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Neuman, Susan B.; Kaefer, Tanya; Pinkham, Ashley M. – Elementary School Journal, 2016
This study examined the efficacy of a shared book-reading approach to integrating literacy and science instruction. The purpose was to determine whether teaching science vocabulary using information text could improve low-income preschoolers' word knowledge, conceptual development, and content knowledge in the life sciences. Teachers in 17…
Descriptors: Low Income, Preschool Children, Literacy Education, Science Instruction
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Maerten-Rivera, Jaime; Ahn, Soyeon; Lanier, Kimberly; Diaz, Jennifer; Lee, Okhee – Elementary School Journal, 2016
This study was part of the Promoting Science among English Language Learners (P-SELL) efficacy study, a research and development project that implemented a curricular and professional development intervention to improve science achievement of English Language Learners (ELLs) in urban elementary schools. The study used a cluster randomized control…
Descriptors: Intervention, High Stakes Tests, English Language Learners, Science Education
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Piasta, Shayne B.; Phillips, Beth M.; Williams, Jeffrey M.; Bowles, Ryan P.; Anthony, Jason L. – Elementary School Journal, 2016
Early childhood teachers are increasingly encouraged to support children's development of letter-sound abilities. Assessment of letter-sound knowledge is key in planning for effective instruction, yet the letter-sound knowledge assessments currently available and suitable for preschool-age children demonstrate significant limitations. The purpose…
Descriptors: Alphabets, Phoneme Grapheme Correspondence, Preschool Children, Item Response Theory
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Greenwood, Charles R.; Carta, Judith J.; Kelley, Elizabeth S.; Guerrero, Gabriela; Kong, Na Young; Atwater, Jane; Goldstein, Howard – Elementary School Journal, 2016
In 2013, Spencer, Goldstein, Sherman, et al. reported the promising effects of a supplemental, technology-assisted, storybook intervention (Tier 2) containing embedded instruction targeting the oral language learning of preschool children at risk for delays. We sought to advance knowledge of the intervention by replicating it in a new sample and…
Descriptors: Intervention, Teaching Methods, Prompting, Outcomes of Education
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Fitzpatrick, Caroline; Blair, Clancy; Côté-Lussier, Carolyn – Elementary School Journal, 2016
Teacher judgments of student competence can influence student achievement. Clothes, behavior, and physical appearance may all be used to infer student competence. We examined how fourth-grade teacher ratings of student physical appearance (e.g., appropriateness of clothing) relate to concurrent academic adjustment in terms of achievement,…
Descriptors: Academic Achievement, Grade 4, Parent Teacher Cooperation, Self Concept
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Lee, Phyllis; Bierman, Karen L. – Elementary School Journal, 2016
Poor-quality classroom and school contexts may impede the academic and behavioral adjustment of low-income students when they transition into kindergarten. Several studies have examined the impact of teacher-student interactions on student progress, whereas others have explored the impact of school-level adversity (e.g., student poverty, school…
Descriptors: Kindergarten, Elementary School Students, Grade 1, Teacher Student Relationship
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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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Crespo, Sandra – Elementary School Journal, 2016
As videos of teaching become increasingly available and used as tools for analyzing classroom practice, it is important for researchers and practitioners to reflect on the nature and purposes of video representations of teaching. Too often classroom videos are made and viewed in ways that narrow interpretations about the nature and quality of…
Descriptors: Mathematics Instruction, Classroom Techniques, Educational Quality, Teaching Methods
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Purpura, David J.; Baroody, Arthur J.; Eiland, Michael D.; Reid, Erin E. – Elementary School Journal, 2016
An intervention experiment served to evaluate the efficacy of highly guided discovery learning of relations underlying add-1 and doubles combination families and to compare the impact of such instruction with minimally guided instruction. After a pretest, 78 first graders were randomly assigned to one of three intervention conditions: highly…
Descriptors: Grade 1, Thinking Skills, Pretests Posttests, Intervention
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Jones, Cindy D.; Clark, Sarah K.; Reutzel, D. Ray – Elementary School Journal, 2016
This study investigated the affordances of informational texts to serve as model texts for teaching text structure to elementary school children. Content analysis of a random sampling of children's informational texts from top publishers was conducted on text structure organization and on the inclusion of text features as signals of text…
Descriptors: Text Structure, Elementary School Students, Content Analysis, Information Skills
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Player, Daniel; Katz, Veronica – Elementary School Journal, 2016
Policy makers have struggled to find successful approaches to address concentrated, persistent low school achievement. While NCLB and the School Improvement Grant (SIG) program have devoted significant time and attention to turnaround, very little empirical evidence substantiates whether and how these efforts work. This study employs a comparative…
Descriptors: School Turnaround, Educational Policy, Low Achievement, Comparative Analysis
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Fuchs, Lynn S.; Schumacher, Robin F.; Long, Jessica; Namkung, Jessica; Malone, Amelia S.; Wang, Amber; Hamlett, Carol L.; Jordan, Nancy C.; Siegler, Robert S.; Changas, Paul – Elementary School Journal, 2016
The purposes of this study were to (a) investigate the efficacy of a core fraction intervention program on understanding and calculation skill and (b) isolate the effects of different forms of fraction word-problem (WP) intervention. At-risk fourth graders (n = 213) were randomly assigned to the school's business-as-usual program, or one of two…
Descriptors: Intervention, At Risk Students, Grade 4, Elementary School Students
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Zvoch, Keith – Elementary School Journal, 2016
Piecewise growth models (PGMs) were used to estimate and model changes in the preliteracy skill development of kindergartners in a moderately sized school district in the Pacific Northwest. PGMs were applied to interrupted time-series (ITS) data that arose within the context of a response-to-intervention (RtI) instructional framework. During the…
Descriptors: Kindergarten, Emergent Literacy, Skill Development, School Districts
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Gibbons, Lynsey K.; Cobb, Paul – Elementary School Journal, 2016
Many districts are using content-focused coaching as a strategy to provide job-embedded support to teachers. However, the current coaching literature provides little guidance on what coaches need to know and be able to do to engage teachers in activities that will support their development of ambitious instructional practices. Furthermore, little…
Descriptors: School Districts, Coaching (Performance), Faculty Development, Elementary School Teachers
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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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