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Sarah K. Cox; Matthew K. Burns; Elizabeth M. Hughes; Taryn Wade; Michelle Brown – Elementary School Journal, 2024
Mathematical flexibility is thought to be a critical component of mathematical proficiency, and the term "mathematical flexibility" has been used by teachers, researchers, and policy makers for more than 2 decades. Although there seems to be consensus on the importance of mathematical flexibility as a construct, the way it is defined and…
Descriptors: Mathematics Skills, Problem Solving, Mathematical Concepts, Definitions
White, Zainab U.; Toste, Jessica R.; Filderman, Marissa J. – Elementary School Journal, 2023
Literacy is essential to the development of any nation. Despite foreign aid to support education initiatives in Africa, high rates of illiteracy persist. This synthesis examined the extent to which early literacy intervention research has been conducted in Africa and the effects of these interventions on reading outcomes for students in…
Descriptors: Foreign Countries, Kindergarten, Young Children, Elementary School Students
van Dijk, Wilhelmina; Lane, Holly B.; Gage, Nicholas A. – Elementary School Journal, 2023
Implementation fidelity is often thought of as a necessary condition to achieve internal validity and as having a relation to student outcomes. This relation is increasingly modeled; we reviewed reading intervention studies for students in pre-K-12 in which measures of implementation fidelity were included in final data analysis. A systematic…
Descriptors: Intervention, Fidelity, Reading Achievement, Validity
Gotwals, Amelia Wenk; Wright, Tanya S.; Domke, Lisa; Anderson, Blythe – Elementary School Journal, 2022
In this systematic literature review, we synthesize 48 research studies about science talk in elementary classrooms to inform the development of supports for teachers. Our findings suggest that characteristics of high-quality elementary science talk include that it (1) supports equitable student participation and engagement, (2) supports deepening…
Descriptors: Science Instruction, Elementary School Science, Discussion (Teaching Technique), Student Participation
Hodge, Emily M.; Gabriel, Rachael; Chenelle, Susan – Elementary School Journal, 2020
The Common Core State Standards (CCSS) were released in 2010 with an appendix that claimed to outline a research-based case for the standards. In this article, we examine the CCSS Appendix A as a case of research use in policy by analyzing the type of sources the document cites, the accuracy of its claim-citation relationships, and the frames its…
Descriptors: Common Core State Standards, Evidence Based Practice, Research Utilization, Information Sources
Jones, Nathan D.; Bettini, Elizabeth; Brownell, Mary – Elementary School Journal, 2019
Collaborative school reforms and teacher evaluation reforms both show promise for improving teaching and learning in American schools. However, these reform movements have largely been implemented separately from each other, and because they are predicated on very different assumptions about how schools and teachers contribute to student learning,…
Descriptors: Educational Change, Educational Policy, Teacher Evaluation, Team Teaching
Lloyd, Blair P.; Barton, Erin E.; Ledbetter-Cho, Katherine; Pennington, Brittany; Pokorski, Elizabeth A. – Elementary School Journal, 2019
We reviewed the literature on function-based interventions (FBIs) implemented by school personnel in K-8 general education settings with a focus on intervention implementation. We identified 34 studies (70 students and FBIs) that met criteria for this review. For more than half of studies and participants, FBIs were implemented by general…
Descriptors: Functional Behavioral Assessment, Intervention, Elementary Education, Teacher Student Relationship
Wei, Liwei; Murphy, P. Karen; Firetto, Carla M. – Elementary School Journal, 2018
Small-group discussions in which teachers and students interact with text are common in language arts classrooms. As documented in the extant literature, teacher discourse moves affect how the discussion unfolds and the resulting quality of the talk. What is not present in the literature is a unified lexicon or taxonomy for defining and…
Descriptors: Teacher Role, Facilitators (Individuals), Group Discussion, Taxonomy
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
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
Graham, Steve; Hebert, Michael; Harris, Karen R. – Elementary School Journal, 2015
To determine whether formative writing assessments that are directly tied to everyday classroom teaching and learning enhance students' writing performance, we conducted a meta-analysis of true and quasi-experiments conducted with students in grades 1 to 8. We found that feedback to students about writing from adults, peers, self, and computers…
Descriptors: Formative Evaluation, Meta Analysis, Writing Tests, Quasiexperimental Design
Graham, Steve; Harris, Karen R.; Santangelo, Tanya – Elementary School Journal, 2015
In order to meet writing objectives specified in the Common Core State Standards (CCSS), many teachers need to make significant changes in how writing is taught. While CCSS identified what students need to master, it did not provide guidance on how teachers are to meet these writing benchmarks. The current article presents research-supported…
Descriptors: Academic Standards, State Standards, Writing Instruction, Elementary Education
Bauman, Sheri – Elementary School Journal, 2008
In this article, I review the literature on school bullying with an emphasis on elementary schools. Bullying is defined and described, 3 types of bullying are discussed, and the importance of relational bullying is emphasized. I review existing programs to reduce bullying with attention to empirical studies. Barriers to implementation of effective…
Descriptors: Bullying, School Counseling, School Counselors, Elementary Schools
Peer reviewed
Purkey, Stewart C.; Smith, Marshall S. – Elementary School Journal, 1985
Briefly reviews findings from the school effectiveness literature and suggests local strategies and policies that will stimulate school reform. Thirteen characteristics of effective schools are discussed as model guidelines for action; four general policy recommendations are made. (RH)
Descriptors: Boards of Education, Cooperation, Decision Making, Educational Improvement
Peer reviewed
Manasse, A. Lorri – Elementary School Journal, 1985
Reviews research on principals' behavior and research differentiating between more and less effective principals. Traces potential policy implications in the areas of program implementation, principal selection, preservice and inservice training, and district level organization and management. (RH)
Descriptors: Criteria, Educational Environment, Educational Improvement, Educational Policy