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Showing 1 to 15 of 34 results Save | Export
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Walpole, Sharon; Amendum, Steven; Pasquarella, Adrian; Strong, John Z.; McKenna, Michael C. – Elementary School Journal, 2017
We compared year-long gains in fluency and comprehension in grades 3-5 in 3 treatment and 4 comparison schools. Treatment schools implemented a comprehensive school reform (CSR) program called Bookworms. The program employed challenging text and emphasized high text volume, aggressive vocabulary and knowledge building, and contextualized strategy…
Descriptors: Elementary Education, Grade 3, Grade 4, Grade 5
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Minke, Kathleen M.; Anderson, Kellie J. – Elementary School Journal, 2003
Compared traditional parent-teacher conferences with an alternative collaborative model that includes students (family-school conferences) in a suburban elementary school. Found that teachers and parents valued traditional conferences as opportunities for information exchange, but both groups reported anxiety that may interfere with communication.…
Descriptors: Comparative Analysis, Elementary Education, Elementary School Students, Elementary School Teachers
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Maloch, Beth; Flint, Amy Seely; Eldridge, Deborah; Harmon, Janis; Loven, Rachelle; Fine, Joyce; Bryant-Shanklin, Mona; Martinez, Miriam – Elementary School Journal, 2003
Explored differences in the understandings, beliefs, and decision making of first-year teachers from reading specialization, reading embedded, or general education teacher preparation programs. Found that graduates of International Reading Association-recognized programs tended to speak in clear and thoughtful ways about their instruction, focused…
Descriptors: Beginning Teachers, Beliefs, Comparative Analysis, Decision Making
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Dolezal, Sara E.; Welsh, Lindsey Mohan; Pressley, Michael; Vincent, Melissa M. – Elementary School Journal, 2003
This ethnographic study compared the classroom practices of low, moderately, and highly engaging third-grade teachers in eight Catholic schools. Findings indicated that in low engaging classrooms, teachers used many practices that undermined motivation. Moderately engaging teachers used many potentially motivating practices but assigned tasks that…
Descriptors: Assignments, Catholic Schools, Classroom Techniques, Comparative Analysis
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Matsumura, Lindsay Clare; Patthey-Chavez, G. Genevieve; Valdes, Rosa; Garnier, Helen – Elementary School Journal, 2002
Investigated relation of the quality of third graders' writing assignments and written instructor feedback to quality of subsequent student work. Found that amount and type of teacher feedback predicted a small, significant proportion of variance in the quality of content, organization, and mechanics of final drafts. Initial writing quality…
Descriptors: Academic Achievement, Comparative Analysis, Elementary Education, Elementary School Students
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Noyce, Ruth M.; Christie, James F. – Elementary School Journal, 1983
Working with a sample of third-grade students, researchers compared two sentence-modeling curricula: one focusing exclusively on writing and the other, the Integrated Sentence-Modeling Curriculum (ISMC), combining language arts areas. Designed for elementary school students, the ISMC introduces children to complex syntactic structures by involving…
Descriptors: Comparative Analysis, Elementary Education, Elementary School Students, Grade 3
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Seidner, Constance J.; And Others – Elementary School Journal, 1978
Descriptors: Academic Achievement, Affective Behavior, Comparative Analysis, Elementary Education
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Parr, Gerald D.; And Others – Elementary School Journal, 1981
Results of this 2-year study of an Elementary and Secondary Education Act Title VII demonstration project indicate that teaching a class of 43 second-grade children from a small rural community in west Texas in large groups is as effective as an individualized approach to bilingual education. (Author/RH)
Descriptors: Bilingual Education, Comparative Analysis, Elementary Education, Grade 2
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Hammond, Janice M. – Elementary School Journal, 1979
Descriptors: Academic Achievement, Attitudes, Comparative Analysis, Divorce
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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
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Emmer, Edmund T.; And Others – Elementary School Journal, 1980
The major goals of the project reported here were to learn how teachers who are effective managers handle beginning-of-the-year activities and to determine what basic principles of management underlie their teaching. Twenty-seven third-grade teachers in eight elementary schools served as subjects. (MP)
Descriptors: Class Organization, Classroom Observation Techniques, Classroom Techniques, Comparative Analysis
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Lebowitz, Ruth – Elementary School Journal, 1980
Examines the relationship of the views that women elementary school teachers in the New York City school system have of their work and their attitudes toward the Feminist Movement. (MP)
Descriptors: Comparative Analysis, Elementary Education, Elementary School Teachers, Females
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Moore, Fernie Baca; Parr, Gerald D. – Elementary School Journal, 1978
Measures and compares the effectiveness of four programs in one school district: a maintenance bilingual program, a transitional bilingual program, a minimal bilingual program, and a nonbilingual program. (CM)
Descriptors: Academic Achievement, Bilingual Education, Comparative Analysis, Elementary Education
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Lukasevich, Ann; Gray, Roland F. – Elementary School Journal, 1978
Explores the relationship between instructional style (open and non-open programs), architectural style (open and non-open facilities) and selected cognitive and affective outcomes of third grade pupils. (CM)
Descriptors: Academic Achievement, Comparative Analysis, Educational Research, Elementary Education
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Jeynes, William H.; Littell, Stephen W. – Elementary School Journal, 2000
A meta-analysis was conducted of 14 studies examining whether whole-language instruction increases the reading skills of low-SES students in grades K-3. Evidence suggested that low-SES primary school children do not benefit from whole-language instruction, compared to basal instruction. Findings indicated that there may be some advantages to the…
Descriptors: Basal Reading, Comparative Analysis, Elementary Education, Elementary School Students
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