, Issue 5
- 575-589 Technical drawing course, video games, gender, and type of school on spatial ability
by Babalola Ogunkola & Carlos Knight - 590-603 Children encountering each other through storytelling: Promoting intercultural learning in schools
by Oona Piipponen & Liisa Karlsson - 604-614 How the learning context affects adolescents’ goal orientation, effort, and learning strategies
by Sabine Schweder & Diana Raufelder & Stefan Kulakow & Tino Wulff - 615-626 Improving reading comprehension with readers theater
by Chase Young & Patricia Durham & Melinda Miller & Timothy Victor Rasinski & Forrest Lane - 627-639 Facilitating fourth-grade students’ written argumentation: The use of an argumentation graphic organizer
by Liwei Wei & Carla M. Firetto & P. Karen Murphy & Mengyi Li & Jeffrey A. Greene & Rachel M. V. Croninger - 640-640 Who you know: Unlocking innovations that expand students’ networks
by Mary F. Roe - 641-641 Understanding narrative inquiry
by Brianne W. Morettini
July 2019, Volume 112, Issue 4
- 431-446 Elementary-age children’s conceptions about mathematics utility and their home-based mathematics engagement
by Shari R. Metzger & Susan Sonnenschein & Claudia Galindo - 447-462 Longitudinal literacy professional development in an urban elementary charter school
by Allison Ward Parsons & Seth A. Parsons & Stephanie L. Dodman & Leila Richey Nuland & Melissa Pierczynski & Erin M. Ramirez - 463-472 More student trust, more self-regulation strategy? Exploring the effects of self-regulatory climate on self-regulated learning
by John Chi Kin Lee & Zhi Hong Wan & Sammy King Fai Hui & Po Yuk Ko - 473-482 Testing a circular, feedback model in physical education from self-determination theory
by José A. Cecchini & Alejandro Carriedo & Antonio Méndez-Giménez - 483-494 The (non)effect of Joint Construction in a genre-based approach to teaching writing
by Carina Hermansson & Bert Jonsson & Maria Levlin & Anna Lindhé & Berit Lundgren & Annika Norlund Shaswar - 495-511 Interest-enhancing approaches to mathematics curriculum design: Illustrations and personalization
by Virginia Clinton & Candace Walkington - 512-527 Expository text difficulty for elementary emerging bilingual students: Does it matter?
by Laura Beth Kelly - 528-534 Complex patterns for kindergartners
by Robert Pasnak & Brittany N. Thompson & Katrina M. Gagliano & Matthew T. Righi & K. Marinka Gadzichowski - 535-549 Harnessing the power of fantastic attempts: Kindergarten teacher perspectives on student mistakes
by Maleka Donaldson - 550-563 Academic motivations of Yi youths in China: Classmate support and ethnic identity
by Angel Hor Yan Lai & Cheryl Hiu-Kwan Chui & Kin-Yu Wong & Cecilia Lai Wan Chan - 564-573 Effects of question stem on pupils’ online questioning, science learning, and critical thinking
by Hsin-Wen Hu & Chiung-Hui Chiu & Guey-Fa Chiou
May 2019, Volume 112, Issue 3
- 285-300 Project-based geometry learning: Knowledge and attitude of field-dependent/independent cognitive style students
by Behiye Ubuz & Yurdagül Aydınyer - 301-314 Working toward integrated practice: Understanding the interaction among formative assessment strategies
by Christine J. Lyon & Leslie Nabors Oláh & E. Caroline Wylie - 315-326 The effects of teaching mental calculation in the development of mathematical abilities
by Carola Ruiz & Alejandra Balbi - 327-341 Does student-centered instruction engage students differently? The moderation effect of student ethnicity
by Eli Talbert & Tara Hofkens & Ming-Te Wang - 342-356 Situated learning, professional development, and early reading intervention: A mixed methods study
by Steven J. Amendum & Meghan D. Liebfreund - 357-366 Cultivating morphological awareness improves reading skills in fifth-grade Hebrew readers
by Vered Vaknin-Nusbaum & Michal Raveh - 367-376 The structure of phonological awareness in European Portuguese: A study of preschool children
by Ângela Meira & Irene Cadime & Fernanda Leopoldina Viana - 377-384 A survival analysis of a language-infused science inquiry intervention for English learners
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by Cheryl Varghese & Lynne Vernon-Feagans & Mary Bratsch-Hines