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Showing 1 to 15 of 46 results Save | Export
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Hale, Elizabeth; Kim, James S. – Elementary School Journal, 2020
This study examined teachers' spontaneous low-level comprehension questions in script-supported informational read alouds, with a secondary analysis on the relationship between low- and high-level comprehension questions. Participants came from a predetermined subsample of 34 teachers and 824 third-grade students. Results revealed notable…
Descriptors: Elementary School Teachers, Elementary School Students, Grade 3, Questioning Techniques
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Goodrich, J. Marc; Hebert, Michael; Savaiano, Mackenzie; Andress, Tim T. – Elementary School Journal, 2020
Research indicates that sentence-combining instruction is effective for improving writing outcomes; however, no studies to date have examined the effects of sentence-combining instruction on the writing skills of Spanish-speaking language-minority (LM) students. Therefore, the purpose of this study was to examine the effects of explicit…
Descriptors: Teaching Methods, Sentences, Writing Skills, Spanish Speaking
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Bush, Sarah B.; Cook, Kristin L.; Edelen, Daniel; Cox, Richard, Jr. – Elementary School Journal, 2020
The inclusion of the arts into science, technology, engineering, the arts, and mathematics (STEAM) has recently gained much national attention. The purpose of this qualitative study was to conduct a thematic analysis of student STEAM survey open responses to provide the field with an examination of grades 3-5 elementary students' perceptions of…
Descriptors: Elementary School Students, STEM Education, Art Education, Grade 3
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Toste, Jessica R.; Capin, Philip; Vaughn, Sharon – Elementary School Journal, 2017
This randomized controlled trial focused on 59 struggling readers in the third and fourth grades (30 female, 29 male) and examined the efficacy of an intervention aimed at increasing students' multisyllabic word reading (MWR). The study also explored the relative effects of an embedded motivational beliefs (MB) training component. Struggling…
Descriptors: Reading Instruction, Randomized Controlled Trials, Reading Comprehension, Reading Fluency
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Avalos, Mary A.; Secada, Walter G.; Zisselsberger, Margarita Gómez; Gort, Mileidis – Elementary School Journal, 2017
This study investigated third graders' use and variation of linguistic resources when writing a science explanation. Using systemic functional linguistics as a framework, we purposefully selected and analyzed writing samples of students with high and low scores to explore how the students' use of language features (i.e., lexicogrammatical…
Descriptors: Grade 3, Elementary School Students, Language Usage, Science Instruction
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Brizuela, Bárbara M. – Elementary School Journal, 2016
In this article, I analyze episodes from two third-grade classrooms drawn from a larger classroom teaching experiment to explore how these students began to incorporate nonnumerical symbols in their mathematical expressions when asked to represent indeterminate quantities. The article addresses two research questions: What understandings did these…
Descriptors: Grade 3, Mathematical Formulas, Elementary School Mathematics, Mathematics Education
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Dwyer, Julie; Kelcey, Ben; Berebitsky, Dan; Carlisle, Joanne F. – Elementary School Journal, 2016
In theory, engaging students in discussion helps them learn how to understand and think critically about texts. Researchers have sought to identify effective features of teacher-led text-based discussions by designing specific discussion-group programs and investigating their influence on students' comprehension in upper elementary classrooms.…
Descriptors: Discourse Analysis, Group Discussion, Elementary School Students, Measures (Individuals)
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Graham, Steve; Hebert, Michael; Harris, Karen R. – Elementary School Journal, 2015
To determine whether formative writing assessments that are directly tied to everyday classroom teaching and learning enhance students' writing performance, we conducted a meta-analysis of true and quasi-experiments conducted with students in grades 1 to 8. We found that feedback to students about writing from adults, peers, self, and computers…
Descriptors: Formative Evaluation, Meta Analysis, Writing Tests, Quasiexperimental Design
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Toste, Jessica R.; Heath, Nancy L.; Connor, Carol McDonald; Peng, Peng – Elementary School Journal, 2015
Relationships with teachers have been found to be particularly salient for elementary-age students, as they relate to successful adjustment to school. The construct of working alliance reconceptualizes traditional definitions of relationship to consider elements of emotional connection, as well as the collaboration central to the working…
Descriptors: Teacher Student Relationship, Questionnaires, Likert Scales, Construct Validity
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Silverman, Rebecca D.; Coker, David; Proctor, C. Patrick; Harring, Jeffrey; Piantedosi, Kelly W.; Hartranft, Anna M. – Elementary School Journal, 2015
The purpose of this study was to explore relationships between language variables and writing outcomes with linguistically diverse students in grades 3-5. The participants were 197 children from three schools in one district in the mid-Atlantic United States. We assessed students' vocabulary knowledge and morphological and syntactical skill as…
Descriptors: Elementary School Students, Grade 3, Grade 4, Grade 5
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Williamson, Gary L.; Fitzgerald, Jill; Stenner, Jackson A. – Elementary School Journal, 2014
The Common Core State Standards (CCSS) establish a challenging text-complexity standard for all high school graduates to read at college and workplace text-complexity levels. We argue that implementation of the CCSS standard requires concurrent examination of historical student reading-growth trends. An example of a historical student average…
Descriptors: State Standards, Reading Improvement, Reading Ability, Difficulty Level
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Chen, Qi; Hughes, Jan N.; Kwok, Oi-Man – Elementary School Journal, 2014
The authors investigated the differential effect of retention on the development of academic achievement from grades 1 to 5 on children retained in grade 1 over 6 years. Growth mixture model (GMM) analyses supported the existence of two distinct trajectory groups of retained children for both reading and math among 125 ethnically and…
Descriptors: Elementary School Students, Grade Repetition, Academic Achievement, Grade 1
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Buck, Gayle A.; Cook, Kristin L.; Quigley, Cassie F.; Prince, Pearl; Lucas, Yvonne – Elementary School Journal, 2014
In this participatory action research study, we answered the question, How can we improve attitudes toward science education of the African American girls at an elementary school? Girls in grades 3-6 completed the Modified Attitudes toward Science Inventory. A purposeful sample of 30 girls participated in several focus-group interviews throughout…
Descriptors: African American Students, Elementary School Students, Females, Scientific Attitudes
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Reutzel, D. Ray; Child, Angela; Jones, Cindy D.; Clark, Sarah K. – Elementary School Journal, 2014
The purpose of this study was to conduct a content analysis of the types and occurrences of explicit instructional moves recommended for teaching five essentials of effective reading instruction in grades 1, 3, and 5 core reading program teachers' editions in five widely marketed core reading programs. Guided practice was the most frequently…
Descriptors: Direct Instruction, Reading Instruction, Reading Programs, Content Analysis
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Fraser, Mark W.; Thompson, Aaron M.; Day, Steven H.; Macy, Rebecca J. – Elementary School Journal, 2014
The findings reported here describe the effects from a cohort-controlled trial of Making Choices (MC), a universal social-emotional skills training program. From teacher ratings, 688 third-grade students were classified into 4 risk profiles using measures of aggression, social competence, classroom concentration, and peer relations. High-risk…
Descriptors: Interpersonal Competence, Emotional Intelligence, Program Effectiveness, Training
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