Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 1 |
Since 2015 (last 10 years) | 3 |
Since 2005 (last 20 years) | 34 |
Descriptor
Source
Elementary School Journal | 137 |
Author
Publication Type
Journal Articles | 137 |
Reports - Descriptive | 137 |
Reports - Research | 23 |
Opinion Papers | 21 |
Reports - Evaluative | 11 |
Information Analyses | 6 |
Guides - Non-Classroom | 1 |
Historical Materials | 1 |
Education Level
Elementary Education | 27 |
Early Childhood Education | 3 |
Grade 8 | 3 |
Elementary Secondary Education | 2 |
Grade 1 | 2 |
Grade 3 | 2 |
Grade 4 | 2 |
Higher Education | 2 |
Kindergarten | 2 |
Middle Schools | 2 |
Preschool Education | 2 |
More ▼ |
Audience
Practitioners | 4 |
Teachers | 1 |
Location
California | 8 |
United States | 4 |
Canada | 2 |
Connecticut | 2 |
United Kingdom | 2 |
Arizona | 1 |
China | 1 |
Colorado | 1 |
Connecticut (New Haven) | 1 |
Florida | 1 |
France | 1 |
More ▼ |
Laws, Policies, & Programs
Education for All Handicapped… | 2 |
No Child Left Behind Act 2001 | 2 |
Individuals with Disabilities… | 1 |
Jacob K Javits Gifted and… | 1 |
Assessments and Surveys
Dynamic Indicators of Basic… | 1 |
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 1 |
Meets WWC Standards with or without Reservations | 2 |
Drake, Corey – Elementary School Journal, 2021
The rapidly changing landscape of instructional materials in elementary education has involved both a wider range of available materials, particularly online, as well as increasing use of materials provided to teachers by other teachers on sites such as Pinterest and Teachers Pay Teachers. In this commentary, I outline three key shifts in…
Descriptors: Elementary School Teachers, Interaction, Instructional Materials, Media Selection
Sutherland, Kevin S.; McLeod, Bryce D.; Granger, Kristen; Nemer, Shannon L.; Kunemund, Rachel L.; Conroy, Maureen A.; Johnson, Adrienne; Miles, Chimere – Elementary School Journal, 2019
Students' early school experiences have a significant and long-term effect on key academic and social/behavioral outcomes. Evidence-based programs that both increase the quantity and quality of positive teacher-student interactions and decrease the frequency of negative teacher-student interactions may be critical for changing negative patterns…
Descriptors: Program Effectiveness, Evidence Based Practice, Risk, Student Experience
Elementary School Journal, 2016
This article describes nine phases of curriculum-development activities conducted by the Language and Reading Research Consortium (LARRC), the end result of which was to arrive at a research-based supplemental curriculum that could be used by teachers of English-speaking or bilingual Spanish-English-speaking children in prekindergarten and…
Descriptors: Curriculum Development, Educational Research, Preschool Education, Kindergarten
Hiebert, Elfrieda H.; Pearson, P. David – Elementary School Journal, 2014
The Common Core State Standards represent the first standards document to address whether students are able to read progressively more complex texts as they progress across the grades. This article gives an overview of the three components of the model of text complexity that were identified in Appendix A of the Standards and also were the basis…
Descriptors: State Standards, Difficulty Level, Readability, Readability Formulas
Ippolito, John; Schecter, Sandra R. – Elementary School Journal, 2012
This article traces diverging trajectories in a situated, participatory research project in 2 public schools in Ontario. While the project operated within a consistent set of objectives to promote educational equity for immigrant, linguistically diverse students and their families, it generated 2 substantially different models of educational…
Descriptors: Participatory Research, Equal Education, Educational Research, Foreign Countries
Porche, Michelle V.; Pallante, Daniel H.; Snow, Catherine E. – Elementary School Journal, 2012
The Collaborative Language and Literacy Instruction Project (CLLIP) is a model of professional development designed to help teachers incorporate research-based practices of literacy instruction, support mastery, and sustained use of these practices through coaching, and serve as a foundation for whole-school reform efforts. We describe the model,…
Descriptors: Reading Achievement, Phonemic Awareness, Grade 4, Faculty Development
Johnston, Peter H. – Elementary School Journal, 2011
Evidence suggests that it is possible to substantially reduce the number of children classified as learning disabled in literacy. The 2004 reauthorization of the Individuals with Disabilities Education Act opens opportunities to do so through Response to Intervention (RTI). This article argues that institutional histories, structures, and…
Descriptors: Beliefs, Disabilities, Literacy, Response to Intervention
Kucan, Linda; Hapgood, Susanna; Palincsar, Annemarie Sullivan – Elementary School Journal, 2011
This article describes the development and initial implementation of the Comprehension and Learning from Text Survey (CoLTS), an instrument designed to assess teachers' specialized knowledge for comprehension instruction in the context of discussion. CoLTS is a paper-and-pencil test that engages teachers in analyzing a text to identify the most…
Descriptors: Reading Comprehension, Discussion (Teaching Technique), Decoding (Reading), Teaching Methods
Stigler, James W.; Thompson, Belinda J. – Elementary School Journal, 2009
Many have proposed the creation of a practitioner knowledge base as a foundation for the continuous improvement of teaching. In this article, we discuss the promise, and the challenges, involved in the creation and use of such a knowledge base. We begin by reflecting on the difficulties of changing teaching, a cultural and contextual activity. We…
Descriptors: Faculty Development, Educational Change, Pedagogical Content Knowledge, Constructivism (Learning)
Hiebert, James; Morris, Anne K. – Elementary School Journal, 2009
Consistent with the theme of this issue, we describe the details of one continuing effort to build knowledge for teacher education. We argue that building a useful knowledge base requires attention to the processes used to generate, record, and vet knowledge. By using 4 features of knowledge-building systems we identified in the introductory…
Descriptors: Educational Change, Mathematics Teachers, Middle School Teachers, Teacher Education Curriculum
Gravemeijer, Koeno; van Eerde, Dolly – Elementary School Journal, 2009
Building on the claim that teachers need to know how innovative instructional approaches work to be able to adapt them to their own classrooms, design research is presented as a research method that aims to offer exactly that kind of information. We elaborate design research that aims to develop a local instruction theory--a theory about the…
Descriptors: Educational Research, Teaching Methods, Knowledge Base for Teaching, Educational Innovation
The Role of Learning Goals in Building a Knowledge Base for Elementary Mathematics Teacher Education
Jansen, Amanda; Bartell, Tonya; Berk, Dawn – Elementary School Journal, 2009
In this article, we describe features of learning goals that enable indexing knowledge for teacher education. Learning goals are the key enabler for building a knowledge base for teacher education; they define what counts as essential knowledge for prospective teachers. We argue that 2 characteristics of learning goals support knowledge-building…
Descriptors: Preservice Teacher Education, Mathematics Education, Mathematics Teachers, Goal Orientation
Roseman, Jo Ellen; Koppal, Mary – Elementary School Journal, 2008
With increased emphasis on state standards and assessments in science, one might question whether there is still a role for national science standards and benchmarks. This article makes a case for the importance of national guidelines and identifies key functions performed by the National Research Council's "National Science Education Standards"…
Descriptors: State Standards, National Standards, Educational Change, Guidelines
Lee, Okhee; Buxton, Cory – Elementary School Journal, 2008
We address issues of science curriculum for nonmainstream students--students of color, students learning English as a new language, and students from low-income families--who are often concentrated in urban schools. First, we describe a theoretical framework for equitable learning opportunities with nonmainstream students. Building on this…
Descriptors: Curriculum Development, Urban Schools, Research and Development, Curriculum Design
Metz, Kathleen E. – Elementary School Journal, 2008
The American Association for the Advancement of Science and the National Academy of Science have emphasized the need to design curriculum such that students do not simply learn about science, but also do science. Although obviously the knowledge-building practices among scientists and children in elementary school science classrooms will always be…
Descriptors: Elementary School Science, Instructional Design, Grade 1, Science Instruction