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Content
May 2019, Volume 112, Issue 3
- 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 - 473-486 The influence of race–ethnicity and physical activity levels on elementary school achievement
by Stephen J. Caldas & Monique S. Reilly - 487-496 Pedagogical differences during a science and language intervention for English language learners
by Tiberio Garza & Margarita Huerta & Rafael Lara-Alecio & Beverly J. Irby & Fuhui Tong - 497-506 Elementary school–wide implementation of a blended learning program for reading intervention
by Jen Elise Prescott & Kristine Bundschuh & Elizabeth R. Kazakoff & Paul Macaruso - 507-515 The magic of hope: Hope mediates the relationship between socioeconomic status and academic achievement
by Dante D. Dixson & Dacher Keltner & Frank C. Worrell & Zena Mello
May 2018, Volume 111, Issue 3
- 255-267 A group randomized controlled trial evaluating parent involvement in whole-school actions to reduce bullying
by Donna Cross & Leanne Lester & Natasha Pearce & Amy Barnes & Shelley Beatty - 268-283 Gender differences in reading achievement and enjoyment of reading: The role of perceived teaching quality
by Jan Hochweber & Svenja Vieluf - 284-294 Do Black students misbehave more? Investigating the differential involvement hypothesis and out-of-school suspensions
by Francis L. Huang - 295-309 Multilevel analysis of student civics knowledge scores
by Chris Gregory & Yasuo Miyazaki - 310-319 The impact of criteria-referenced formative assessment on fifth-grade students’ theater arts achievement
by Fei Chen & Heidi Andrade - 320-330 A school-based motivational intervention to promote physical activity from a self-determination theory perspective
by David González-Cutre & Ana C. Sierra & Vicente J. Beltrán-Carrillo & Manuel Peláez-Pérez & Eduardo Cervelló - 331-344 Migrant preschool children's school readiness and early elementary school performance
by Tanya Tavassolie & Claudia López & Jessica De Feyter & Suzanne C. Hartman & Adam Winsler - 345-351 Academic hardiness: Mediator between sense of belonging to school and academic achievement?
by Abbas Abdollahi & Amity Noltemeyer - 352-362 Assessing resilience in students who are deaf or blind: Supplementing standardized achievement testing
by Michelle A. Butler & Andrew D. Katayama & Casey Schindling & Katherine Dials - 363-370 Scaffolding in problem-based learning for low-achieving learners
by Sanit Haruehansawasin & Paiboon Kiattikomol - 371-381 Comparing task-based instruction and traditional instruction on task engagement and vocabulary development in secondary language education
by Merve Halici Page & Enisa Mede - 382-383 The sociology of teaching
by Robert C. Kleinsasser - 384-384 The enlightened eye: Qualitative inquiry and the enhancement of educational practice
by Mary F. Roe
March 2018, Volume 111, Issue 2
- 127-138 Meaning of parental involvement among Korean immigrant parents: A mixed-methods approach
by Yanghee Anna Kim & Sohyun An & Hyun Chu Leah Kim & Jihye Kim - 139-150 Learning illustrated: An exploratory cross-sectional drawing analysis of students' conceptions of learning
by Wen-Min Hsieh & Chin-Chung Tsai - 151-162 Impacts of a university–school partnership on middle school students' fractional knowledge: A quasiexperimental study
by Utkun Aydın & Zelha Tunç-Pekkan & Rukiye Didem Taylan & Bengi Birgili & Mustafa Özcan - 163-174 Understanding student behavioral engagement: Importance of student interaction with peers and teachers
by Tuan Dinh Nguyen & Marisa Cannata & Jason Miller - 175-185 Error detection and self-assessment as mechanisms to promote self-regulation of learning among secondary education students
by Ángela Zamora & José Manuel Suárez & Diego Ardura - 186-200 The impact of high school exit exams on graduation rates and achievement
by Katherine Caves & Simone Balestra - 201-212 A multilevel study of self-beliefs and student behaviors in a group problem-solving task
by José Hanham & John McCormick - 213-231 Early parenting and the reduction of educational inequality in childhood and adolescence
by Emily K. Penner - 232-245 Sixth-grade students’ engagement in academic tasks
by Seth A. Parsons & Jacquelynn A. Malloy & Allison Ward Parsons & Erin E. Peters-Burton & Sarah Cohen Burrowbridge - 246-255 Teaching STEM after school: Correlates of instructional comfort
by Benjamin Cohen
January 2018, Volume 111, Issue 1
- 1-11 Emotion regulation in mathematics homework: An empirical study
by Jianzhong Xu - 12-27 Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students
by Nancy E. Hill & Dawn P. Witherspoon & Deborah Bartz - 28-42 The effects of preliteracy knowledge, schooling, and summer vacation on literacy acquisition
by Shanthi Tiruchittampalam & Tom Nicholson & Joel R. Levin & John M. Ferron - 43-57 Are young dual language learners homogeneous? Identifying subgroups using latent class analysis
by Do-Hong Kim & Richard G. Lambert & Diane C. Burts - 58-65 An investigation of the stability and variability in young children's self-regulated learning behaviors in kindergarten
by Carin Neitzel & Lisa Connor - 66-80 Writing with peer response using different types of genre knowledge: Effects on linguistic features and revisions of sixth-grade writers
by Mariette Hoogeveen & Amos van Gelderen - 81-94 Teacher support, instructional practices, student motivation, and mathematics achievement in high school
by Rongrong Yu & Kusum Singh - 95-107 An intensification approach to double-block algebra: A pilot implementation of Intensified Algebra in a large urban school district
by Simon T. Tidd & Timothy M. Stoelinga & Angela M. Bush-Richards & Donna L. De Sena & Theodore J. Dwyer - 108-123 A mixed methods comparison of teachers' lunar modeling lesson implementation and student learning outcomes
by Mary F. Lamar & Jennifer Anne Wilhelm & Merryn Cole - 124-124 Understanding the school curriculum: Theory, politics and principles
by Mark Ellner - 125-125 Inside graduate admissions: Merit, diversity, and faculty gatekeeping
by Sandie G. Nadelson - 126-126 Uncommonly good ideas: Teaching writing in the common core era
by Terri L. Rodriguez
November 2017, Volume 110, Issue 6
- 1-1 Editorial Board EOV
by The Editors - 581-588 Relationship between language proficiency and growth during reading interventions
by Matthew K. Burns & Amy Frederick & Lori Helman & Sandra M. Pulles & Jennifer J. McComas & Lisa Aguilar - 589-603 Interest in school and educational success in Portugal
by Pedro Goulart & Arjun S. Bedi - 604-618 Influence of teachers and schools on students' civic outcomes in Latin America
by Ernesto Treviño & Consuelo Béjares & Cristóbal Villalobos & Eloísa Naranjo - 619-633 Using modeled writing to support English-only and English-learner second-grade students
by Kathleen A. J. Mohr - 634-641 Complex problem solving in L1 education: Senior high school students' knowledge of the language problem-solving process
by Joke H. van Velzen - 642-652 Trajectories from academic intrinsic motivation to need for cognition and educational attainment
by Adele Eskeles Gottfried & Karen Nylund-Gibson & Allen W. Gottfried & Diane Morovati & Amber M. Gonzalez - 653-664 Episodic and individual effects of elementary students' optimal experience: An HLM study
by Chao-Yang Cheng & Sherry Y. Chen & Sunny S. J. Lin - 665-674 Mediation in the relationship among EL status, vocabulary, and science reading comprehension
by Yuliya Ardasheva & Sarah N. Newcomer & Jonah B. Firestone & Richard L. Lamb - 675-682 School engagement mediates well-being differences in students attending specialized versus regular classes
by Hod Orkibi & Hila Tuaf - 683-684 The public understanding of assessments
by Joshua Matsuoka - 685-685 Is technology good for education?
by Michele Garabedian Stork - 686-686 Acknowledgments
by The Editors
September 2017, Volume 110, Issue 5
- 447-456 The impact of scaffolding and nonscaffolding strategies on the EFL learners' listening comprehension development
by Mohammad Ahmadi Safa & Fatemeh Rozati - 457-466 Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices
by Angela Pyle & Christopher DeLuca - 467-477 Self-regulation of mathematics homework behavior: An empirical investigation
by Jianzhong Xu & Jianxia Du & Xitao Fan - 478-493 Positive teacher–student relationships go beyond the classroom, problematic ones stay inside
by Luce C. A. Claessens & Jan van Tartwijk & Anna C. van der Want & Helena J. M. Pennings & Nico Verloop & Perry J. den Brok & Theo Wubbels - 494-502 Measuring senior high school students’ self-induced self-reflective thinking
by Joke H. van Velzen - 503-514 Strategy use, listening problems, and motivation of high- and low-proficiency Chinese listeners
by Kit-Ling Lau - 515-527 The role of teachers’ comments during book reading in children's vocabulary growth
by Erica M. Barnes & David K. Dickinson & Jill F. Grifenhagen - 528-537 Preschool writing and premathematics predict Grade 3 achievement for low-income, ethnically diverse children
by Louis Manfra & Christina Squires & Laura H. B. Dinehart & Charles Bleiker & Suzanne C. Hartman & Adam Winsler - 538-553 Exploring the impact of written reflections on learning in the elementary mathematics classroom
by Christie S. Martin & Drew Polly & Brian Kissel - 554-564 Working memory load and automaticity in relation to mental multiplication
by Yi Ding & Ru-De Liu & Le Xu & Jia Wang & Dake Zhang - 565-574 The contribution of school-related parental monitoring, self-determination, and self-efficacy to academic achievement
by Gaetana Affuso & Dario Bacchini & Maria Concetta Miranda - 575-580 Academic motivation in children with dyslexia
by Ewa Łodygowska & Magdalena Chęć & Agnieszka Samochowiec
July 2017, Volume 110, Issue 4
- 319-330 Do interim assessments reduce the race and SES achievement gaps?
by Spyros Konstantopoulos & Wei Li & Shazia R. Miller & Arie van der Ploeg - 331-347 Cultural discontinuity between home and school and American Indian and Alaska Native children's achievement
by D. Diego Torres - 348-365 Elementary school parent engagement efforts: Relations with educator perceptions and school characteristics
by Philippa S. McDowall & Elizabeth Schaughency - 366-379 Writing to learn in science: Effects on Grade 4 students' understanding of balance
by Amy Gillespie Rouse & Steve Graham & Donald Compton - 380-390 Involvement of working memory in mental multiplication in Chinese elementary students
by Ru-De Liu & Yi Ding & Le Xu & Jia Wang - 391-404 Effects of a multimedia enhanced reading buddies program on kindergarten and Grade 4 vocabulary and comprehension
by Rebecca Silverman & Young-Suk Kim & Anna Hartranft & Stephanie Nunn & Daniel McNeish - 405-414 The relationship between personal epistemology and self-regulation among Turkish elementary school students
by Muhammet Mustafa Alpaslan - 415-424 Factors related to Taiwanese adolescents' academic procrastination, time management, and perfectionism
by Shu-Shen Shih - 425-432 Schools and emotional and behavioral problems: A comparison of school-going and homeschooled children
by Oz Guterman & Ari Neuman - 433-445 The effect of an instructional intervention on elementary students' science process skills
by Hüsnüye Durmaz & Seçkin Mutlu
May 2017, Volume 110, Issue 3
- 221-223 Integrated STEM defined: Contexts, challenges, and the future
by Louis S. Nadelson & Anne L. Seifert - 224-226 National academies piece on integrated STEM
by Greg Pearson - 227-238 The best laid plans: Educational innovation in elementary teacher generated integrated STEM lesson plans
by Christina M. Sias & Louis S. Nadelson & Stephanie M. Juth & Anne L. Seifert - 239-254 Changes in science teachers' conceptions and connections of STEM concepts and earthquake engineering
by Baki Cavlazoglu & Carol Stuessy - 255-271 Advancing integrated STEM learning through engineering design: Sixth-grade students’ design and construction of earthquake resistant buildings
by Lyn D. English & Donna King & Joanna Smeed - 272-293 Threading mathematics through symbols, sketches, software, silicon, and wood: Teachers produce and maintain cohesion to support STEM integration
by Mitchell J. Nathan & Matthew Wolfgram & Rachaya Srisurichan & Candace Walkington & Martha W. Alibali - 294-307 Comparative analyses of discourse in specialized STEM school classes
by Colby Tofel-Grehl & Carolyn M. Callahan & Louis S. Nadelson - 308-316 Speedometry: A vehicle for promoting interest and engagement through integrated STEM instruction
by Gale M. Sinatra & Ananya Mukhopadhyay & Taylor N. Allbright & Julie A. Marsh & Morgan S. Polikoff - 317-317 STEM road map: A framework for integrated STEM education
by Christine Schnittka
March 2017, Volume 110, Issue 2
- 113-139 The challenge of promoting self-regulated learning among primary school children with a low socioeconomic and immigrant background
by Sabrina Vandevelde & Hilde Van Keer & Emmelien Merchie - 140-150 A qualitative inquiry on sources of teacher efficacy in teaching low-achieving students
by Li-Yi Wang & Liang-See Tan & Jen-Yi Li & Irene Tan & Xue-Fang Lim - 151-158 Effects of extracurricular activities on postsecondary completion for students with disabilities
by Ashley N. Palmer & William Elliott & Gregory A. Cheatham - 159-170 Strategic development of multiplication problem solving: Patterns of students' strategy choices
by Dake Zhang & Yi Ding & Soo Lee & Jinsong Chen - 171-176 Primary prevention of reading failure: Effect of universal peer tutoring in the early grades
by Giavana Jones & Dragana Ostojic & Jessica Menard & Erin Picard & Carlin J. Miller - 177-187 When children move: Behavior and achievement outcomes during elementary school
by Christy Lleras & Mary McKillip - 188-198 Joint trajectories of behavioral, affective, and cognitive engagement in elementary school
by Isabelle Archambault & Véronique Dupéré - 199-208 Scaffolding English language learners' mathematical talk in the context of Calendar Math
by Holland W. Banse & Natalia A. Palacios & Eileen G. Merritt & Sara E. Rimm-Kaufman - 209-217 Science and mathematics Advanced Placement exams: Growth and achievement over time
by Eugene Judson - 218-219 Inspiring teaching: Preparing teachers to succeed in mission-driven schools
by J. Mitchell O'Toole - 220-220 I can learn from you: Boys as relational learners
by Sandra Deemer
January 2017, Volume 110, Issue 1
- 1-16 The effects of school-based parental involvement on academic achievement at the child and elementary school level: A longitudinal study
by Sira Park & Susan D. Holloway - 17-31 Teaching practices in Grade 5 mathematics classrooms with high-achieving English learner students
by Eileen G. Merritt & Natalia Palacios & Holland Banse & Sara E. Rimm-Kaufman & Micela Leis - 32-49 Epistemic beliefs and achievement goal orientations: Relations between constructs versus personal profiles
by Nir Madjar & Michael Weinstock & Avi Kaplan - 50-60 The predictive validity of kindergarten readiness judgments: Lessons from one state
by Jessica Goldstein & D. Betsy McCoach & HuiHui Yu - 61-71 The impact of three years of professional development on knowledge and implementation
by Kimberly A. Wolbers & Hannah M. Dostal & Paulson Skerrit & Brenda Stephenson - 72-84 Behavior problems in elementary school among low-income boys: The role of teacher–child relationships
by Brian Andrew Collins & Erin Eileen O'Connor & Lauren Supplee & Daniel S. Shaw - 85-97 Conceptual understanding of acids and bases concepts and motivation to learn chemistry
by Ayla Cetin-Dindar & Omer Geban - 98-109 Examining a motivational treatment and its impact on adolescents' reading comprehension and fluency
by Christopher A. Wolters & Marcia A. Barnes & Paulina A. Kulesz & Mary York & David J. Francis - 110-110 Learning in landscapes of practice: Boundaries, identity, and knowledgeability in practice-based learning
by Nathalie Reid & Janice Huber - 111-111 Necessary conditions of learning
by Philip M. Reeves & Rayne A. Sperling & D. Jake Follmer & Wik Hung Pun & Christa E. Oeder & Alexander L. Towle - 112-112 Acknowledgments
by Mary Heller
November 2016, Volume 109, Issue 6
- 567-573 Influence of eye movements, auditory perception, and phonemic awareness in the reading process
by Laura Megino-Elvira & Pilar Martín-Lobo & Esperanza Vergara-Moragues - 574-588 Students' level of boredom, boredom coping strategies, epistemic curiosity, and graded performance
by Altay Eren & Hamit Coskun - 589-595 The power of student empowerment: Measuring classroom predictors and individual indicators
by Chris Michael Kirk & Rhonda K. Lewis & Kyrah Brown & Brittany Karibo & Elle Park - 596-607 Exploratory two-level analysis of individual- and school-level factors on truant youth emotional/psychological functioning
by Richard Dembo & Jennifer Wareham & James Schmeidler & Ken C. Winters - 608-623 The psychosocial experience of high school girls highly susceptible to stereotype threat: A phenomenological study
by Katherine Picho - 624-630 Using performance methods to enhance students' reading fluency
by Chase Young & Corinne Valadez & Cori Gandara - 631-639 Comparing dropout predictors for two state-level panels using Grade 6 and Grade 8 data
by Bobby J. Franklin & Stephen B. Trouard - 640-646 Understanding number sequences leads to understanding mathematics concepts
by Robert Pasnak & Katrina Lea Schmerold & Melissa Fetterer Robinson & K. Marinka Gadzichowski & Allison M. Bock & Sarah Eva O'Brien & Julie K. Kidd & Deb A. Gallington - 647-657 Relating aspects of motivation to facets of mathematical competence varying in cognitive demand
by Melissa C. Gilbert - 658-665 “Better to be a pessimist”: A narrative inquiry into mathematics teachers' experience of the transition to the Common Core
by Sherri L. Martinie & Jeong-Hee Kim & Deborah Abernathy - 666-674 Narrative transportability, leisure reading, and genre preference in children 9–13 years old
by Jakob D. Jensen & Katheryn Christy & Melinda Krakow & Kevin John & Nicole Martins - 675-676 , by Mary Moss Brown and Alisa Berger
by Mary F. Roe - 677-677 Closing the School Discipline Gap: Equitable Remedies for Excessive Exclusion
by Peter Bartanen
September 2016, Volume 109, Issue 5
- 449-463 Exploring the effects of project-based learning in secondary mathematics education
by Vicki-Lynn Holmes & Yooyeun Hwang - 464-477 Gender differences in factors associated with how parents communicate with school in Korea
by Soyoung Kim & Meejung Chin - 478-490 Executive functioning predicts academic achievement in middle school: A four-year longitudinal study
by William Ellery Samuels & Nelly Tournaki & Sheldon Blackman & Christopher Zilinski - 491-502 Impacts of professional development in classroom assessment on teacher and student outcomes
by Bruce Randel & Helen Apthorp & Andrea D. Beesley & Tedra F. Clark & Xin Wang - 503-517 Measuring and comparing academic language development and conceptual understanding via science notebooks
by Margarita Huerta & Fuhui Tong & Beverly J. Irby & Rafael Lara-Alecio - 518-530 Reciprocal teaching: Analyzing interactive dynamics in the co-construction of a text's meaning
by Christian Tarchi & Giuliana Pinto - 531-540 Explaining the effects of communities of pastoral care for students
by Joseph Murphy & Linda Holste - 541-553 Academic growth trajectories of ELLs in NAEP data: The case of fourth- and eighth-grade ELLs and non-ELLs on mathematics and reading tests
by Nihat Polat & Ashley Zarecky-Hodge & James B. Schreiber - 554-565 Explaining parents' school involvement: The role of ethnicity and gender in the Netherlands
by Fenella Fleischmann & Annabel de Haas
July 2016, Volume 109, Issue 4
- 333-350 Parental involvement, children's aspirations, and achievement in new immigrant families
by Eunjoo Jung & Yue Zhang - 351-359 Economic, social and embodied cultural capitals as shapers and predictors of boys' educational aspirations
by Shawanda Stockfelt - 360-374 Beliefs systems and classroom practices: Identified typologies of elementary school teachers from the United States
by Margareta Maria Thomson & John L. Nietfeld - 375-390 Deepening kindergarteners' science vocabulary: A design study
by Allison Ward Parsons & Camille Lawrence Bryant - 391-404 Stable or situated understandings of adolescent reading engagement across readers and raters
by Sabina Neugebauer - 405-412 Informal mentoring for lesbian, gay, bisexual, and transgender students
by Molly Mulcahy & Sarah Dalton & Jered Kolbert & Laura Crothers - 413-423 A classroom observational study of Qatar's independent schools: Instruction and school reform
by Douglas J. Palmer & Hissa M. Sadiq & Patricia Lynch & Dawn Parker & Radhika Viruru & Stephanie Knight & Hersh Waxman & Beverly Alford & Danielle Bairrington Brown & Kayla Rollins & Jacqueline Stillisano & Abdullah M. Hamdan Abu-Tineh & Ramzi Nasser & Nancy Allen & Hessa Al-Binali & Maha Ellili & Haithem Al-Kateeb & Huda Al-Kubaisi