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Content
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
by Tiberio Garza & Margarita Huerta & Fuhui Tong & Rafael Lara-Alecio & Beverly J. Irby - 385-396 Learner profiles in secondary education: Occurrence and relationship with performance and student characteristics
by Amélie Rogiers & Emmelien Merchie & Hilde Van Keer - 397-410 Examining relations between physics-related personal epistemology and motivation in terms of gender
by Muhammet Mustafa Alpaslan - 411-420 Rural classroom environments as contexts for teacher-child relationships
by Cheryl Varghese & Lynne Vernon-Feagans & Mary Bratsch-Hines - 421-428 Developing a mathematics curriculum to improve learning behaviors and mathematics competency of children
by Nahid Shirani Bidabadi & Ahmad Reza Nasr Esfahani & Ebrahim Mirshah Jafari & Ahmad Abedi - 429-429 Research as resistance: Revisiting critical, Indigenous, and anti-oppressive approaches
by Demere Woolway
March 2019, Volume 112, Issue 2
- 143-151 Evaluating the effectiveness of a mindfulness coloring activity for test anxiety in children
by Dana Carsley & Nancy L. Heath - 152-167 The bright and dark side of writing motivation: Effects of explicit instruction and peer assistance
by Fien de Smedt & Steve Graham & Hilde Van Keer - 168-178 The association among literacy proficiency, effortful control, and frustration
by Su-Ying Huang & Li-Li Yeh - 179-191 Longitudinal algebra prediction for early versus later takers
by Paul T. Cirino & Tammy D. Tolar & Lynn S. Fuchs - 192-210 A longitudinal comparison of learning outcomes in full-day and half-day kindergarten
by Janette Patricia Pelletier & James E. Corter - 211-222 Small fingers, big data: Preschoolers’ subitizing speed and accuracy during interactions with multitouch technology
by Michael Broda & Stephen Tucker & Eric Ekholm & Teri N. Johnson & Qiao Liang - 223-233 The role of autonomy supportive activities on students’ motivation and beliefs toward out-of-school activities
by Angeliki Mavropoulou & Vassilis Barkoukis & Styliani Douka & Konstantinos Alexandris & Dimitris Hatzimanouil - 234-242 Classroom age composition and the early learning of preschoolers
by Arya Ansari & Robert Pianta - 243-254 A computational model of student cognitive processes while solving a critical thinking problem in science
by Richard Lamb & Jonah Firestone & Maureen Schmitter-Edgecombe & Brian Hand - 255-269 Reading Rescue: A follow-up on effectiveness of an intervention for struggling readers
by Katharine Pace Miles & Mark D. Lauterbach & Dana M. Murano & Ginny A. Dembek - 270-282 Why do students drop out? Turning points and long-term experiences
by Elana R. McDermott & Alice E. Donlan & Jonathan F. Zaff - 283-283 Leading against the grain: Lessons for creating just and equitable schools
by Nakeiha Primus Smith - 284-284 Supporting Muslim students: A guide to understanding the diverse issues of today’s classrooms
by Demere Woolway
January 2019, Volume 112, Issue 1
- 1-11 The relationship among students' reading performance, their classroom behavior, and teacher skills
by Saskia K. Brokamp & Antonia A. M. Houtveen & Willem J. C. M. van de Grift - 12-27 Cooperative methods and self-regulated strategies development for argumentative writing
by Maria José Prata & Bruno de Sousa & Isabel Festas & Albertina L. Oliveira - 28-37 Children's learning preferences for the development of conservation education programs in Mexican communities
by Montserrat Franquesa-Soler & Laura Barraza & Juan Carlos Serio-Silva - 38-45 Cross-ethnic friendship and prosocial behavior's potential significance to elementary children's academic competence
by Göran Jutengren & Eva Medin - 46-60 Immigrant and nonimmigrant children's social interactions and peer responses in mainstream preschool classrooms
by Carin Neitzel & Kelley Drennan & Hillary N. Fouts - 61-71 Predicting self-efficacy in test preparation: Gender, value, anxiety, test performance, and strategies
by Mu-Hsuan Chou - 72-85 Comprehension in disciplinary learning: An examination of elementary readers' processing and recall
by Nicole M. Martin & Joy Myers - 86-97 Beliefs about educational acceleration: Students in inclusive classes conceptualize benefits, feelings, and barriers
by Lynn Dare & Elizabeth Nowicki - 98-109 Teaching primary mathematics with challenging tasks: How should lessons be structured?
by James Russo & Sarah Hopkins - 110-120 A path analytic model linking foundational skills to Grade 3 state reading achievement
by David D. Paige & Grant S. Smith & Timothy Victor Rasinski & William H. Rupley & Theresa Magpuri-Lavell & William D. Nichols - 121-130 Increased frequency and planning: A more effective approach to guided reading in Grade 2
by Chase Young - 131-139 Middle school students' conceptual perceptions of the social studies course, and their transfer of the outcomes to daily life
by Zafer Ibrahimoğlu - 140-141 Why knowledge matters: Rescuing our children from failed educational theories
by Jeffrey K. Smith - 142-142 Self-regulation in learning: The role of language and formative assessment
by Siti Zulaiha
November 2018, Volume 111, Issue 6
- 645-656 Supportive classrooms for Latino English language learners: Grit, ELL status, and the classroom context
by Holland Banse & Natalia Palacios - 657-665 Read Two Impress and the Neurological Impress Method: Effects on elementary students’ reading fluency, comprehension, and attitude
by Chase Young & Daniel Pearce & Jeannette Gomez & Rosalynn Christensen & Bethanie Pletcher & Kathleen Fleming - 666-677 Examining the influence of a STEM certification model on female, minority science outcomes
by Jillian L. Wendt & Amanda Rockinson-Szapkiw & Megan Cordes - 678-689 Cogenerated understandings of mindfulness-based breathing in elementary mathematics classrooms
by Joanna Higgins & Raewyn Eden - 690-703 The effect of a strategy training on reading comprehension in fourth-grade students
by Marloes Muijselaar & Nicole Swart & Esther Steenbeek-Planting & Mienke Droop & Ludo Verhoeven & Peter de Jong - 704-719 Improving cognitive and affective learning outcomes of students through mathematics instructional tasks of high cognitive demand
by Yujing Ni & De-Hui Ruth Zhou & Jinfa Cai & Xiaoqing Li & Qiong Li & Iris X. Sun - 720-732 Processing instruction in helping map forms and meaning in second language acquisition of English simple past
by Mable Chan - 733-745 A path analytic test of the reading strategies mediation model: Relating cognitive competences and motivational influences to individual differences in fifth-grade students' reading comprehension
by Vanessa A. Völlinger & Nadine Spörer & Dirk Lubbe & Joachim C. Brunstein - 746-755 School motivation: A comparison between Kenya and Italy
by Barbara Sini & Barbara Muzzulini & Susanna Schmidt & Carla Tinti - 756-763 Students' engagement in a science classroom: Does knowledge diversity matter?
by Jian Zhao & Lijia Lin & Jiangshan Sun & Xudong Zheng & Jia Yin - 764-772 Teaching second-grade students to write sequential text
by Sarah K. Clark & John Neal - 773-774 Acknowledgments
by Mary Heller - 775-775 Editorial Board EOV
by The Editors
September 2018, Volume 111, Issue 5
- 517-529 The effects of developing English language and literacy on Spanish reading comprehension
by Tracy G. Spies & Rafael Lara-Alecio & Fuhui Tong & Beverly J. Irby & Tiberio Garza & Margarita Huerta - 530-540 How individual interest influences situational interest and how both are related to knowledge acquisition: A microanalytical investigation
by Jerome I. Rotgans & Henk G. Schmidt - 541-553 The effects of dyad reading and text difficulty on third-graders’ reading achievement
by Lisa Trottier Brown & Kathleen A. J. Mohr & Bradley R. Wilcox & Tyson S. Barrett - 554-563 The rule counts! Acquisition of mathematical competencies with a number board game
by Johanna Skillen & Valérie-D. Berner & Katja Seitz-Stein - 564-573 Fostering the academic success of their children: Voices of Mexican immigrant parents
by Jill S. Goldsmith & Sharon E. Robinson Kurpius - 574-583 Parent involvement in school and Chinese American children's academic skills
by Catherine Anicama & Qing Zhou & Jennifer Ly - 584-593 Examining the influence of teacher behavior and curriculum-based movement breaks
by Alicia L. Fedewa & Colleen Cornelius & Heather E. Erwin & Soyeon Ahn & Claire Stai - 594-594 School Integration Matters: Research-based Strategies to Advance Equity, edited by Erica Frankenberg, Liliana M. Garces, and Megan Hopkins, New York, NY, Teachers College Press, 2016, 244 pp., $38.95 (paperback), ISBN-13: 978-0-80775-755-0
by Iesha Jackson - 595-602 A model of the role of error detection and self-regulation in academic performance
by Ángela Zamora & José Manuel Súarez & Diego Ardura - 603-611 Immigrant background and gender differences in primary students' motivations toward studying
by Fabio Alivernini & Sara Manganelli & Elisa Cavicchiolo & Laura Girelli & Valeria Biasi & Fabio Lucidi - 612-619 Motives, beliefs, and perceptions among learners affect preparatory learning strategies
by Keito Shinogaya - 620-630 Teacher's aides in kindergarten: Effects on achievement for students with disabilities
by Michael A. Gottfried - 631-643 Representation visuals' impacts on science interest and reading comprehension of adolescent English learners
by Yuliya Ardasheva & Zhe Wang & Anna Karin Roo & Olusola O. Adesope & Judith A. Morrison - 644-644 Erratum
by The Editors
July 2018, Volume 111, Issue 4
- 385-397 Influences of reading online texts in Korean English language learners' cultural identities
by Ho-Ryong Park - 398-403 Family preparation for school entry and the role of transition practices
by Annie Bérubé & Julie Ruel & Johanne April & André C. Moreau - 404-416 What contributes to low achievement of middle school students: Evidence from multigroup structural equation modeling
by Yujeong Park & Dong Gi Seo & Eric J. Moore & Byungkeon Kim - 417-428 Rural adolescents' reading motivation, achievement and behavior across transition to high school
by Susan Chambers Cantrell & Margaret Rintamaa & Eric M. Anderman & Lynley H. Anderman - 429-438 The role of academic ability indicators in big-fish-little-pond effect research: A comparison study
by Katharina Vogl & Isabelle Schmidt & Franzis Preckel - 439-445 Personal responsibility and behavioral disengagement in innocent bystanders during classroom management events: The moderating effect of teacher aggressive tendencies
by Paul Montuoro & Ramon Lewis - 446-458 Psychosocial factors impacting STEM career selection
by Richard Lamb & Leonard Annetta & David Vallett & Jonah Firestone & Maureen Schmitter-Edgecombe & Heather Walker & Nicole Deviller & Douglas Hoston - 459-472 Exploring learning culture in Finnish and South Korean classrooms
by Heeok Heo & Irja Leppisaari & Okhwa Lee