International Journal of Educational Research 2007: Vol 45 Index & Table of Contents

2007·1.4 MB·English

Subject index / Int. J. Educ. Res. 46 (2007) 382-389
impact of gender, 183 Cognitive achievement
impact of race, 184 in Brazilian education, measurement of gaps
impact of region of residence, 183-184 and inequalities in, 99, 176-187, 178-180
impact of socioeconomic status, 183 Community
measurement of cognitive achievement gaps as determinant of children’s school
and inequalities in, 176-187 participation in Sri Lanka, 99, 149
effect on children’s enrollment and
achievement in rural areas in Viet Nam, 99,
Canada, effect of SCT on youths’ academic 153-175
achievement in, 380-403 Costa Rica
Children different early interventions for low-income
characteristics of, as determinant of school kindergartens in, 188-201
participation of children in Sri Lanka, 148 classroom interventions, 193
determinants of school participation of, 99 family interventions, 192-193
in rural areas in Viet Nam tutorial interventions, 193
effects of socioeconomic status, school and Costs, of schooling, as determinant of school
community factors on enrollment and participation of children in Sri Lanka, 149-150
achievement of, 99 Cultural practices, in classroom and peer
factors affecting school participation of, communities, challenges in operationalizing of,
153-175 404-419
community and school disparities, 162—164
educational enrollment, 166—168
Denmark, teacher accountability and professional
household factors, 168-172
identity in
quality and quantity of school enrollment,
ENCOMPASS study, 247-249
160-162
secondary teachers, 247—249
school factors, 164-166
Domain
trends in school enrollment, 158
generality vs. specificity
Chile
of epistemological beliefs
mathematics achievement of students in, 102-116
introduction to, 1-6
mathematics curriculum, 111-112
theoretical and methodological difficulties,
school resources, 113-114
7-27
social and economic context in which the
specificity, of personal epistemology, 85-95
schools operate, 109-111
Dual nature, of epistemological beliefs, 28-42
teacher quality, 113
Dutch orthography, 344-345
performance in TIMSS 1998/99, 104-105
schooling system in, 103-104
teacher performance evaluation, 254-266, Education
262-263 equity and quality of
vs. countries with comparable economic for education improvement in Chile,
conditions, 106-115 cross-national research on, 98
China, reform as hybrid model of teaching and in Brazil
teacher development in, 279-289 impact of gender, 183
Class size impact of race, 184
effect on primary schools in Poland, 202-215 impact of region of residence, 183-184
effect on student achievement in Poland, 100 impact of socioeconomic status, 183
Classroom, challenges in operationalizing cultural research on, 99
practices in, 404-419 research in developing and transition countries,
Classroom activities, as short-term early literacy 97-101
intervention for low-income Costa Rican Chile, 98
kindergartens, 100, 193 Costa Rica, 100
Classroom interventions, early, impact on low- Nigeria, 100
income Costa Rican kindergartens, 193 Peru, 98-99
Subject index / Int. J. Educ. Res. 46 (2007) 382-389
Poland, 100 ENCOMPASS study, secondary teachers in
Sri Lanka, 99 England, France and Denmark, 247-249
Viet Nam, 99 England, teacher accountability and professional
factors affecting school participation of identity in
children in Sri Lanka, 137-152 after restructuring, 245-247
child characteristics, 148 ENCOMPASS study, 247-249
direct costs of schooling and access to PACE and STEP study, 245-247
schools, 149-150 prior to restructuring, 244-245
household characteristics, 148-149 secondary teachers, 247-249
location and community-level Enrollment, of children in rural areas in Viet Nam
characteristics, 149 effects of socioeconomic status, school and
school quality indicators, 149 community factors on, 99, 153-175, 166—168
of teachers, educational reform and global quality and quantity, 160-162
regulation of, 231-241 trends in, 158
convergence and divergence in teaching reform, Epistemic beliefs, domain specificity of, 85-95
239-240 Epistemic dimensions, of students’ mathematics-
in Germany, 315-324 related belief systems, 57-70
in Mexico, 267-278 Epistemological beliefs
reforming policies and institutions, 236-237 domain generality, of practicing teachers in
teachers roles and images of effective teaching, context of elementary school teaching,
237-239 71-84
schools in Sri Lanka, 139-141 domain generality—specificity of, theoretical
Education journals and methodological difficulties, 7-27
impact factor of, 368-372 dual nature of, 28-42
limitations in the calculation, applications and differentially related to motivation, 36—37
general overview of impact factor of, 362-379 domain-specific
Educational interventions, early, impact on low- develop from more general beliefs, 37-39
income Costa Rican kindergartens, 188-201 emerge when beliefs are assessed at domain
classroom interventions, 193 level, 35-36
family interventions, 192-193 introduction to domain generality vs. domain
tutorial interventions, 193 specificity of, 1-6
Educational reform Epistemological understanding, 43—56
and globalization in German teacher education, patterns across domains of judgments, 48-50
315-324 patterns across gender, grade level, and
and institutions that educate and regulate curriculum, 50-52
teachers, 234 Epistemology, personal, domain specificity of,
and the global regulation of teachers’ education, 85-95
development and work, 231-241 Evaluativist, epistemological understanding, 43-56
convergence and divergence in teaching reform, patterns across domains of judgments, 48-50
239-240 patterns across gender, grade level, and
reforming policies and institutions, 236-237 curriculum, 50—52
teachers roles and images of effective teaching, Expository teaching
237-239 effect on biology achievement and attitudes
as hybrid model of teaching and teacher toward biology of students, 100, 216-229
development in China, 279-289 efficacy as teaching strategy, 100
changes in structure of teacher education in
Germany, 317-322
influence on teachers’ work in Japan, 290-301 Family, and school social capital and youths’ math
lack of systematic and rigorous empirical scores in Canada, Japan, and United States,
evidence, 235-236 380-403, 387-391
of teachers, Family interventions, early, impact on low-income
in Mexico, 269-273 Costa Rican kindergartens, 100, 192-193
Subject index / Int. J. Educ. Res. 46 (2007) 382-389
France, teacher accountability and professional Japan
identity in effect of SCT on youths’ academic
after restructuring, 245—2..7 achievement in, 380-403
ENCOMPASS study, 247-249 influence of educational reform on teachers’
PACE and STEP study, 245-247 work in, 290-301
primary teachers, 244-247 Rainbow Plan
prior to restructuring, 244-245 implications on teachers’ work, 290-301
secondary teachers, 247—249 multiple levels of teacher accountability,
292-300
Gender, impact on educational inequality in Brazil, community, 295-296
183 individual, 298-300
national, 293-294
Germany
prefecture, 294-295
changes in structure of teacher education in,
317-322 school, 296-298
Journal Citation Reports (JCR), calculation of
globalization and educational reform in teacher
education in, 315-324 impact factor and the main problems surrounding
it, 364-367
Globalization
Journals, in education
and educational reform in German teacher
education, 315-324 impact factor of, 368-372
limitations in the calculation, applications and
conceptions of, 232
general overview of impact factor of, 362-379
state as strong force mediating the effects of,
233-234
Guided inquiry Kindergarten students, low-income Costa Ricans,
effect on biology achievement and attitudes impact of different early literacy interventions,
toward biology of students, 100, 216-229 188-201
efficacy as teaching strategy, 100 classroom interventions, 193
Guinea, accountability and teacher empowerment family interventions, 192-193
in, 302-314 tutorial interventions, 193
Knowledge-of-results, vs. informational feedback,
343-344
Household, as determinant of children’s school
Knowledge transfer, 344
participation in Sri Lanka, 99, 148-149
Literacy intervention, short-term early, effective for
ICQ language, short forms, as feature of short
providing early educational opportunities for
messages, 335
low-income Costa Rican kindergartens, 100
Ideal teachers, consequences for the concept of,
321-322 Location, as determinant of school participation of
children in Sri Lanka, 149
Identity of teachers, and national context,
255-256
Impact factor, of education journals, Malaysia, out-of-school practices in writing short
368-372 messages, 325-340
limitations in the calculation of, and its insider status, 336
applications and general overview, 362-379 Penang English, 333-335
Implicit learning, 358 short forms or ICQ language, 335
Incidental learning, 344 Mathematics
Information and Communication Technologies conceptions of, 414-415
(ICT), and spelling, 342-343 effect of SCT on youths’ achievement in,
Informational feedback, vs. knowledge-of-results, outside of the US context, 380-403
343-344 operationalizing cultural practices in relation
Institutional theory, 233 to learning and practicing of, 413-414
Institutions, and educational reforms that educate students’ belief systems related to, epistemic
and regulate teachers, 234 dimensions of, 57—70
386 Subject index / Int. J. Educ. Res. 46 (2007) 382-389
youths’ scores in, and SCT, 393-394, 396-398 Personal epistemology, domain specificity of,
Mathematics achievement 85-95
of Chilean students, 102-116 Peru, extent and causes of absence of teachers in
mathematics curriculum, 111-112 primary schools in, 117-136
school resources, 113-114 community characteristics
social and economic context in which the poverty, 127
schools operate, 109-111 remoteness, 127—128
teacher quality, 113 competition from private schooling, 131—132
Mathematics curriculum, 111-112 financial incentives
Methodology, difficulties in domain contract status, 129
generality—epistemological beliefs, 7-27 salary, 128-129
Mexico monitoring and discipline
educational reform of teachers in, 269-273 bottom-up monitoring by parents, 130
regulation of teacher education and work in, top-down monitoring, 129-130
267-278 non-pecuniary incentives, 130-131
Carrera Magisterial, 274-276 ties to the local area and school, 130-131
Consejos tecnicos escolares, 273-274 working conditions, school infrastructure
reformed curriculum, 274 and equipment, 131
Ministry of Education teacher demographic characteristics, 128
and teachers, reciprocal accountability of, Poland, effect of class size
305-312 on primary schools, 202-215
role in development of teacher performance on student achievement, 100
evaluation, 254-266 Primary, Assessment, Curriculum and Experience
Multiplist, epistemological understanding, 43-56 (PACE) study, 245-247
patterns across domains of judgments, 48-50 Primary schools
patterns across gender, grade level, and in Peru, extent and causes of absence of
curriculum, 50—52 teachers in, 117-136
community characteristics
poverty, 127
Netherlands, spelling feedback in an ICT-learning remoteness, 127—128
environment, 341-361 competition from private schooling, 131—132
knowledge-of-results, vs. informational financial incentives
feedback, 343-344 contract status, 129
Out-of-school literacy, 327-329 salary, 128-129
writing of short messages of Malaysian high monitoring and discipline
school students, 325-340 bottom-up monitoring by parents, 130
insider status, 336 top-down monitoring, 129-130
Penang English, 333-335 non-pecuniary incentives, 130-131
short forms or ICQ language, 335 ties to the local area and school,
130-131
working conditions, school infrastructure
Pedagogy, culturally relevant, inform theory and and equipment, 131
practice in classrooms, 404-419 teacher demographic characteristics, 128
Peer communities, challenges in operationalizing in Poland, effect of class size on, 202-215
cultural practices in, 404-419 Professional development, of teachers
Penang English, 333-335 educational reform and global regulation of,
Performance evaluation, development of, for 231-241
teachers in Chile, 262-263 convergence and divergence in teaching
Association of Chilean Municipalities in, reform, 239-240
3256-264 reforming policies and institutions, 236-237
Ministry of Education in, 256-264 teachers roles and images of effective teaching,
Teachers’ Union in, 256-264 237-239
Subject index / Int. J. Educ. Res. 46 (2007) 382-389
in Europe, impact of national education policy poor, major causes of, in Peru, 98-99
and policy change on, 242-253 School resources, 113-114
Programs for small grants to schools, 302-314 Schooling system in Chile, 103-104
Schools, access to, as determinant of school
participation of children in Sri Lanka,
Race, impact on educational inequality in Brazil, 184
149-150
Rainbow Plan
Scientific Literacy Test (SLT), efficacy of guided
implications on teachers’ work in Japan, 291
inquiry and expository teaching methods on
multiple levels of teacher accountability,
achievement in and attitude to biology,
292-300
216-229
community, 295-296
Short messages, out-of-school practices of
individual, 298-300
Malaysian high school students in writing of,
national, 293-294
325-340
prefecture, 294-295
insider status, 336
school, 296-298
Penang English, 333-335
Region of residence, impact on educational
short forms or ICQ language, 335
inequality in Brazil, 183-184
Social capital theory (SCT)
Research
and youths’ math scores, 393-394, 396-398
cross-national, on quality of education for
effect on youths’ academic achievement
education improvement in Chile, 98
outside of the US context, 380-403
education equity and quality in developing
Social class, effects on educational enrollment and
and transition countries, 97-101
achievement of boys and girls in rural Viet Nam,
153-175
School, and family social capital and youths’ math Social Science Citation Index (SSCI), 362-379
scores in Canada, Japan, and United States, Socioeconomic status
380-403, 391-393 impact on educational inequality in Brazil, 183
School education in Sri Lanka, 139-141 of parents, effect on children’s enrollment and
School factors, effect on children’s enrollment and achievement in rural areas in Viet Nam, 99,
achievement in rural areas in Viet Nam, 99, 153-175
164-166 Spelling feedback, in an ICT-learning environment,
School-level information, as determinant of 341-361
children’s school participation, 99 Dutch orthography, 344-345
School participation, of children ICT and spelling, 342-343
determinants of, 99 knowledge of results vs. informational
in Sri Lanka, factors affecting, 137-152 feedback, 343-344
children’s characteristics, 148 knowledge transfer, 344
direct costs of schooling and access to schools, spelling proficiency, 345-346
149-150 training effects, 350-352
household characteristics, 148-149 training efficiency, 353-355
location and community-level characteristics, transfer effects, 352-353
149 Spelling proficiency, 345-346
school quality indicators, 149 Sri Lanka
in Viet Nam factors affecting school participation of
effects of social class and school conditions on, children in, 137—152
153-175 children’s characteristics, 148
school quality as determinant of, 99 direct costs of schooling and access to schools,
School quality 149-150
as determinant of school participation household characteristics, 148-149
in Sri Lanka, 149 location and community-level characteristics,
in Viet Nam, 99, 153-175 149
as driver of both demand for education and school quality indicators, 149
educational effectiveness, 98 school education in, 139-141
388 Subject index / Int. J. Educ. Res. 46 (2007) 382-389
State, as strong force mediating the effects of ideal, consequences for the concept of,
globalization, 233-234 321-322
Student achievement, in Poland, effect of class size identity of, and national context, 255-256
on, 100, 202-215 in context of elementary school teaching
Student beliefs, mathematics-related, epistemic domain generality of epistemological beliefs of,
dimensions of, 57-70 71-84
Students world views of, 71-84
grade 2, Dutch, effectiveness of knowledge-of- in Peruvian primary schools, extent and causes of
results vs. informational feedback on spelling absence of, 117—136
performance of, 341-361 community characteristics
high school, Malaysian, out-of-school poverty, 127
practices in writing short messages, 325-340 remoteness, 127-128
insider status, 336 competition from private schooling, 131—132
Penang English, 333-335 financial incentives
short forms or ICQ language, 335 contract status, 129
Systems, Teachers and Policy Change (STEP), salary, 128-129
245-247 monitoring and discipline
bottom-up monitoring by parents, 130
top-down monitoring, 129-130
Teacher development non-pecuniary incentives, 130-131
Action Education as hybrid model of, 287—288 ties to the local area and school, 130—131
and reform initiatives in Guinea, 303-305 working conditions, school
and teaching in China, reform as hybrid model infrastructure and equipment, 131
of, 279-289 teacher demographic characteristics, 128
institutionalization of practices related to, Teachers’ accountability
282-286 and empowerment in Guinea, 302-314
through hybridized models of reform, global Rainbow Plan’s multiple levels of, 292-300
and local approaches, 286-288 community, 295-296
Teacher-driven school improvement program individual, 298-300
(PPSE), 302-314 national, 293-294
Teacher empowerment, and accountability in school, 296-298
Guinea, 302-314 Teachers’ education
Teacher performance evaluation in Chile, 254-266 educational reform and global regulation
Teacher quality, 113 of, 231-241
Teacher responsibility convergence and divergence in teaching
in poor school quality, 98-99 reform, 239-240
Teacher Statute, in improvement of teachers’ in Germany, 315-324
conditions of employment and salaries, 256 in Mexico, 267-278
Teachers reforming policies and institutions, 236—237
and Ministry of Education, reciprocal standards and evaluation in German
accountability of, 305-312 teacher education, 319-320
educational reform and global regulation of teachers roles and images of effective teaching,
education, development and work of, 237-239
231-241 reformation of, in Mexico, 269-273
convergence and divergence in teaching Teachers’ professional development
reform, 239-240 educational reform and global regulation of,
reforming policies and institutions, 231-241
236-237 convergence and divergence in teaching
teachers roles and images of effective reform, 239-240 is
teaching, 237-239 reforming policies and institutions, 236-237
educational reforms and institutions for teachers roles and images of effective
education and regulation of, 234 teaching, 237-239
Subject index / Int. J. Educ. Res. 46 (2007) 382-389 389
impact of national education policy and policy United States, effect of SCT on youths’ academic
change on, 231-241 achievement in, 380-403
in Europe, impact of national education policy
and policy change on, 242-253
Viet Nam, factors affecting school participation of
Teachers’ Union
children in, 153-175
in development of teacher performance
community and school disparities, 162-164
evaluation, 254-266
educational enrollment, 166-168
in improvement of teachers’ conditions of
household factors, 168-172
employment and salaries, 256
quality and quantity of school enrollment,
Teachers’ work
160-162
educational reform and global regulation of,
school factors, 164-166
231-241
trends in school enrollment, 158
convergence and divergence in teaching reform,
Viet Nam Living Standard Survey (VNLSS),
239-240
effects of social class and school quality on
reforming policies and institutions, 236-237
school participation of children in Viet Nam,
teachers roles and images of effective
153-175
teaching, 237—239
impact of national education policy and policy
WideNet project, 406-410
change on, 231-241
Work, of teachers
in Europe, impact of national education policy
educational reform and global regulation of,
and policy change on, 242-253
231-241
in Japan, implications of Rainbow Plan on, 291
convergence and divergence in teaching reform,
in Japan, influence of educational reform on,
239-240
290-301
reforming policies and institutions, 236-237
in Mexico, regulation of, 267-278
teachers roles and images of effective
Carrera Magisterial, 274-276
Consejos tecnicos escolares, 273-274 teaching, 237-239
in Europe, impact of national education policy
reformce curriculum, 274
and policy change on, 242-253
Teaching, and teacher development in China,
in Mexico, regulation of, 267-278
reform as hybrid model of, 279-289
Carrera Magisterial, 274-276
Teaching strategy, efficacy of guided inquiry and
Consejos tecnicos escolares, 273-274
expository teaching, 100
reformed curriculum, 274
Theoretical, difficulties in domain
generality—epistemological beliefs, 7-27 World views, of practicing teachers in context of
Trends in International Mathematics and Science elementary school teaching, 71-84
Writing, of short messages in English, out-of-school
Study (TIMMS), analysis of mathematics
achievement of Chilean students, 98, 102-116 practices of Malaysian high school students,
Tutorial interventions 325-340
as short-term early literacy intervention for insider status, 336
low-income Costa Rican kindergartens, 100 Penang English, 333-335
early, impact on low-income Costa Rican short forms or ICQ language, 335
kindergartens, 193
United Nations Educational, Scientific and Cultural
Organizations (UNESCO), quality and equity of
education, 100-101