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  1.  2
    Tuning Out of This World: Silence and Mantra at an Urban Ashram in Zygmunt Bauman’s Liquid Modernity.S. A. Bliss - 2018 - Educational Studies 54 (4):448-464.
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  2.  1
    Mediating Heard Resonances: Tracing the Rhythms of Aurality in a Residential College Community.Cassie J. Brownell, David M. Sheridan & Christopher A. Scales - 2018 - Educational Studies 54 (4):396-414.
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  3.  2
    Vibrations in Place: Sound and Language in Early Childhood Literacy Practices.Michael Gallagher, Abigail Hackett, Lisa Procter & Fiona Scott - 2018 - Educational Studies 54 (4):465-482.
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  4.  4
    Gottschalk’s Engagement with the Ungovernable: Louis Moreau Gottschalk and the Bamboula Rhythm.Reagan Patrick Mitchell - 2018 - Educational Studies 54 (4):415-428.
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  5. Resounding Education: Sonic Instigations, Reverberating Foundations.Walter S. Gershon & Peter Appelbaum - 2018 - Educational Studies 54 (4):357-366.
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  6.  1
    Polyphonic Teaching: The Ability to Facilitate Multiple Voices as a Crucial Teaching Skill.Orit Schwarz-Franco - 2018 - Educational Studies 54 (4):429-447.
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  7.  2
    Earwitnessing Equity: Tracing the Intra-Active Encounters of ‘Being-in-Resonance-With’ Sound and the Social Contexts of Education.Jon M. Wargo - 2018 - Educational Studies 54 (4):382-395.
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  8.  1
    In 8100 Again: The Sounds of Students Breaking.Boni Wozolek - 2018 - Educational Studies 54 (4):367-381.
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  9.  3
    Intelligence Beliefs, Goal Orientations and Children’s Academic Achievement: Does the Children’s Gender Matter?Loredana R. Diaconu-Gherasim, Ana-Maria Tepordei, Cornelia Mairean & Andrei Rusu - 2018 - Educational Studies 45 (1):95-112.
    This study evaluated how gender is related to children’s intelligence beliefs, goal orientations and academic achievement and whether there are gender differences in how intelligence beliefs and goal orientations are related to academic achievement. The participants, 362 seventh grade students, completed measures regarding their intelligence beliefs and goal orientations at the beginning of the second semester and the grades were collected at the end of the semester. Girls reported higher scores on incremental belief, mastery goal and higher achievement but lower (...)
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  10.  3
    Effects of Professional Support in School Improvement.J. M. Kuijpers, A. A. M. Houtveen & W. J. C. M. van de Grift - 2018 - Educational Studies 45 (1):113-130.
    At a time when much attention is being paid to teachers’ effectiveness, there is little regard for the effectiveness of their professional support. Although professional development facilitators are frequently involved in school improvement projects, little is known about the interventions they should carry out and the effectiveness of these interventions. In this study, five facilitators’ interventions are operationalised. Multilevel regression analyses show, that the intervention “guiding the process” explains a significant part of variance in teachers’ knowledge, attitude and concerns with (...)
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  11.  3
    The Effect of Problem-Based Learning on the Environmental Attitudes of Preservice Science Teachers.Meltem Kuvac & Isil Koc - 2018 - Educational Studies 45 (1):72-94.
    This study attempted to investigate the effect of problem-based learning on the environmental attitudes of preservice science teachers. In the study, an experimental design was used with a pre-test and post-test control group. In all, 51 junior preservice science teachers participated in the study. The study was carried out over 10 weeks within the scope of an environmental science course. During the study, lessons in the experimental group were processed using a PBL approach while lessons in the control group were (...)
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  12.  5
    School Climate: The Controllable and the Uncontrollable.Tracey N. Sulak - 2018 - Educational Studies 44 (3):279-294.
    A positive school climate impacts students by promoting positive relations among students, staff and faculty of the school. The current study used latent class analysis and multinomial regression with R3STEP to analyse patterns of negative behaviours in schools and test the association of these patterns with structural variables like school size, demographics, and location using data from the 2008 School Survey on Crime and Safety,. The results indicated five classes of frequencies of negative behaviours. By using the lowest frequency of (...)
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  13.  4
    Perspectives on Interdisciplinary Undergraduate Research.M. Ali Ülkü, Andrea M. Karkowski & Terry D. Lahm - 2018 - Educational Studies 44 (3):247-263.
    Undergraduate Research provides deeper experiential learning opportunities for students while increasing their self-efficacy, academic success and motivation to pursue graduate studies. Many real-world problems require an integrated solution and collaboration across different disciplines; therefore, it is important that students develop skills to work across disciplines on challenging research problems. As types and complexity of UR increase, Interdisciplinary Undergraduate Research has become more prevalent, but little is known about it. We define IDUR as “student-faculty collaboration to examine, increase, and share new (...)
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  14.  16
    Assessing School Climate Within a PBIS Framework: Using Multi-Informant Assessment to Identify Strengths and Needs.Anthony G. James, Lauren Smallwood, Amity Noltemeyer & Jennifer Green - 2018 - Educational Studies 44 (1):115-118.
    A multi-method, multi-informant method was used to collect data from diverse stakeholders about school climate to inform school improvement efforts as part of the Positive Behaviour Intervention Supports framework. Teachers, administrators, school staff and students completed surveys and parents participated in focus groups to gather perspectives about school climate. Respondents identified safety as a strength at the school, staff and student results suggested interpersonal relationships as an area for improvement and staff identified parent involvement as an area for growth. Both (...)
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  15.  6
    Collective Self-Efficacy Expectations in Co-Teaching Teams – What Are the Influencing Factors?Mathias Krammer, Angela Gastager, Paleczek Lisa, Barbara Gasteiger-Klicpera & Peter Rossmann - 2018 - Educational Studies 44 (1):99-114.
    Scholars have studied collective teacher efficacy mainly at the school level. The present study also focuses on collective teacher efficacy expectations, but it emphasises the collaborative teaching of two teachers working together in one classroom. This study investigates personal, contextual, and systemic factors that may influence collective self-efficacy expectations of Co-teacher teams. For the present study, 264 teachers who were part of a Co-teaching team finished an online questionnaire. Results from multiple regression analysis indicated that team characteristics influenced the subjective (...)
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  16.  7
    Measuring Learning: Discrepancies Between Conceptions of and Approaches to Learning.Fuensanta Monroy & José L. González-Geraldo - 2018 - Educational Studies 44 (1):81-98.
    This study is framed under the student approaches to learning tradition. The aim was to identify convergence in quantitative and qualitative responses of individuals when measuring their conceptions of and approaches to learning with a mixed methods design. A sample of 1110 Spanish Master’s level teacher education students completed a scale on approaches to learning, and a randomly selected subsample of 111 answered an open-ended question on how they learned. Overall, the qualitative and quantitative data did not support each other, (...)
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  17.  5
    Group Work: Prospective Teachers’ Acquisition of Transversal Competences.Elena M. Díaz Pareja, África M. Cámara Estrella, Inés M. Muñoz Galiano & Juana M. Ortega-Tudela - 2018 - Educational Studies 44 (1):45-56.
    The current training model being used in higher education advocates the acquisition of competences aimed at providing students with all-round training that will enable them to tackle their future work responsibilities effectively. This encompasses a number of different competences, most notably the transversal kind, especially in view of the important role they play in shaping the profile of any professional individual. The active learning methods applied to group work have shown to be the most suitable for achieving these competences. From (...)
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  18.  7
    Students Embracing Change Towards More Powerful Learning Environments in Vocational Education.Inge Placklé, Karen D. Könings, Wolfgang Jacquet, Arno Libotton, Jeroen J. G. van Merriënboer & Nadine Engels - 2018 - Educational Studies 44 (1):26-44.
    Students’ educational engagement is both an important predictor of study success and a key preventive factor for dropout. Vocational tracks in secondary education show high dropout rates. There is strong evidence that the solution to educational disengagement lies in student‐centred, powerful learning environments. This study investigates characteristics of PLEs from the perspective of students in vocational secondary education. Students’ perspectives on a learning environment are crucial for their satisfaction and learning engagement. Therefore, we investigated whether the perceived learning environment meets (...)
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  19.  4
    An Exploration of the Interactions Among the Components of an Experienced Elementary Science Teacher’s Pedagogical Content Knowledge.Y. Soysal - 2018 - Educational Studies 44 (1):1-25.
    This study had two purposes: to explore the components of the pedagogical content knowledge of an experienced elementary science teacher and to reveal the presumed interactions among these components. A naturalistic inquiry was conducted as a single case study in which in-depth qualitative data were gathered through semi-structured interview questions. After the theory-based and data-driven analysis of the qualitative data, the verbal communication was quantitated into numerical data for the enumerative analysis. The results revealed that the teacher’s knowledge of students’ (...)
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  20.  5
    Social Negotiations of Meanings and Changes in the Beliefs of Prospective Teachers: A Vygotskian Perspective.Y. Soysal & S. Radmard - 2018 - Educational Studies 44 (1):57-80.
    This study presents an exploration of the belief changes of prospective teachers through social co-constructivist teaching. The future presumed in-class teaching orientations of the PTs were also estimated by metaphor analysis. A case study was conducted to monitor the belief changes of the PTs and estimate their probable in-class practices. The participants were six PTs involved in a certification in education programme. The data were gathered from the following different sources; interviews, written reflections and metaphor explanations. The data that were (...)
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