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Heineke, Amy J.; Vera, Elizabeth M.; Guo, Wenjin; Kaye, Joseph; Elliott, Joseph – Elementary School Journal, 2023
This multiple-case study probes the social-emotional well-being of elementary and middle-grade students labeled as English learners who were enrolled in different bilingual program models in the midwestern United States. Using ecological systems theory, this qualitative study probes students' social-emotional well-being across schools and within…
Descriptors: Well Being, Elementary School Students, Middle School Students, English Language Learners
Nguyen, Tuan D.; Kremer, Kristen P. – Elementary School Journal, 2022
The current annual teacher attrition rate is about 16%. This loss of teachers results in reduced student achievement and increased financial costs to school districts. Using repeated cross-sectional nationally representative data, we identify the relationship between teacher dissatisfaction and burnout with attrition and whether certain teachers…
Descriptors: Teachers, Teacher Burnout, Job Satisfaction, Teacher Attitudes
Hamm, Jill V.; Lambert, Kerrylin; Little, Todd D.; Farmer, Thomas W.; Harris, Mallory V. – Elementary School Journal, 2021
This study examines the ties of sixth-grade teachers to their interdisciplinary team colleagues and explores the dimensions of their efficacy beliefs for their own and their colleagues' teaching. Teachers (n = 238; 83% female, 88% White) from 26 middle schools completed surveys about the relational aspects of ties to team colleagues, the…
Descriptors: Longitudinal Studies, Interdisciplinary Approach, Grade 6, Middle School Teachers
Bishop, Penny A.; Downes, John M.; Netcoh, Steven; Farber, Katy; DeMink-Carthew, Jessica; Brown, Tricia; Mark, Rachel – Elementary School Journal, 2020
As school districts, major cities, and entire states in the United States adopt personalized learning as a reform strategy focused on the co-construction of learning opportunities between teachers and students, educators face shifting roles. This study examined the roles of teachers in personalized learning environments within a policy context of…
Descriptors: Individualized Instruction, Teacher Role, Elementary School Teachers, Middle School Teachers
Yazdani, Neshat; Siedlecki, Karen L.; Cao, Zihuan; Cham, Heining – Elementary School Journal, 2020
Extensive literature highlights positive outcomes experienced by students whose parents and teachers have strong relationships, but less is known about the factors that influence parent-teacher relationship strength. Using data from "The Impact of Grade Retention: A Developmental Approach," we identify parent-level predictors of the…
Descriptors: Parent Teacher Cooperation, Predictor Variables, Interpersonal Relationship, Elementary Schools
Zee, Marjolein; Rudasill, Kathleen Moritz; Roorda, Debora L. – Elementary School Journal, 2020
This study explored the role of students' externalizing, internalizing, and prosocial behavior and classroom climate in their mental representations of student-teacher relationships. In total, 266 third to sixth graders and 35 teachers participated. Teachers completed questionnaires about students' social-emotional behavior and student-teacher…
Descriptors: Freehand Drawing, Teacher Student Relationship, Student Behavior, Prosocial Behavior
Santana, Macarena; Cabezas, Verónica; Nussbaum, Miguel; Cabello-Hutt, Tania; Claro, Magdalena; Maldonado, Luis – Elementary School Journal, 2020
Although prior knowledge is an important predictor of future performance in mathematics, few studies have analyzed which areas of the subject are most critical. Most evidence is based on small- and medium-scale studies from developed countries, with results that cannot be generalized. We explore which areas of mathematics are the most important…
Descriptors: Mathematics Skills, Numeracy, Socioeconomic Status, National Curriculum
Proctor, C. Patrick; Li, Zhushan; Daley, Samantha G.; Xu, Yang; Graham, Steve; Hall, Tracey E. – Elementary School Journal, 2020
Orthographic and linguistic knowledge are known predictors of reading and writing, yet little research with adolescent readers explores how such knowledge predicts reading and writing in a single model. We worked with 583 adolescent readers in remedial reading classes in grades 6-8 to collect indicators of orthographic and linguistic knowledge as…
Descriptors: Middle School Students, Early Adolescents, Remedial Reading, Reading Comprehension
Smolkowski, Keith; Strycker, Lisa A.; Anderson, Lynne; Marconi, Peggy; Abia-Smith, Lisa – Elementary School Journal, 2020
This pilot study evaluated a novel professional development (PD) model designed to prepare K-12 educators in high-need rural school districts to teach evidence-based argument writing. The PD model showed teachers how to engage students in discussions about visual art using Visual Thinking Strategies (VTS) to enhance students' argumentation…
Descriptors: Visual Learning, Discussion (Teaching Technique), Critical Thinking, Persuasive Discourse
Reed, Deborah K.; Stevenson, Nathan; LeBeau, Brandon C. – Elementary School Journal, 2019
This study investigated the effects of imposing task- or process-oriented reading behaviors on reading comprehension assessment performance. Students in grades 5-8 (N = 275) were randomly assigned to hear multiple-choice items read aloud before or after reading a test passage and when they were and were not allowed access to the passage while…
Descriptors: Reading Comprehension, Reading Tests, Multiple Choice Tests, Reading Aloud to Others
Northrop, Laura; Borsheim-Black, Carlin; Kelly, Sean – Elementary School Journal, 2019
This study uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K), to examine the texts assigned to eighth-grade students. By comparing student demographic information from the ECLS-K with demographic information from the texts, we examine adjustment of assignments to match students' backgrounds. In…
Descriptors: Grade 8, Literature, Race, Ethnicity
Kim, Jung-In; De Long, Shauna P. A.; Ortega, Mari C.; Kelly, Larissa A.; Casias, Marcelino; Dray, Barbara J. – Elementary School Journal, 2019
This study examined 10 urban middle school teachers' practices to motivate their emergent bilingual students (or English-language learners) and the ways in which their practices were associated with their positioning of their students in reading intervention classrooms. Our findings showed that teacher positioning that afforded or constrained…
Descriptors: Middle School Teachers, Urban Schools, Urban Education, English Language Learners
Condon, Meghan; Wichowsky, Amber – Elementary School Journal, 2018
In this article, we present the results of a cluster-randomized trial of an inquiry-based science curriculum conducted in grades 6-8 with 551 students in 13 schools. The intervention integrates science and civics instruction in a unit about community and family water conservation. The intervention also includes teacher professional development and…
Descriptors: Learner Engagement, Civics, Science Instruction, Inquiry
Vedder-Weiss, Dana – Elementary School Journal, 2017
Taking a student's perspective, this study aims to characterize students' descriptions of teaching higher and lower in mastery goal emphasis, in elementary, middle, traditional, and democratic schools. Data were collected by student surveys and interviews from fifth- through eighth-grade Israeli students. Nineteen interviews, describing 5 science…
Descriptors: Teaching Methods, Mastery Learning, Student Attitudes, Interviews
Charalambous, Charalambos Y.; Kyriakides, Ermis – Elementary School Journal, 2017
For years scholars have attended to either generic or content-specific teaching practices attempting to understand instructional quality and its effects on student learning. Drawing on the TIMSS 2007 and 2011 databases, this exploratory study empirically tests the hypothesis that attending to both types of practices can help better explain student…
Descriptors: Teaching Methods, Educational Practices, Instructional Effectiveness, Educational Quality
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