Burnout, depression, efficacy beliefs, and work-related variables among school teachers
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2019.02.001
Intercultural group work in higher education: Costs and benefits from an expectancy-value theory perspective
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2018.11.010
What is the point? Examining how curriculum materials articulate mathematical goals and how teachers steer instruction
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2018.09.010
Education outside the classroom increases children’s reading performance:: Results from a one-year quasi-experimental study
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2019.01.009
‘No one in our family ever went to college’: Parents’ orientations towards their children’s post-secondary education and future occupations
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2018.09.005
The impact of direct instruction in a problem-based learning setting. Effects of a video-based training program to foster preservice teachers’ professional vision of critical incidents in the classroom
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2019.03.002
Class size, grouping practices and classroom management
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2018.09.004
Feeling connected: The roles of student-teacher relationships and sense of school belonging on future orientation
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2019.01.008
“I want to do it all day!”—Students’ experiences of classroom movement integration
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2018.11.014
Interaction and belongingness in two student-centered learning environments
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2019.07.006
Incorporating culturally responsive pedagogy within social-emotional learning interventions in urban schools: An international systematic review
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2019.02.007
The relationship between home-based parental involvement, parental educational expectation and academic performance of middle school students in mainland China: A mediation analysis of cognitive ability
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2019.08.003
Cultivating healing by implementing restorative practices for youth: protocol for a cluster randomized trial
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2018.11.005
Encouraging student teachers to support self-regulated learning: A multiple case study on prospective language teachers
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2019.01.007
Is socioeconomic status less predictive of achievement in East Asian countries? A systematic and meta-analytic review
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2019.05.009
Experiencing the transition to lower secondary school: Students’ voices
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2019.06.009
From the Margins: The role of literature
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2018.12.002
Multi-factorial approach to early numeracy—The effects of cognitive skills, language factors and kindergarten attendance on early numeracy performance of South African first graders
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2019.06.011
German higher education academic staff’s positive emotions through work domains
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2019.08.004
Using cooperative learning to close the reading attainment gap for students with low literacy levels for Grade 8/Year 9 students
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2019.02.016
Implementing small class teaching in East Asia: Problems and possibilities
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2018.10.004
‘I got to see the other side of the coin’: Teachers’ understandings of disability-focused oppressive and anti-oppressive pedagogies
来源期刊：International Journal of Educational ResearchDOI：10.1016/j.ijer.2019.09.012
Academic and non-cognitive effects of small classes
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2019.05.006
Reasoning and proof in eighth-grade mathematics textbooks in China
来源期刊：International Journal of Educational ResearchDOI：10.1016/j.ijer.2019.08.015
Gender differences in teachers’ knowledge and attitude towards their roles in the education of students with learning disabilities in Ibadan
来源期刊：International Journal of Educational ResearchDOI：10.4314/IJER.V6I1
New lenses to understand beginning teacher workforce concerns: Developing and justifying scale items for measuring beginning teachers’ and school leaders’ perceptions
来源期刊：International Journal of Educational ResearchDOI：10.1016/j.ijer.2019.08.017
Learner-engaged curriculum co-development in Older Adult Education: Lessons learned from the universities for older adults in China
来源期刊：International Journal of Educational ResearchDOI：10.1016/j.ijer.2019.08.011
An investigation of self-care related constructs in undergraduate psychology students: Self-compassion, mindfulness, self-awareness, and integrated self-knowledge
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2019.02.005
The association between students mathematic knowledge and factors related to students, parents, and school: A cross-cultural comparison study
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2018.11.006
The social side of teacher turnover: Closeness and trust among general and special education teachers in the United States
来源期刊：International Journal of Educational ResearchDOI：10.1016/j.ijer.2019.08.020
Preventing extra costs: The impact of faculty satisfaction and morale
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2019.06.010
Classifying the writing assessment tasks of English as the medium of instruction programs using latent class analysis
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2019.02.003
Pre-service teachers’ appreciations of teacher-educators’ strategies when learning about narratives
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2018.10.009
Influence of familial characteristics on the psychosocial development of adolescents in Lagos State, Nigeria
来源期刊：International Journal of Educational ResearchDOI：10.4314/ijer.v6i2
Private sector inputs into public school preparation for careers in health care and STEM: An examination of cognitive skills development in the Johnson & Johnson Bridge-to-Employment program in the United States
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2019.01.006
Design and use of curriculum resources for teachers and teacher educators: Example of the Chinese abacus at primary school
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2018.10.007
School choice, private providers and differentiated mobilities in Swedish metropolitan school markets: Exploring through a counterfactual approach
来源期刊：International Journal of Educational ResearchDOI：10.1016/j.ijer.2019.08.006
Forms of institutionalised symbolic violence and resistance in the journey of a cohort of adult literacy learners
来源期刊：International Journal of Educational ResearchDOI：10.1016/j.ijer.2019.08.008
Internal migrant children in Chinese classrooms: Do they influence students’ achievements?
来源期刊：International Journal of Educational ResearchDOI：10.1016/j.ijer.2019.08.013
Seeing teacher-designer-curriculum research through an ergonomic lens: Commentary
来源期刊：International Journal of Educational ResearchDOI：10.1016/J.IJER.2019.02.011
The non-cognitive returns to vocational school tracking: South Korean evidence
来源期刊：International Journal of Educational ResearchDOI：10.1016/j.ijer.2019.09.008
