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Guo, Daibao; Wright, Katherine Landau; McTigue, Erin M. – Elementary School Journal, 2018
Although visual complexity is increasing and graphics are essential to support readers' comprehension of disciplinary texts, visual literacy receives scant attention. Research suggests that effectively instructing students to interpret discipline-specific graphics would yield better comprehension. However, before this line of inquiry can be…
Descriptors: Content Analysis, Textbooks, Elementary School Students, Science Instruction
Fraser, Mark W.; Thompson, Aaron M.; Day, Steven H.; Macy, Rebecca J. – Elementary School Journal, 2014
The findings reported here describe the effects from a cohort-controlled trial of Making Choices (MC), a universal social-emotional skills training program. From teacher ratings, 688 third-grade students were classified into 4 risk profiles using measures of aggression, social competence, classroom concentration, and peer relations. High-risk…
Descriptors: Interpersonal Competence, Emotional Intelligence, Program Effectiveness, Training
Biggers, Mandy; Forbes, Cory T.; Zangori, Laura – Elementary School Journal, 2013
Previous research suggests that elementary teachers vary in their enactment of science curriculum materials and may not always engage students in substantive sense making. This mixed-methods study investigates elementary teachers' use of science curriculum materials to engage students in the scientific practice of comparing and evaluating…
Descriptors: Elementary School Teachers, Elementary School Science, Science Instruction, Inquiry
Dingman, Shannon; Teuscher, Dawn; Newton, Jill A.; Kasmer, Lisa – Elementary School Journal, 2013
This article reports the findings from a comparative analysis that examined several mathematical content strands, reasoning processes, and emphasis on technology in prior K-8 state mathematics standards and the Common Core State Standards for Mathematics (CCSSM). Various methodological tools were utilized to compare and contrast CCSSM with prior…
Descriptors: Academic Standards, Mathematics Instruction, Mathematics Achievement, Course Content
Harris, Karen R.; Lane, Kathleen Lynne; Driscoll, Steven A.; Graham, Steve; Wilson, Kristen; Sandmel, Karin; Brindle, Mary; Schatschneider, Chris – Elementary School Journal, 2012
This study took place in the context of schools collaborating with a local university to implement an evidence-based, 3-tiered model of prevention and supports targeting academic, behavioral, and social goals. We examined whether Self-Regulated Strategy Development (SRSD) instruction, delivered by grade 2 and 3 general education teachers to all…
Descriptors: Evidence, Outcome Measures, Behavior Disorders, Grade 2
Gottfried, Michael A. – Elementary School Journal, 2012
This study contributes a novel perspective on grade retention by empirically examining how classroom composition relates to the standardized-testing performance of grade-retained students in their post-retained years. This evaluation employed a sample of entire cohorts of urban elementary school children in the Philadelphia School District over 6…
Descriptors: Grade Repetition, School Holding Power, Evidence, Testing
Baker, Scott K.; Smolkowski, Keith; Smith, Jeanie Mercier; Fien, Hank; Kame'enui, Edward J.; Beck, Carrie Thomas – Elementary School Journal, 2011
This study examined the impact of Oregon Reading First on student reading outcomes. Outcomes in schools that began Reading First implementation in 2003-2004 (Cohort A) were compared to outcomes in schools that began Reading First implementation in 2005-2006 (Cohort B). The primary hypothesis, that experienced Cohort A schools would outperform…
Descriptors: Reading Programs, Formative Evaluation, Program Effectiveness, Reading Instruction
Sailors, Misty; Price, Larry R. – Elementary School Journal, 2010
In this article, we describe and report on the results of a study in Texas that tested 2 models of professional development for classroom teachers as a way of improving their practices and increasing the reading achievement of their students. To meet this goal, 44 participating teachers in grades 2-8 learned to teach their students cognitive…
Descriptors: Intervention, Observation, Reading Achievement, Reading Strategies
Denton, Carolyn A.; Anthony, Jason L.; Parker, Richard; Hasbrouck, Jan E. – Elementary School Journal, 2004
Spanish-dominant bilingual students in grades 2-5 were tutored 3 times per week for 40 minutes over 10 weeks, using 2 English reading interventions. Tutoring took place from February through April of 1 school year. One, Read Well, combined systematic phonics instruction with practice in decodable text, and the other, a revised version of Read…
Descriptors: Tutoring, Phonics, Bilingual Students, Reading Instruction