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Wood, Carla; Wanzek, Jeanne; Schatschneider, Christopher – Elementary School Journal, 2022
This study aimed to examine verbal behaviors within communicative interactions at the teacher/classroom level among second-grade classrooms that differ in socioeconomic status (SES) backgrounds. Investigators recorded and examined language use across instructional periods for 38 second-grade classrooms. Teachers' communication behaviors were…
Descriptors: Interpersonal Communication, Classroom Communication, Grade 2, Elementary School Students
Sutherland, Marah; Clarke, Ben; Kosty, Derek B.; Baker, Scott K.; Doabler, Christian T.; Smolkowski, Keith; Fien, Hank; Goode, Joanna – Elementary School Journal, 2022
Policy efforts in mathematics have focused on increasing teachers' mathematics content knowledge (MCK), with the goal of increasing teacher quality and in turn increasing student mathematics learning. An alternative approach to increasing student mathematics achievement is to investigate curricula that can be effectively used by teachers with a…
Descriptors: Mathematics Education, Mathematics Curriculum, Pedagogical Content Knowledge, Teacher Behavior
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
Cappella, Elise; O'Connor, Erin E.; McCormick, Meghan P.; Turbeville, Ashley R.; Collins, Ashleigh J.; McClowry, Sandee G. – Elementary School Journal, 2015
We investigate the classwide efficacy of INSIGHTS, a universal social-emotional learning intervention for early elementary grades, on observed teacher practices and student behaviors. Twenty-two elementary schools (87% free/reduced lunch) were randomly assigned to INSIGHTS or an attention-control condition. Kindergarten and first-grade classrooms…
Descriptors: Elementary School Students, Elementary School Teachers, Comparative Analysis, Randomized Controlled Trials
Franke, Megan L.; Turrou, Angela C.; Webb, Noreen M.; Ing, Marsha; Wong, Jacqueline; Shin, Nami; Fernandez, Cecilia – Elementary School Journal, 2015
Educators, researchers, and policy makers increasingly recognize that participation in classroom mathematics discussions, especially engaging with others' ideas, can promote students' mathematics understanding. How teachers can promote students' high-level engagement with others' ideas, and the challenges teachers face when trying to do so, have…
Descriptors: Learner Engagement, Student Participation, Video Technology, Group Discussion
Hamre, Bridget K.; Pianta, Robert C.; Downer, Jason T.; DeCoster, Jamie; Mashburn, Andrew J.; Jones, Stephanie M.; Brown, Joshua L.; Cappella, Elise; Atkins, Marc; Rivers, Susan E.; Brackett, Marc A.; Hamagami, Aki – Elementary School Journal, 2013
Validating frameworks for understanding classroom processes that contribute to student learning and development is important to advance the scientific study of teaching. This article presents one such framework, Teaching through Interactions, which posits that teacher-student interactions are a central driver for student learning and organizes…
Descriptors: Teacher Effectiveness, Preschool Teachers, Elementary School Teachers, Teacher Student Relationship
Curby, Timothy W.; Stuhlman, Megan; Grimm, Kevin; Mashburn, Andrew; Chomat-Mooney, Lia; Downer, Jason; Hamre, Bridget; Pianta, Robert C. – Elementary School Journal, 2011
The quality of classroom interactions has typically been studied using aggregates of ratings over time. However, within-day ratings may contain important variability. This study investigated within-day variability using the NICHD Study of Early Childcare and Youth Development's observational data during grades 3 and 5. The first question examined…
Descriptors: Classroom Environment, Grade 3, Grade 5, Classroom Observation Techniques
Raphael, Lisa M.; Pressley, Michael; Mohan, Lindsey – Elementary School Journal, 2008
Observations of instructional practices, teacher interviews, and classroom artifacts were collected in 9 sixth-grade classrooms in 2 middle schools to determine teaching practices associated with student engagement (i.e., being on task, doing thoughtful assignments). The teachers used a variety of instructional practices, with some teachers…
Descriptors: Grade 6, Middle Schools, Observation, Interviews
Wilson, H. Kent; Pianta, Robert C.; Stuhlman, Megan – Elementary School Journal, 2007
In this study we examined the relation between children's social competence and their first-grade classroom environment. Drawing from data from the NICHD Study of Early Child Care and Youth Development, we used cluster analysis to identify 4 types of typical classrooms based on observed classroom emotional and instructional supports. The 4 types…
Descriptors: Emotional Development, Teaching Methods, Feedback (Response), Multivariate Analysis
Schleppenbach, Meg; Flevares, Lucia M.; Sims, Linda M.; Perry, Michelle – Elementary School Journal, 2007
The treatment of errors in mathematics classrooms has gained attention in recent years, with many researchers suggesting that errors should be used as starting points for student inquiry into mathematics. In the study reported in this article, we examined how teachers used discourse around errors to generate inquiry by looking at the treatment of…
Descriptors: Grade 5, Mathematics Instruction, Elementary School Mathematics, Grade 4
Gillies, Robyn M.; Boyle, Michael – Elementary School Journal, 2006
This article describes the types of discourse 10 Australian grade 4-6 teachers used after they had been trained to embed cooperative learning in their curriculum and to use communication skills to promote students' thinking and to scaffold their learning. One audiotaped classroom social science lesson involving cooperative learning was analyzed…
Descriptors: Teaching Methods, Social Sciences, Constructivism (Learning), Communication Skills
Elementary School Journal, 2005
Observations of 780 third-grade classrooms described classroom activities, child-teacher interactions, and dimensions of the global classroom environment, which were examined in relation to structural aspects of the classroom and child behavior. 1 child per classroom was targeted for observation in relation to classroom quality and teacher and…
Descriptors: Teaching Methods, Grade 3, Teacher Behavior, Teaching Experience
Peer reviewed
Gengarelly, Ann M. – Elementary School Journal, 1975
An open classroom advocate who believes that the virtues of a classroom rely on the presence of the teacher urges teachers to think creatively about themselves and the world they live in, rather than embrace unquestioningly another educational formula. (Author/CS)
Descriptors: Humanistic Education, Individual Psychology, Open Education, Self Concept
Peer reviewed
Broughton, Sam F. – Elementary School Journal, 1974
Describes how various teacher behaviors can affect pupil behaviors and encourages wider constructive use of the often misused and misunderstood resource of behavior modification. (Author/SDH)
Descriptors: Attention, Behavior Change, Behavior Problems, Elementary Education
Peer reviewed
Zahorik, John A. – Elementary School Journal, 1974
Identifies some specific teacher behaviors or actions that facilitate children's learning and suggests that this kind of guiding emphasizing reflexive behavior needs more analysis and description. (Author/CS)
Descriptors: Classroom Environment, Discovery Learning, Elementary Education, Humanization