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Newton, Kristie J.; Willard, Catherine; Teufel, Christopher – Elementary School Journal, 2014
The purpose of this study was to better understand how students with learning disabilities, including those who struggle specifically with mathematics, engage with fraction computation. In particular, we examined error patterns, the influence of like and unlike denominators on these patterns, and correct solution methods. Although skill-related…
Descriptors: Learning Disabilities, Mathematics Instruction, Error Patterns, Influences
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Murray, Maria S.; Munger, Kristen A.; Hiebert, Elfrieda H. – Elementary School Journal, 2014
In this study, the student texts and teacher guides of two reading intervention programs for at-risk, first-grade students were analyzed and compared: Fountas and Pinnell's "Leveled Literacy Intervention" (LLI) and Scott Foresman's "My Sidewalks" (MS). The analyses drew on the framework of available theory and…
Descriptors: Reading Programs, Intervention, Reading Instruction, Comparative Analysis
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Reese, Leslie; Jensen, Bryant; Ramirez, Debora – Elementary School Journal, 2014
Some have described the academic underperformance of Latino children, on the one hand, and their relatively strong socioemotional competencies on the other, as a "Latino Paradox." We unpack the affective climate of early elementary classrooms to explore how this paradox is addressed in a rural school district where children from…
Descriptors: Rural Schools, Hispanic American Students, Classroom Environment, School Districts
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Cervetti, Gina N.; DiPardo, Anne L.; Staley, Sara J. – Elementary School Journal, 2014
Much has been written recently about the role of talk in content-area learning, including science learning. However, there is still much to be learned about how teachers begin to engage students in the kinds of peer-to-peer conversations that help them make sense of their investigations in science and that advance their conceptual understandings.…
Descriptors: Secondary School Science, Middle School Students, Urban Schools, Interpersonal Communication
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Eng, Sothy; Szmodis, Whitney; Mulsow, Miriam – Elementary School Journal, 2014
The role of social capital (parental beliefs, social networks, and trust) as a predictor of parental involvement in Cambodian children's education was examined, controlling for human capital (family socioeconomic status). Parents of elementary students (n = 273) were interviewed face to face in Cambodia. Teacher contact scored highest, followed by…
Descriptors: Foreign Countries, Parent Participation, Beliefs, Parent Attitudes
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Reutzel, D. Ray; Brandt, Lorilynn; Fawson, Parker C.; Jones, Cindy D. – Elementary School Journal, 2014
This article examines the Consortium on Reading Excellence-Phonics Survey (CORE-PS), an informal, inexpensive, and widely disseminated assessment tool that is used to determine primary-grade students' knowledge of and abilities to apply key alphabetic and phonics understandings to decode a mix of real and pseudo-words. Evidence is reported of the…
Descriptors: Student Evaluation, Elementary School Students, Phonics, Decoding (Reading)
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Gottfried, Michael A. – Elementary School Journal, 2014
Recent federal, state, and district policies that have mainstreamed English language learner (ELL) students into general, English-only elementary school classrooms have raised questions among educational stakeholders about the widespread effects of these policies. Most research has focused on the outcomes of ELL students; almost nothing is known…
Descriptors: Student Diversity, Peer Influence, English Language Learners, Social Development
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Dotger, Sharon; McQuitty, Vicki – Elementary School Journal, 2014
This case study introduces the notion of an operative system to describe elementary teachers' knowledge and practice. Drawing from complex systems theory, the operative system is defined as the network of knowledge and practices that constituted teachers' work within a lesson study cycle. Data were gathered throughout a lesson study cycle in which…
Descriptors: Elementary School Teachers, Pedagogical Content Knowledge, Teaching Methods, Systems Approach
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Lack, Brian; Swars, Susan Lee; Meyers, Barbara – Elementary School Journal, 2014
A descriptive, holistic, multiple-case methodology was applied to examine the nature of participation in discourse of two low- and two high-achieving grade 6 students while solving mathematical tasks in a standards-based classroom. Data collected via classroom observations and student interviews were analyzed through a multiple-cycle coding…
Descriptors: Student Participation, Grade 6, Low Achievement, High Achievement
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Minke, Kathleen M.; Sheridan, Susan M.; Moorman Kim, Elizabeth; Ryoo, Ji Hoon; Koziol, Natalie A. – Elementary School Journal, 2014
Parental engagement is an important avenue for supporting student achievement. Positive relationships between parents and teachers are increasingly recognized as vital in this process. Most studies consider parents' and teachers' perceptions separately, and it is unknown whether shared perceptions of relationship quality matter with respect to…
Descriptors: Interpersonal Relationship, Parent Teacher Cooperation, Predictor Variables, Academic Achievement
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Bottia, Martha Cecilia; Moller, Stephanie; Mickelson, Roslyn Arlin; Stearns, Elizabeth – Elementary School Journal, 2014
Analyzing Early Childhood Longitudinal Survey--Kindergarten (ECLS-K) data, we examine how exposure to instructional practices influences math test scores at the end of kindergarten for children from different racial/ethnic and socioeconomic backgrounds, and for children with different levels of math skills at kindergarten entry. We also analyze…
Descriptors: Teaching Methods, Mathematics Instruction, Kindergarten, Student Diversity
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Graesser, Arthur C.; McNamara, Danielle S.; Cai, Zhiqang; Conley, Mark; Li, Haiying; Pennebaker, James – Elementary School Journal, 2014
Coh-Metrix analyzes texts on multiple measures of language and discourse that are aligned with multilevel theoretical frameworks of comprehension. Dozens of measures funnel into five major factors that systematically vary as a function of types of texts (e.g., narrative vs. informational) and grade level: narrativity, syntactic simplicity, word…
Descriptors: Statistical Analysis, Guidelines, Syntax, Reading Comprehension
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Biggers, Mandy; Forbes, Cory T.; Zangori, Laura – Elementary School Journal, 2013
Previous research suggests that elementary teachers vary in their enactment of science curriculum materials and may not always engage students in substantive sense making. This mixed-methods study investigates elementary teachers' use of science curriculum materials to engage students in the scientific practice of comparing and evaluating…
Descriptors: Elementary School Teachers, Elementary School Science, Science Instruction, Inquiry
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Hamre, Bridget K.; Pianta, Robert C.; Downer, Jason T.; DeCoster, Jamie; Mashburn, Andrew J.; Jones, Stephanie M.; Brown, Joshua L.; Cappella, Elise; Atkins, Marc; Rivers, Susan E.; Brackett, Marc A.; Hamagami, Aki – Elementary School Journal, 2013
Validating frameworks for understanding classroom processes that contribute to student learning and development is important to advance the scientific study of teaching. This article presents one such framework, Teaching through Interactions, which posits that teacher-student interactions are a central driver for student learning and organizes…
Descriptors: Teacher Effectiveness, Preschool Teachers, Elementary School Teachers, Teacher Student Relationship
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Dingman, Shannon; Teuscher, Dawn; Newton, Jill A.; Kasmer, Lisa – Elementary School Journal, 2013
This article reports the findings from a comparative analysis that examined several mathematical content strands, reasoning processes, and emphasis on technology in prior K-8 state mathematics standards and the Common Core State Standards for Mathematics (CCSSM). Various methodological tools were utilized to compare and contrast CCSSM with prior…
Descriptors: Academic Standards, Mathematics Instruction, Mathematics Achievement, Course Content
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