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Kuziemko, Ilyana – National Bureau of Economic Research, 2011
I develop a model in which a child's acquisition of a given form of human capital incentivizes adults in his household to either learn from him (if children act as teachers then adults' cost of learning the skill falls) or lean on him (if children's human capital substitutes for that of adults in household production then adults' benefit of…
Descriptors: African American Children, Human Capital, Primary Education, Adults
Gewertz, Catherine – Education Week, 2011
In a bid to help more students read proficiently in 3rd grade--a skill considered critical to their future educational success--new laws and initiatives springing up around the country require educators to step up their efforts to identify and help struggling readers even before they enter kindergarten. It's not unusual for states or school…
Descriptors: Reading Achievement, Primary Education, Preschool Education, Grade 3
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Sugarman, Sarah – Journal of Language and Literacy Education, 2011
The field of teacher research is increasingly including self-study as a valid and reliable method with which teachers can study and improve practice. In this self-study, I develop knowledge of myself as a nonfiction reader and use it to inform my instruction. Guided by the work of Schoenbach, Greenleaf, Cziko, and Hurwitz (1999), I use…
Descriptors: Reading Instruction, Nonfiction, Pedagogical Content Knowledge, Self Evaluation (Individuals)
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Branum-Martin, Lee; Mehta, Paras D.; Carlson, Coleen D.; Francis, David J.; Goldenberg, Claude – Journal of Educational Psychology, 2014
Home language experiences are important for children's development of language and literacy. However, the home language context is complex, especially for Spanish-speaking children in the United States. A child's use of Spanish or English likely ranges along a continuum, influenced by preferences of particular people involved, such as parents,…
Descriptors: Language Usage, Family Environment, English, Spanish Speaking
Wietstock, Cathleen E. – ProQuest LLC, 2010
The purpose of this study was to describe the assumptions, beliefs, perceptions, practices, and visions that P-3 leaders from disparate settings hold in regard to system alignment as a means to identify effective bridges for P-3 programs in California. The researcher employed qualitative methods, including field notes, semi-structured interviews,…
Descriptors: Primary Education, Educational Administration, Doctoral Dissertations, Interviews
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Furtado, Leena; Johnson, Lisa – Reading Matrix: An International Online Journal, 2010
This action-research case study endeavors to enhance the summarization skills of first grade students who are reading at or above the third grade level during the first trimester of the academic school year. Students read "twin text" sources, meaning, fiction and nonfiction literary selections focusing on a common theme to help identify…
Descriptors: Sentences, Siblings, Student Improvement, Grade 3
Canzian, Eileen – Abell Foundation, 2010
This report highlights the ongoing discussions between the believers of "online learning" vs. the "not enough proven research" for K-8 cyber schooling. Discussing successful processes and operations in states around the country, the author focuses on Maryland and, in particular, Baltimore schools, and reports that very little…
Descriptors: Urban Schools, Online Courses, Educational Technology, Public Schools
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Bantis, Alexandros – CATESOL Journal, 2010
The purpose of this study was to investigate the impact of task-based writing instruction, a communicative language-teaching method, on second language acquisition and differentiation of instruction for English language learners during the independent work time instructional component of the Open Court Reading program. Through student-teacher…
Descriptors: Writing Instruction, Teaching Methods, Second Language Instruction, English Language Learners
Suhrheinrich, Jessica; Stahmer, Aubyn C.; Reed, Sarah; Schreibman, Laura; Reisinger, Erica; Mandell, David – Grantee Submission, 2013
Implementing evidence-based practices (EBPs) for children with autism is challenging for teachers because these practices are often complex, requiring significant training and resources that are not available in most school settings. This brief investigation was designed to identify areas of strength and difficulty for teachers implementing one…
Descriptors: Best Practices, Research, Children, Autism
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