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Peer reviewed
Lubienski, Sarah Theule – Elementary School Journal, 2000
Examined how a curriculum development project, aligned with current mathematics education reforms, affected 18 students in socially diverse mathematics classroom. Found that students of lower socioeconomic status preferred direct teacher intervention as opposed to open discussions among classmates. Higher socioeconomic status students displayed…
Descriptors: Change Agents, Classroom Environment, Cultural Influences, Discussion (Teaching Technique)
Peer reviewed
Ramey, Sharon Landesman; Ramey, Craig T. – Elementary School Journal, 1998
Discusses why transition to school has recently been singled out as a significant and "hot" topic: (1) dramatic demographic changes within society and local communities; (2) provision of education to all children, regardless of presence of major disabilities or serious health concerns; (3) the crisis and uncertainty of funding for many public…
Descriptors: Demography, Educational Finance, Educational Research, Mainstreaming
Peer reviewed
Skinner, Debra; Bryant, Donna; Coffman, Jennifer; Campbell, Frances – Elementary School Journal, 1998
Used ethnographic research on former Head Start children during their transition to school to examine how notions of their "risk" or "promise" as students were constructed through specific discourses and practices in kindergarten classrooms. Found many examples of positive interactions between students and teachers but also…
Descriptors: Classroom Environment, Discourse Analysis, Ethnography, High Risk Students
Perspectives of Former Head Start Children and Their Parents on School and the Transition to School.
Peer reviewed
Ramey, Sharon Landesman; Lanzi, Robin Gaines; Ramey, Craig T.; Phillips, Martha M. – Elementary School Journal, 1998
Questioned 4,582 former Head Start kindergartners and their primary caregivers to assess attitudes toward school. Seventy-four percent had extremely positive perceptions, but 7% reported not liking school, not doing well, and that they and their parents did not highly value doing well in school. Teachers' ratings of academic performance were…
Descriptors: Academic Achievement, Childhood Attitudes, Family Characteristics, Kindergarten
Peer reviewed
Jewett, Jan; And Others – Elementary School Journal, 1998
Used narrative inquiry techniques to analyze journal entries of four experienced preschool and primary teachers describing the process of helping special needs students make the transition to kindergarten. Found that, in contrast to "best practice" recommendations in the literature, teachers emphasized personal issues and interpersonal skills such…
Descriptors: Interpersonal Relationship, Journal Writing, Kindergarten, Primary Education
Peer reviewed
Seefeldt, Carol; Denton, Kristen; Galper, Alice; Younoszai, Tina – Elementary School Journal, 1998
Explored relations between former Head Start parents' self-efficacy beliefs, beliefs about their children's academic abilities, affective state of depression, perceptions of school climate, and reported level of involvement in their children's education at end of kindergarten year. Parents' views of school climate and beliefs in their ability to…
Descriptors: Academic Ability, Children, Depression (Psychology), Educational Environment
Peer reviewed
Entwisle, Doris R.; Alexander, Karl L. – Elementary School Journal, 1998
Describes nature of first-grade transition and studies investigating how children's schooling proceeds over this period. Highlights study using Beginning School Study data to examine effects of full-day rather than half-day kindergarten, living in different family arrangements, and other circumstances such as Head Start participation. Found that…
Descriptors: Academic Achievement, Family Environment, Full Day Half Day Schedules, Grade 1
Peer reviewed
Kagan, Sharon L.; Neuman, Michelle J. – Elementary School Journal, 1998
Reviews major federally initiated transition demonstration efforts of past three decades: Follow Through and Head Start Planned Variation; Project Developmental Continuity; Head Start Transition Project, National Transition Study; and National Head Start/Public School Early Childhood Transition Demonstration Project. Asserts that findings are far…
Descriptors: Demonstration Programs, Developmental Continuity, Program Descriptions, School Readiness
Peer reviewed
Mangione, Peter L.; Speth, Timothy – Elementary School Journal, 1998
Describes a framework supporting continuity in early childhood and in turn smoothing young children's transitions, including transition to elementary school. Model's elements are families as partners, shared leadership, comprehensive and responsive services, culture and home language, communication, knowledge and skill development, appropriate…
Descriptors: Developmental Continuity, Early Childhood Education, Elementary Education, Family School Relationship
Peer reviewed
Wharton-McDonald, Ruth; Pressley, Michael; Hampston, Jennifer Mistretta – Elementary School Journal, 1998
Used classroom observations and in-depth interviews to study first-grade teachers nominated as outstanding or typical in ability to help students develop literacy skills. Characteristics of teachers whose students demonstrated highest achievement included (1) coherent and thorough integration of skills with high-quality reading/writing…
Descriptors: Academic Achievement, Classroom Research, Grade 1, Instructional Effectiveness
Peer reviewed
Commeyras, Michelle; Sumner, Georgiana – Elementary School Journal, 1998
This qualitative exploratory study investigated what teachers and second graders learned when student questions were the nucleus of literature discussions. Data showed that students were eager to pose questions that addressed what they needed and wanted to understand about literature and life and that teachers have a tendency to impose their own…
Descriptors: Discussion (Teaching Technique), Grade 2, Hidden Curriculum, Literature
Peer reviewed
Calderon, Margarita; Hertz-Lazarowitz, Rachel; Slavin, Robert – Elementary School Journal, 1998
Hypothesized that Bilingual Cooperative Integrated Reading and Composition (BCIRC) would improve the achievement of second and third graders in Spanish bilingual programs during their transition to English by giving students opportunities to use language to find meanings and solve problems and by enabling teachers to apply well-established…
Descriptors: Bilingual Education Programs, Cooperative Learning, English (Second Language), Grade 2
Peer reviewed
Pearl, Ruth; And Others – Elementary School Journal, 1998
Examined classroom social integration of elementary students with mild disabilities. Used questionnaires to assess peer group membership, peer-assessed behavioral characteristics, and associates' peer-assessed behavioral characteristics. Found that most belonged to peer groups. However, they were overrepresented as social isolates; differed from…
Descriptors: Antisocial Behavior, Elementary Education, Elementary School Students, Interpersonal Competence
Peer reviewed
Gersten, Russell; Baker, Scott – Elementary School Journal, 2001
Presents analysis of 13 studies designed to teach students with learning disabilities to write better expository or narrative text. Notes the success of these interventions, and details three components for any comprehensive instructional program: instruction in writing process, critical dimensions of different writing genres, and structures for…
Descriptors: Learning Activities, Learning Disabilities, Meta Analysis, Special Education
Peer reviewed
MacArthur, Charles A.; Ferretti, Ralph P.; Okolo, Cynthia M.; Cavalier, Albert R. – Elementary School Journal, 2001
Reviews research published in the past 15 years on the use of technology to teach or support literacy among students with mild disabilities. Addresses research on computer-assisted instruction and synthesized speech feedback to improve phonemic awareness and decoding skills; use of electronic texts to enhance comprehension by compensating for…
Descriptors: Computer Assisted Instruction, Feedback, Instruction, Learning Activities