School leaders need effective, affordable approaches to retain their teacher workforce. We investigated a promising, low-cost option for school leaders to encourage teacher retention: subject-area specialization in elementary grades (K-5). Using data on North Carolina elementary grades teachers and schools in the 2011-2012 through 2015-2016…

Previous research on participation in mathematics classrooms has focused on adults' perspectives, which overemphasize the role of talk. Drawing on sociocultural theory, I define participation as a complex and situated phenomenon. I describe a participatory research collaboration where a Spanish immersion third-grade teacher, and I brought the…

As school districts, major cities, and entire states in the United States adopt personalized learning as a reform strategy focused on the co-construction of learning opportunities between teachers and students, educators face shifting roles. This study examined the roles of teachers in personalized learning environments within a policy context of…

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…

This study examined elementary school teachers' knowledge of their legislative and policy-based reporting duties with respect to child sexual abuse. Data were collected from 470 elementary school teachers from urban and rural government and nongovernment schools in 3 Australian states, which at the time of the study had 3 different legislative…

In this article I contend that elementary school teachers need to work more closely with school counselors to enhance student learning and academic performance and to narrow the achievement gap among student groups. Research showing the influence that counselors can exert on the educational process is summarized. Using the American School…

The educational implications of three essential principles are discussed in relation to elementary classroom teaching: helping another to develop and learn; respecting and loving oneself and others; and blending the abstract and the practical. (CS)

Teachers with relatively high scores on the Defining Issues Test of moral development, contrasted with teachers with relatively low scores, had a more democratic view of teacher and student roles, and saw rules as protecting the rights of individual students as well as the group's rights. (NH)

Notes utility of research linking teacher behavior to student outcomes and cautions that the research assumes that practitioners avoid certain common mistakes. Offers guidelines for appropriately interpreting and using teacher effects research and thus avoiding its misuse. (SKC)

Examines instructional procedures found in the preparation and questioning components of directed reading lessons to assist teachers in evaluating these procedures. Background knowledge and vocabulary development were examined in the preparation component; the story map in the questioning component. (Author/NH)

In an instructional study, teachers were taught to make decisions about reading instruction while simultaneously following directives about how to use a mandated basal reading textbook. This article examines how such directives influenced elementary school teachers' perceptions of their role as reading teachers. (Author/NH)

Describes a language arts program and defines a basal reader; the considerable mismatch between the two is argued from the viewpoint of several pedagogical concerns. Illustrates these concerns by a report of the work of informed, decision-making teachers who use basals as only one of many resources. (Author/NH)

A total of 174 elementary school teachers completed a survey soliciting responses to 40 statements about possible interventions with fictitious immature, perceptually handicapped, or unmanageable students. Favored interventions were those requiring teacher actions; less favored were actions directed by someone else. (RH)

Presents ways for elementary school teachers to promote children's leadership capacities. The three methods discussed require teachers to (1) reflect upon their own leadership styles and attitudes toward expressions of student leadership; (2) provide educational environments which promote student leadership; and (3) build leadership skills in…