DSSC - Open Public Access Catalogue Search for 'se,phr:"The Journal of Educational Research"'

Parental involvement, children's aspirations and achievement in new immigrant families/

By Eunjoo, Jung.
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pp. 333-350

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Beliefs systems and classroom practices: Identified typologies of elementary school teachers from the United States

By Maria Thomson, Margareta.
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pp. 360-374

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Economic, social and embodied cultural capitals as shapers and predictors of boys' educational aspirations

By Stockfelt, Shawanda.
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pp. 351-359 , The author presents the result of a quantitative survey as a part of a larger mixed-methods study conducted across two case study schools in urban Jamaica. It focuses on Black Caribbean boys' levels of educational aspirations in relation to their economic, social, and embodied cultural capital. The study utilizes Bourdieu's notions of capital, reconceptualized to match the sociocultural context of the research and set within a critical realist metatheoretical framework. Logistic regression models, supported by participants' narratives, show boys' educational aspirations to be highly predictable by their level of capital-including dispositional beliefs held through influence of the maternal family both locally and in Jamaican diaspora of the United Kingdom, United States, and Canada.

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Economic, social and embodied cultural capitals as shapers and predictors of boys' educational aspirations

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Deepening kindergarteners' science vocabulary: A design study

By Parsons, Allison Ward.
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pp. 375-390 , Early, effective instruction to introduce both science vocabulary and general academic language may help children build a strong conceptual and linguistic foundation for later instruction. In this study, a design research intervention was employed to expose children to a variety of interrelated science content words to increase both the breadth and the depth of their vocabularies. This 8-week intervention targeted specific science content vocabulary development through adapting teachers' practices to include use of three instructional techniques: Teachers interactively read aloud information books, engaged students in conversation, and provided hands-on science activity centers. Results demonstrated that children deepened their understanding of the targeted vocabulary words.

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Stable or situated understandings of adolescent reading engagement across readers and raters

By Neugebauer, Sabina.
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pp. 391-404 , Teachers' skill in inferring students' reading motivation influences their ability to provide responsive literacy instruction. Yet, studies show that convergence between students' and teachers' report of students' affective experience with reading is moderate to poor. The present study, with a sample of 140 students, and 15 middle school teachers, examined the convergence across different rater reports (teachers, students, and research observers) of reading motivation and behavioral engagement in daily reading activities as well as the factors that explain teachers' perceptions of students' daily behavioral engagement with reading. Results indicate that there was no correlation between teacher or research observer reports with student ratings. However, teachers' perceptions of students' behavioral engagement in reading was explained by stable as well as situated student indicators of reading engagement. Additional measures to help teachers more easily detect shifts in motivation as a function of classroom practices are discussed.

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Informal mentoring for lesbian, gay, bisexual, and transgender students

By Mulcahy, Molly.
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pp. 405-412 , The authors identified the process that 10 lesbian, gay, bisexual, and transgender (LGBT) high school students used to establish an informal adult-mentor relationship with a school personnel member. Five major themes emerged: (a) how LGBT students determined whether this person would be a safe mentor, (b) a listing of the important qualities of LGBT mentors, (c) a description of the process LGBT students used to approach possible mentors (d) how the mentor relationship was beneficial to LGBT students, and (e) why the relationship was different from their parental relationships. The results revealed that LGBT students were cautious in identifying a potential school personnel mentor because they were concerned about mentor acceptance. Participants looked for mentors to have qualities of independent thinking, liberal political views, genuine interest in the student's life, helping with student career development, and a commitment to bullying prevention. School personnel who are interested in being a mentor to LGBT students can demonstrate an appreciation of diversity by including normalized talk of sexual diversity in conversations or lessons, and making their classroom a safe for LGBT students before, during, and after school.

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A classroom observational study of Qatar's independent schools: Instruction and school reform

By Palmer, Douglas J..
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pp. 413-423 , Qatar initiated a K-12 national educational reform in 2001. However, there is limited information on the instructional practices of the teachers in the reform schools. This project was an observational study of classrooms with a stratified random sample of the first six cohorts of reform schools. Specifically, 156 classrooms were observed in 29 reform schools. Instructional differences were noted in schools with different gender of students and were moderated by school level. Implications of findings were discussed pertaining to implementation of the Qatar national reform and professional development needs of teachers.

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English language learners and kindergarten entry age: Achievement and social-emotional effects

By Gottfried, Michael.
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pp. 424-435 , In evaluating the role of kindergarten entry age, previous researchers have not examined the entry-age effects of English language learners (ELL). Additionally, little work has assessed the role of entry age on both achievement and social-emotional outcomes. This study is the first to do both simultaneously. The authors used data from the longitudinal study that followed a national sample of U.S students from kindergarten through Grade 5. Relying on variation in children's birth dates and in states' kindergarten entrance age cutoffs, the authors estimated how differences in the age at which children enroll in kindergarten are related to their achievement and social-emotional outcomes. Our results show that enrolling in kindergarten as an older entrant is associated with significantly higher achievement and social-behavioral outcomes during the early elementary school years for ELL students, but that these effects largely disappear by the end of elementary school. Policy implications are addressed.

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A preliminary discourse analysis of constructivist-oriented mathematics instruction for a student with learning disabilities

By Yan, Ping Xin.
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pp. 436-447 , Reform efforts in mathematics education arose, in part, in response to constructivist works on conceptual learning. However, little research has examined how students with learning disabilities (LD) respond to constructivist-oriented instruction in mathematics, particularly in moment-to-moment interactions. To understand the nature of constructivist-oriented mathematics instruction involving students with LD, the authors conducted a case study to analyze teacher-student interactions during constructivist-oriented small group instruction involving a student with LD. The student demonstrated, to a certain degree, the ability to reason mathematically when provided with appropriate opportunities and prompting. However, given the limited intervention time, his reasoning and problem solving did not seem to go beyond the semi concrete level of operation, which may have inhibited his solving of complex word problems with large numbers. Findings indicate that more efforts are needed to support students, those with LD in particular, in their transitions from concrete or semiconcrete to abstract conceptual understanding and problem solving.

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