Showing papers in "Journal of Educational Research in 2018"
TL;DR: For instance, the authors found that there was not a uniform association of higher behavioral engagement and student interaction with peers, but it was the interaction with other students and the teacher that was predictive of increased engagement.
Abstract: Recent theoretical conceptualizations of student engagement have raised questions about how to measure student engagement and how engagement varies not only across schools, but also within school and within classrooms. The authors build on existing research on student behavioral engagement and extend this research to emphasize a continuum of disengagement, active engagement, and passive engagement. They review common approaches to measuring engagement and highlight areas where new theoretical conceptualizations of engagement require new approaches to measurement. The authors analyze how student behavioral engagement changed depending on the context and demonstrate the need of a finer scale of engagement. They find there was not a uniform association of higher behavioral engagement and student interaction with peers, but it was the interaction with other students and the teacher that was predictive of increased engagement. Their work suggests that disaggregating behavioral engagement into disengage...
96 citations
TL;DR: The authors examined the relationships among teacher classroom practices, student motivation, and mathematics achievement in high school and found that teachers' classroom practices were correlated with student motivation and academic achievement in English language arts.
Abstract: The authors examined the relationships among teacher classroom practices, student motivation, and mathematics achievement in high school. The data for this study was drawn from the base-year data o...
75 citations
TL;DR: In this paper, the authors present a systematic and inclusive understanding of the strategies parents use to support their children in middle school, which is more complex when youth enter middle school than when they are in elementary school.
Abstract: Maintaining productive partnerships between families and schools is more complex when youth enter middle school. A systematic and inclusive understanding of the strategies parents use, youth want a...
67 citations
TL;DR: In this article, the authors examined whether hope partially mediates the relationship between socioeconomic status (SES) and academic achievement and found that the unique contribution of hope to academic achievement replicated across the 2 studies, indicating that the additional stressors and challenges associated with being a minority did not affect the mediation.
Abstract: Two studies examined whether hope partially mediates the relationship between socioeconomic status (SES) and academic achievement. Guided by recent theoretical formulations about social class and the social cognitive process, in Study 1 a mediational pathway from SES to academic achievement via hope was documented in a diverse sample of adolescents. The mediational pathway was replicated in Study 2 in a minority sample of high school students. In both studies, hope was found to partially mediate the relationship between SES and grade point average. In addition, the unique contribution of hope to academic achievement replicated across the 2 studies, indicating that the additional stressors and challenges associated with being a minority did not affect the mediation. These results have implications for achievement gap interventions.
62 citations
TL;DR: In this paper, the authors examined the implementation of a blended learning program for literacy instruction across kindergarten through grade 5 in a Title I urban elementary school, including a population of st...
Abstract: The authors examined the implementation of a blended learning program for literacy instruction across kindergarten through Grade 5 in a Title I urban elementary school, including a population of st...
43 citations
TL;DR: This article found that black students are much more likely to be disciplined using out-of-school suspensions (OSS) compared with white students compared with the differential involvement hypothesis, which suggests that disproportionate sanctioning may result if one group of students is engaged in greater levels of misbehavior compared with other groups.
Abstract: Black students are much more likely to be disciplined using out-of-school suspensions (OSS) compared with White students. One often-cited hypothesis, though relatively untested, is the role of misconduct and students attitudes that support deviant behavior. The differential involvement hypothesis suggests that disproportionate sanctioning may result if one group of students is engaged in greater levels of misbehavior compared with the other group. Using a national high school dataset, the author used various student-reported measures of misconduct (e.g., fighting) and 18 attitudes supporting deviant behavior (e.g., it is okay to disobey school rules) to investigate their association with receiving an OSS. Findings showed that misconduct and deviant attitudes were important factors in predicting the receipt of OSS though results indicated that Black students did not generally misbehave or endorse deviant attitudes more than White students did.
41 citations
TL;DR: This paper found that the extent to which a student experiences situational interest during a learning task is dependent on external stimuli in the learning environment that arouse interest and internal dispositions, such as individual interest.
Abstract: The extent to which a student experiences situational interest during a learning task is dependent on at least two factors: (1) external stimuli in the learning environment that arouse interest and (2) internal dispositions, such as individual interest. The objective of the present study was to disentangle how both factors influence situational interest during task engagement. Two data sets were collected from primary school science (N = 186) and secondary school history students (N = 71). Path analysis was used to examine the influence of individual interest on seven situational interest measurements and knowledge acquisition. The results suggest that individual interest has only a significant influence on situational interest at the beginning of a task and then its influence fades. In addition, individual interest is not a significant predictor of learning. Only situational interest predicts knowledge acquisition. Implications of these findings for interest research are discussed.
41 citations
TL;DR: The authors examined the extent to which classroom-specific relationships between students' gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality and found that high teaching quality is not only related to higher reading achievement, but may also help to mitigate the increase of gender gaps in reading achievement.
Abstract: The authors examined the extent to which classroom-specific relationships between students’ gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management, adequate pacing, and a strong focus on language competencies were related to a less pronounced increase of girls’ advantage in reading achievement during Grade 9. High levels of teacher support and focus on language competencies were related to smaller gender differences in enjoyment of reading at the beginning of Grade 9, though not associated with change of these differences over the school year. Our findings suggest that high teaching quality is not only related to higher reading achievement and reading enjoyment in classrooms as a whole, but may also help to mitigate the increase of gender gaps in reading achievement and motivation commonly observed in s...
38 citations
TL;DR: In this article, the authors investigated scaffolding approaches for supporting low-achieving learners in a problem-based learning environment and found that using a semicollaborative approach combined with worksheet performed significantly higher on post tests than the other group.
Abstract: This research investigates scaffolding approaches for supporting low-achieving learners in a problem-based learning environment The study was conducted in a vocational school with 3 different approaches to scaffolding using 3 groups in addition to a control group The area of focus was a learning module using computer spreadsheets The results showed that there was a significant difference in outcomes among the 4 groups The group that used a semicollaborative approach combined with worksheet performed significantly higher on posttests than the other group This study illustrates the value of scaffolding for low achievers in problem-based learning environments and identifies the specific type of scaffolding that is most effective
35 citations
TL;DR: In this paper, the effects of a multidimensional intervention to promote physical activity (PA) in school, based on self-determination theory, were analyzed, and significant differences were found in favor of the experimental group in parental and peer autonomy support; integrated regulation in PE; autonomy, intrinsic, and identified regulation in leisure time PA; moderate, hard, and very hard PA; and physical self-worth.
Abstract: The authors analyzed the effects of a multidimensional intervention to promote physical activity (PA) in school, based on self-determination theory. The study involved 88 students, between 14 and 17 years old, who were divided into a control group (n = 59) and an experimental group (n = 29). In the experimental group, a 6-month intervention was conducted, applying a teaching unit of fitness and health in physical education (PE) classes, an extracurricular program of healthy PA, and meetings with families. Questionnaires were administered to measure different motivational variables and PA levels at four time points. Significant differences were found in favor of the experimental group in parental and peer autonomy support; integrated regulation in PE; autonomy, intrinsic, and identified regulation in leisure-time PA; moderate, hard, and very hard PA; and physical self-worth. Motivational effects were maintained over time but the effects on PA levels disappeared at 6 months.
34 citations
TL;DR: In this paper, the authors examined the academic motivational profiles of immigrant and native students, as well as of boys in Italian fifth-grade, based on a representative sample of 26,670 Italian fifth grade students.
Abstract: In the study, based on a representative sample of 26,670 Italian fifth-grade students, the authors examine the academic motivational profiles of immigrant and native students, as well as of boys an...
TL;DR: In this article, the role of error detection and retroactive self-regulation as determinants of performance in secondary education students was studied, and the correlation analysis revealed that error detection was significantly and positively correlated with students' performance.
Abstract: The authors’ objective was to study the role of error detection and retroactive self-regulation as determinants of performance in secondary education students. A total of 198 students participated in the quasiexperimental study, which involved a control group and two experimental groups. This enabled the authors to analyze the effects of both error detection and the subsequent self-regulation by means of several analyses of variance. In addition, the authors analyzed the effect of an assessment script on student's self-assessment. Nevertheless, the divergence in both their self-assessment and error detection was most pronounced when not using the assessment instrument. Furthermore, the correlation analysis revealed that error detection was significantly and positively correlated with students’ performance. Students who conducted error detection and subsequently formulated and completed self-regulation activities achieved better performance. The study results suggest that the use of error detection...
TL;DR: In this article, the idea of Transformative Educational Research (TER) brings into light the integrated meanings on "the what", "the why", "the how" and "the who" of TRE approach in education, bringing together the ideas shared in the conference and existing theoretical referents in this area of knowledge/practice.
Abstract: In reference to this special issue, the idea of transformative educational research (TER) brings into light the integrated meanings on ‘the what’, ‘the why’, ‘the how’, ‘the who’, and ‘what next’ of transformative research approach in education, bringing together the ideas shared in the conference, and existing theoretical referents in this area of knowledge/practice. This concept note, thus, primarily seeks to define transformative research approach in education, taking into consideration what an associated research and practitioner agenda might look like. So as to achieve this purpose, this paper frames TRE practices so far, and creates space to think on future directions for education, and educational research through different sub-headings: (1) TER as multidimensional approach, (2) TER as a response to paradigm shift, (3) TRE as arts-based multi-paradigmatic space, (4) TER for emerging leaders at various spheres of life-world, and (5) TER as imagining the world beyond the given.
TL;DR: Using the draw-a-picture technique, this paper explored the learning conceptions held by students across grade levels and found that younger students held episodic images of learning as opposed to more mature students, and negative emotions and attitudes reached a plateau in Grades 6, 8, and 10.
Abstract: Using the draw-a-picture technique, the authors explored the learning conceptions held by students across grade levels. A total of 1,067 Taiwanese students in Grades 2, 4, 6, 8, 10, and 12 participated in this study. Participants were asked to use drawing to illustrate how they conceptualize learning. A coding checklist was developed to analyze the features in the students' drawings. Consistent with previous study, the majority of the students' drawings portrayed learning happening in a traditional classroom that is teacher centered, with students depicted as passive listeners. Additionally, three main findings were obtained: (a) younger students held episodic images of learning as opposed to more mature students, (b) the human agents involved in learning shifted from others to self, and (c) negative emotions and attitudes reached a plateau in Grades 6, 8, and 10. The results of the study suggested possible cognitive and emotional developmental trends that warrant further investigation.
TL;DR: The authors found that weaker readers, using texts at two, three, and four grade levels above their instructional levels with the assistance of lead readers, outscored both proficient and less proficient students in the control group across multiple measures of reading achievement.
Abstract: This study replicated, with modifications, previous research of dyad reading using texts at various levels of difficulty (Morgan, 1997). The current project measured the effects of using above–grade-level texts on reading achievement and sought to determine the influences of dyad reading on both lead and assisted readers. Results indicate that weaker readers, using texts at two, three, and four grade levels above their instructional levels with the assistance of lead readers, outscored both proficient and less proficient students in the control group across multiple measures of reading achievement. However, the gains made by assisted readers were not significantly different relative to the various text levels. When all assessments were considered, assisted readers reading texts two grade levels above their instructional levels showed the most robust gains in oral reading fluency and comprehension. Lead readers also benefited from dyad reading and continued their respective reading developmental tr...
TL;DR: This article identified subgroups of preschool dual language learners using latent class analysis and found that children in class 1 (emergent bilingual children) tended to speak mostly their native language but some English at home and in the classroom.
Abstract: Although dual language learners (DLLs) are linguistically, culturally, and socially diverse, researchers usually study them in aggregate and compare them to non-DLLs. The authors' purpose was to identify subgroups of preschool DLLs using latent class analysis. There were 7,361 DLLs and 69,457 non-DLLs. Results revealed three distinct classes. Children in class 1 (emergent bilingual children) tended to speak mostly their native language but some English at home and in the classroom. Children in class 2 (bilingual children) tended to speak English only in the classroom, but spoke both languages at home. Children in class 3 (heritage language speakers) tended to speak only their native language at home and in the classroom. Different demographic profiles and levels of development and learning were observed across classes. The DLL subgroups and their profiles provide important information about how educational programs may be tailored to meet the diverse needs of young DLLs.
TL;DR: In this article, the authors identify ways in which Korean immigrant parents define the concept of parental involvement and examine the statistical significances of interrelationships among these meanings and find that support of emotional psychological development was negatively correlated with home-school connection and support of academic success.
Abstract: The authors' goal was to identify ways in which Korean immigrant parents define the concept of parental involvement and to examine the statistical significances of interrelationships among these meanings. Seventy-seven parents responded to an open-ended question that asked them to define the meaning of parental involvement; 141 responses were analyzed. Qualitative analysis resulted in four distinct categories: (a) support at home (68.8%), (b) home–school connection (17.7%), (c) participation in school (5.0%), and (d) duty (8.5%). The category of support at home was divided into three subcategories: Support of nonacademic development (31.9%), support of emotional psychological development (29.1%), and support of academic success (7.8%). A correlational analysis indicated that support of emotional psychological development was negatively correlated with home–school connection and support of academic success. The parents who considered parental involvement to be their duty did not perceive their role...
TL;DR: The 3-year Friendly Schools Friendly Families whole-school intervention included a family component, which provided training and resources to support school teams to engage families in awareness-raising and skill-building activities as mentioned in this paper.
Abstract: Parents can significantly affect children's peer relationships, including their involvement in bullying. The authors developed and evaluated ways to enhance parents’ knowledge, self-efficacy, attitudes, and skills related to parent–child communication about bullying. The 3-year Friendly Schools Friendly Families whole-school intervention included a family component, which provided training and resources to support school teams to engage families in awareness-raising and skill-building activities. Over 3,200 parents of the Grade 2, 4, and 6 cohorts were recruited. For the Grade 2 and 4 cohorts at both 10 and 22 months postintervention, the family component increased parents’ self-efficacy to talk about bullying with their children and their frequency of doing so. Grade 4 parents reported more provictim attitudes at 22 months. No differences were found for the Grade 6 cohort. These data suggest a whole-school capacity-building intervention in early and middle childhood can improve the likelihood and...
TL;DR: In this article, the authors investigated learning culture in classrooms at schools to understand education in Finland and South Korea and found that Finnish and South Korean university students made observatio- ing observatio...
Abstract: The authors aimed to investigate learning culture in classrooms at schools to understand education in Finland and South Korea. For this, Finnish and South Korean university students made observatio...
TL;DR: This article investigated the relationship between three cognitive features of mathematical instruction tasks (high cognitive demand, multiple representations, and multiple solution methods) and studi cation tasks (i.e., high cognitive demand and multiple representations).
Abstract: This study investigated the relationship between three cognitive features of mathematical instruction tasks (high cognitive demand, multiple representations, and multiple solution methods) and stud...
TL;DR: In this paper, the authors examined the mediating role of academic hardiness (including commitment, control, and challenge) on the association between sense of belonging to school and academic achievement.
Abstract: The purpose of this study was to (a) test the relationships between sense of belonging to school, academic hardiness, and academic achievement and (b) examine the mediating role of academic hardiness (including commitment, control, and challenge) on the association between sense of belonging to school and academic achievement. Five hundred and twenty 15–21-year-old high school students (245 young women and 275 young men) from eight high schools in Tehran, Iran, participated in the study by completing a series of validated questionnaires. Partial least squares structural equation modeling provided evidence that commitment, control, challenge, and sense of belonging to school were positively associated with academic achievement. Commitment, control, and challenge partially mediated the relationship between sense of belonging to school and academic achievement. These findings enhance existing literature by revealing how sense of belonging to school may contribute to academic achievement.
TL;DR: In this article, the cross-language transfer from second language to first language (L1) was examined among Spanish-speaking English-language learners in an English intervention (Grades 1-3) in the southwest United States.
Abstract: In this longitudinal study, the cross-language transfer from second language (L2) to first language (L1) was examined among Spanish-speaking English-language learners in an English intervention (Grades 1–3) in the southwest United States. Path analysis revealed statistically significant transfers (ps < .05) for the treatment group from English reading comprehension to Spanish reading comprehension. English vocabulary and English grammar also had an indirect influence on Spanish reading comprehension through English reading comprehension. For the comparison group, no English to Spanish paths were statistically significant. We concluded that intervention activities in L2 influenced L1 reading even when L1 instructional time was reduced.
TL;DR: In this article, the authors evaluated the linear number board game 100 House and found that it supports the development of mathemechic competencies, taking into account Krajewski's (2003, 2013) development model of mathematical competencies.
Abstract: The study evaluates the linear number board game 100 House. Taking into account Krajewski's (2003, 2013) development model of mathematical competencies, this game supports the development of mathem...
TL;DR: In this paper, the authors examined 1,781 rural students' reading motivation and behavior across the transition from middle to high school, using expectancy-value theory, and investigated how motivational variables predicted changes in reading behavior and achievement across a transition in terms of their expectancies, values, and out-of-school reading behaviors.
Abstract: The authors examined 1,781 rural students' reading motivation and behavior across the transition from middle to high school. Using expectancy-value theory, they investigated how motivational variables predicted changes in reading behavior and achievement across the transition in terms of their expectancies, values, and out-of-school reading behaviors. A repeated measures analysis of variance indicated significant increases in vocabulary, intrinsic value, and out-of-school reading, whereas significant decreases were found in attainment value. Hierarchical regression analysis indicated students' subjective expectancy for success was a significant predictor of increases in both comprehension and vocabulary scores. Students' utility value interacted with intrinsic value in predicting reading comprehension scores. In terms of change in students' reading behavior, their perceptions of intrinsic value and utility value were significant predictors. Gender interacted significantly with expectancies in pred...
TL;DR: In this paper, a year-long case study used observations and self-determination theory to study student engagement in the context of self-motivation, and found that student engagement is associated with student achievement.
Abstract: Student engagement is important for teachers and researchers because it is associated with student achievement. Guided by self-determination theory, this year-long case study used observations and ...
TL;DR: This article investigated the impact of task-based instruction (TBI) and traditional instruction (TI) on the motivation and vocabulary development in secondary langua... and found that TBI was more effective than traditional instruction.
Abstract: The purpose of this study was to investigate and compare the impact of task-based instruction (TBI) and traditional instruction (TI) on the motivation and vocabulary development in secondary langua...
TL;DR: Greene and Hunt as mentioned in this paper found that students perform better when classroom characterisation is characterised by person-level and contextual factors than when classroom characterization is not characterised at all.
Abstract: Students' academic achievement is the result of the interplay between person-level and contextual factors (R. R: Greene, 2014; D. E. Hunt, 1975). Students perform better when classroom characterist...
TL;DR: The authors combine a number of quantitative analysis methods in an effort to develop a rich understanding of how a profile combination of traits interact with one another to effect selection of STEM careers and majors.
Abstract: Attention on P-20 science, technology, engineering, and mathematics (STEM) education has increased tremendously in recent years. Many efforts are underway to promote STEM major and career selection...
TL;DR: The authors examined the concurrent associations of school-based parent involvement, family sociocultural factors, and children's academic skills in a sample of Chinese American children (5-9 years old) in immigrant families.
Abstract: The authors examined the concurrent associations of school-based parent involvement (PI), family sociocultural factors, and children's academic skills in a sample of 258 Chinese American children (5–9 years old) in immigrant families. Parents reported their American and Chinese orientations and family socioeconomic status (SES). Parents and teachers rated parents' school-based involvement, and children's English reading and mathematics calculation skills were assessed with standardized tests. Results of path analysis indicated that, controlling for SES, parents' American orientation was positively associated with their self-reported PI. Although parent- and teacher-reported PI were positively correlated with each other, only teacher-reported PI was positively associated with children's English reading. These findings support the benefits of school-based PI for Chinese immigrant children's English reading achievement. Results also highlight the need to consider differences between teachers' and par...
TL;DR: In this article, a qualitative strength-based study investigated motivations, actions, and culture of 11 Mexican immigrant parents of students who attended a selective college preparatory high school and found that home-based strategies, many of which are rooted in the Latino culture, and specific outreach by educators influenced parent involvement.
Abstract: Latinos, particularly Mexican immigrants, are the fastest-growing population in the United States but lag behind others in educational attainment. Parent involvement in their child's education has been linked to positive student academic outcomes, but few studies have focused specifically on Latino/a parents. To identify and promote culturally salient parent involvement approaches for Mexican immigrant parents, this qualitative strength-based study investigated motivations, actions, and culture of 11 Mexican immigrant parents of students who attended a selective college preparatory high school. The study found that a parent's effort to help their children succeed is not dependent on high levels of parent education or income. Rather, the home-based strategies, many of which are rooted in the Latino culture, and specific outreach by educators influenced parent involvement.