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Knake, Kaitlin Torphy; Chen, Zixi; Yang, Xiuqi; Tait, Jordan – Elementary School Journal, 2021
In an era of social media, and amid the coronavirus pandemic, teachers' curation of instructional resources stands as an opportunity to observe teachers' planning and conceptualization of their practice in real time. This work explores the resources teachers curate, their rigor, and the effects on students' learning across years. Merging big data…
Descriptors: Social Media, Academic Achievement, Elementary School Mathematics, Instructional Materials
Troia, Gary A.; Olinghouse, Natalie G.; Mo, Ya; Hawkins, Lisa; Kopke, Rachel A.; Chen, Angela; Wilson, Joshua; Stewart, Kelly A. – Elementary School Journal, 2015
Though writing plays an important role in academic, social, and economic success, typical writing instruction generally does not reflect evidence-based practices (EBPs). One potential reason for this is limited signposting of EBPs in standards. We analyzed the content of writing standards from a representative sample of states and the Common Core…
Descriptors: Academic Standards, Writing Instruction, Evidence Based Practice, Common Core State Standards
Schommer-Aikins, Marlene; Duell, Orpha K.; Hutter, Rosetta – Elementary School Journal, 2005
This study examined the structure of middle school students' general epistemological beliefs and domain-specific mathematical problem-solving beliefs by asking whether the 2 belief systems are related and whether they predict students' academic performance. Over 1,200 seventh- and eighth-grade students completed an Epistemological Questionnaire,…
Descriptors: Measures (Individuals), Middle School Students, Beliefs, Problem Solving
Peer reviewed
Mohl, Raymond A. – Elementary School Journal, 1977
Describes Alice Barrow's activities in promoting the platoon school concept and presents a brief description and history of the platoon school movement. (MS)
Descriptors: Biographies, Educational Change, Elementary Education, Program Descriptions
Peer reviewed
McGiverin, Jennifer; And Others – Elementary School Journal, 1989
Examines effects of Indiana's project PRIME TIME on reading and math achievement test scores of second graders who completed 2 years of the reduced-class-size program. Analysis of 3,967 test scores suggests that students in small classes had higher test scores than did students in large classes. (RJC)
Descriptors: Academic Achievement, Basic Skills, Class Size, Elementary Education