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Running, Kristin; Codding, Robin S.; Varma, Sashank; Rao, V. N. Vimal; Wackerle-Hollman, Alisha – Elementary School Journal, 2023
Conceptual and procedural instruction order may affect students' learning and generalization of math skills. This study compared two instruction sequences, concepts-first and iterative, and their effect on fraction performance through a class-wide intervention. Fourth-grade students (N = 114) were randomly assigned to the concepts-first,…
Descriptors: Mathematics Instruction, Mathematics Skills, Grade 4, Elementary School Students
Hiebert, Elfrieda H.; Tortorelli, Laura S. – Elementary School Journal, 2022
Texts classified according to guided reading levels (GRL) are ubiquitous in US beginning reading classrooms. This study examined features of texts across three grade bands (kindergarten, early first grade, final first grade) and the 10 GRLs within these bands. The 510 texts came from three programs with different functions in beginning reading…
Descriptors: Reading Instruction, Teaching Methods, Kindergarten, Grade 1
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
Carlson, Sarah E.; Broek, Paul van den; McMaster, Kristen L. – Elementary School Journal, 2022
This study examines factors that influence readers' cognitive processing (i.e., inference generation) and the development of a mental representation of text: comprehension skill and working memory (WM). Elementary students (N = 61) participated in causal questioning conditions with narrative texts to examine text- and knowledge-based inferences…
Descriptors: Reading Processes, Reading Comprehension, Short Term Memory, 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
Shelton, Catharyn; Geiger, Tray; Archambault, Leanna – Elementary School Journal, 2021
This study explored how online teacherpreneurs, or preschool to twelfth-grade teachers who market their classroom materials online, experience perceived improvements to classroom practice. Research has found that participating teachers believed teacherpreneurship motivated them to try unique classroom approaches, exposed them to new ways of…
Descriptors: Entrepreneurship, Teaching Methods, Predictor Variables, Teacher Collaboration
Dyson, Ben; Howley, Donal; Shen, Yanhua – Elementary School Journal, 2021
Adopting an interpretivist perspective grounded in symbolic interactionism, this article explores the types of interactional strategies used by K-5 teachers to develop social and emotional learning (SEL) with their students in Aotearoa New Zealand. A case study design was followed using interviews, audio from lesson video recordings, field notes,…
Descriptors: Foreign Countries, Social Emotional Learning, Elementary School Teachers, Interaction
Borko, Hilda; Zaccarelli, Florencia Gomez; Reigh, Emily; Osborne, Jonathan – Elementary School Journal, 2021
This article reports on changes in science discourse practices of four teachers who participated in an extended professional development (PD) program. Teachers were selected for their different patterns of improvement in the quality of their classroom discourse during their participation in the program. Analyses of their practices to support…
Descriptors: Science Teachers, Elementary School Teachers, Faculty Development, Teacher Improvement
Eckert, Jonathan; Butler, Jimmy – Elementary School Journal, 2021
Exemplary science, technology, engineering, and mathematics (STEM) learning has been challenging to identify and replicate. Drawing on STEM literature by school level and an analytic framework for collective leadership, this multiple-case study of five exemplary STEM schools compares conditions, barriers, and variations by school level. Over 2…
Descriptors: STEM Education, Teaching Methods, Literature Reviews, Elementary Secondary Education
Washburn, Erin K.; Abdullah, Sherri; Mulcahy, Candace A. – Elementary School Journal, 2021
Reading comprehension is a complex and multifaceted process that is often difficult for striving readers to access. Researchers have reported that an explicit and systematic approach to teaching text comprehension strategies is effective for accelerating the growth of striving readers. In this study, the Self-Regulated Strategy Development model…
Descriptors: Reading Comprehension, Grade 4, Elementary School Students, Intervention
Datchuk, Shawn M.; Hier, Bridget O.; Watts, Emily A. – Elementary School Journal, 2021
We conducted a skills analysis on written expression curriculum-based measurement (WE-CBM) tasks completed by 117 second-grade students. As part of the skills analysis, we scored two WE-CBM tasks (i.e., narrative and expository) for correct and incorrect writing sequences, common writing errors, and sentence structures. Although a majority of…
Descriptors: Grade 2, Elementary School Students, Writing Skills, Curriculum Based Assessment
Poch, Apryl L.; McMaster, Kristen L.; Lembke, Erica S. – Elementary School Journal, 2020
A small proportion of students do not benefit sufficiently from standard intervention protocols and require more intensive, individualized instruction. Data-based instruction (DBI) has a strong evidence base for addressing students' intensive academic needs, yet it is not widely implemented. In this study, we explored the usability and feasibility…
Descriptors: Writing Instruction, Teaching Methods, Evidence Based Practice, Writing Difficulties
Kemper Patrick, Susan – Elementary School Journal, 2020
Separating students into homogeneous groups is a common instructional practice used by elementary teachers during reading instruction. Although researchers have been studying the effects of homogeneous grouping for many decades, there is little consensus on whether grouping is an effective or equitable instructional practice. The central challenge…
Descriptors: Homogeneous Grouping, Reading Instruction, Elementary Education, Elementary School Students
Goodrich, J. Marc; Hebert, Michael; Savaiano, Mackenzie; Andress, Tim T. – Elementary School Journal, 2020
Research indicates that sentence-combining instruction is effective for improving writing outcomes; however, no studies to date have examined the effects of sentence-combining instruction on the writing skills of Spanish-speaking language-minority (LM) students. Therefore, the purpose of this study was to examine the effects of explicit…
Descriptors: Teaching Methods, Sentences, Writing Skills, Spanish Speaking
Anagnostopoulos, Dorothea; Cavanna, Jillian; Charles-Harris, Sian – Elementary School Journal, 2020
Beginning teachers (BTs) are increasingly expected to teach ambitiously from day one. However, they continue to face classroom management challenges. This study presents case studies of two elementary BTs that explore (1) the relationship between BTs' management and instructional practices in mathematics and English language arts and (2) its…
Descriptors: Beginning Teachers, Elementary School Teachers, Classroom Techniques, Teaching Methods