NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Sutherland, Kevin S.; McLeod, Bryce D.; Granger, Kristen; Nemer, Shannon L.; Kunemund, Rachel L.; Conroy, Maureen A.; Johnson, Adrienne; Miles, Chimere – Elementary School Journal, 2019
Students' early school experiences have a significant and long-term effect on key academic and social/behavioral outcomes. Evidence-based programs that both increase the quantity and quality of positive teacher-student interactions and decrease the frequency of negative teacher-student interactions may be critical for changing negative patterns…
Descriptors: Program Effectiveness, Evidence Based Practice, Risk, Student Experience
Peer reviewed Peer reviewed
Direct linkDirect link
Wills, Howard P.; Mason, Rose; Gregori, Emily; Veatch, Melissa – Elementary School Journal, 2019
The limitations and challenges of paraprofessional training are well documented. These issues are magnified by the increasing reliance on paraprofessionals to provide vital support for students with emotional and behavioral disorders (EBD). Despite evidence supporting self-monitoring for improving teacher and paraprofessional skills, there are…
Descriptors: Self Management, Positive Reinforcement, Paraprofessional School Personnel, Students with Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Hollo, Alexandra; Wehby, Joseph H. – Elementary School Journal, 2017
Teachers' oral language use may be an important factor in student achievement, particularly for students who struggle with language, learning, and behavior. This study examined features of teacher talk during whole-class instruction in 14 general education (GE) and 14 self-contained special education (SE) elementary classrooms that included…
Descriptors: General Education, Special Education, Teacher Student Relationship, Language Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Willson, Victor L.; Hughes, Jan N. – Elementary School Journal, 2009
A sample of 784 children with below-median literacy performance in kindergarten or at the beginning of grade 1 was assessed in 5 areas of psychological and social variables: academic competence, sociodemographic characteristics, social/emotional/behavioral characteristics, school context, and home environment. We examined the contribution of…
Descriptors: Mathematics Achievement, Grade 1, Grade Repetition, Low Achievement
Peer reviewed Peer reviewed
Williams, Robert J.; Algozzine, Bob – Elementary School Journal, 1979
A questionnaire was developed to assess the reasons for teachers' attitudes on several aspects of special education and mainstreaming. Subjects were 267 regular classroom teachers from a large intermediate unit in Pennsylvania. (MP)
Descriptors: Children, Comparative Analysis, Disabilities, Elementary Education
Peer reviewed Peer reviewed
Salend, Spencer J.; And Others – Elementary School Journal, 1988
Illustrates the use of a student-managed response-cost system using free tokens to modify the on-task behavior of 2 mainstreamed students--an emotionally disturbed fourth grader and a learning-disabled sixth grader. Subjects' on-task behavior as well as their academic performance improved after the program. (SKC)
Descriptors: Behavior Modification, Cognitive Restructuring, Elementary Education, Emotional Disturbances
Peer reviewed Peer reviewed
Wang, Margaret C. – Elementary School Journal, 1981
Eight major characteristics of educational programs that aim to successfully accommodate exceptional children in regular classes are identified, discussed, and illustrated. The effectiveness of the implementation of the Adaptive Learning Environments Program in a multiage primary classroom of low and high achievers is reported. (Author/RH)
Descriptors: Academic Achievement, Case Studies, Elementary Education, Emotional Disturbances