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Lee, Ahhyun; Gage, Nicholas A.; McLeskey, James; Huggins-Manley, Anne Corinne – Elementary School Journal, 2021
School-wide positive behavior interventions and supports (SWPBIS) have been widely implemented in more than 25,000 schools. Although extant literature provides experimental evidence supporting the positive impacts of SWPBIS on decreased office discipline referrals and suspensions, those effects for diverse students have not been fully…
Descriptors: Positive Behavior Supports, Discipline, Student Diversity, Students with Disabilities
Fuchs, Lynn S.; Malone, Amelia S. – Elementary School Journal, 2021
The purpose of this causal-comparative study was to gain insight into whether teaching fractions improves teachers' understanding of fractions. University master's students (n = 25) conducted tutoring on fraction magnitude in grades 3-5. The contrast condition, 17 master's students drawn from the same pool of research assistant applicants,…
Descriptors: Mathematics Teachers, Mathematics Instruction, Pedagogical Content Knowledge, Graduate Students
Lewis, Kendra M.; Holloway, Stefanie D.; Bavarian, Niloofar; Silverthorn, Naida; DuBois, David L.; Flay, Brian R.; Siebert, Carl F. – Elementary School Journal, 2021
The national conversation about the importance of social-emotional competencies, such as prosocial behaviors, responsible decision-making, and problem-solving, has increased greatly in the last 2 decades. There is, however, less robust evidence for social and emotional learning programs' impact on social and emotional outcomes when implemented in…
Descriptors: Elementary School Students, Social Emotional Learning, Low Income Students, Minority Group Students
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
Gatlin-Nash, Brandy; Hwang, Jin Kyoung; Tani, Novell E.; Zargar, Elham; Wood, Taffeta Star; Yang, Dandan; Powell, Khamia B.; Connor, Carol McDonald – Elementary School Journal, 2021
Teachers' perceptions of their students' academic skills can affect students' achievement and may be influenced by unrelated student characteristics such as socioeconomic status (SES). In this ad hoc randomized controlled trial, teachers (n = 28) were randomly assigned to receive training on using assessment to guide literacy instruction,…
Descriptors: Student Evaluation, Accuracy, Teacher Attitudes, Academic Achievement
Koslouski, Jessica B.; Stark, Kristabel – Elementary School Journal, 2021
This study explored elementary teachers' strategies for promoting learning for their students experiencing adversity and trauma. Recent data suggest that nearly half of all elementary school students in the United States have experienced at least one potentially traumatic event, which may have significant and negative consequences in the…
Descriptors: Trauma, Teacher Student Relationship, Elementary School Teachers, Elementary School Students
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
Lin, Xin; Peng, Peng; Zeng, Jiangang – Elementary School Journal, 2021
In this meta-analysis of 40 studies with 55 independent samples and 7,988 participants, we examined the relation between mathematics vocabulary (MV) and mathematics performance, and we investigated the mechanism underlying this relation. Our findings suggest that MV was moderately related to mathematics performance. Higher-order mathematics tasks…
Descriptors: Correlation, Mathematics Achievement, Mathematics Skills, Vocabulary
García, Georgia Earnest; Taylor, Barbara M.; Pearson, P. David; Bray, Teresa Méndez; Primeaux, Joan; Mora, Raúl Alberto – Elementary School Journal, 2021
A mixed-design study investigated how teachers and second/third- and fourth-grade bilingual students in three high-poverty schools responded to dialogic cognitive strategy instruction or dialogic responsive engagement (RE) instruction compared with a treated control (vocabulary). The second graders were taught in Spanish, and the fourth graders…
Descriptors: Instructional Improvement, Reading Instruction, Reading Comprehension, Bilingual Students
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
Neuman, Susan B.; Samudra, Preeti; Danielson, Katie – Elementary School Journal, 2021
This study examines the effectiveness of scaling up a vocabulary intervention, pre-K-first grade, using a structured adaptation of the World of Words that allowed teachers some autonomy over its implementation. The purpose was to determine whether such an adaptation could maintain fidelity and promote positive child outcomes. Classrooms (pre-K…
Descriptors: Program Effectiveness, Program Implementation, Vocabulary Development, Intervention
Anderson, Sara; Romm, Katelyn – Elementary School Journal, 2020
Research suggests that elementary school absenteeism can contribute to deficits in achievement. It is less clear how the timing and growth in rates of attendance shape early elementary school achievement. The present study examined the role of absenteeism in pre-K and early elementary school in the context of third-grade achievement, along with…
Descriptors: Attendance Patterns, Primary Education, Elementary School Students, Academic Achievement
Sotirovska, Vera; Kelley, Jane – Elementary School Journal, 2020
Given the current climate of immigration discourse and proposed changes to US immigration policies, it is critical to examine how immigration is presented to society's youngest readers. Because racial tension is embedded in immigration policies, children's picture books with anthropomorphic characters offer the possibility of learning about…
Descriptors: Childrens Literature, Immigrants, Experience, Picture Books
Hu, Yanjuan; van Veen, Klaas – Elementary School Journal, 2020
Studies investigating the effectiveness of professional development (PD) programs have provided no conclusive findings on what exactly makes a PD effort effective. Using an observation-based coaching PD program, we explore which features in the PD implementation process facilitated or impeded teachers' meaningful engagement in and learning from…
Descriptors: Program Implementation, Observation, Coaching (Performance), Teacher Attitudes