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Direct linkvan Ingen, Sarah; Davis, Jeni; Arndt, Katie – Research in the Schools, 2018
In the context of elementary education that, we argue that the use of integrated science, technology, engineering, and mathematics (STEM) lessons is synergistic with engagement in culturally responsive teaching (CRT). Instead of conceptualizing STEM and CRT as distinct approaches to teaching, we argue that they can be understood as intertwined and…
Descriptors: STEM Education, Elementary School Students, Culturally Relevant Education, Teaching Methods
Steeg, Susanna M.; Costley, Kristin; Engelman, Karin; Gonzalez, Denise; Knutson, Victoria; Maroni, Kathy – Research in the Schools, 2013
Educational contexts that support the complexity of in-service teacher learning around the purposeful use of technology are scarce. This qualitative case study describes a Literacy Enrichment Camp offered for traditionally marginalized elementary-aged children. Within camp, 5 teachers and 1 instructor prioritized their own and students'…
Descriptors: Handheld Devices, Technology Uses in Education, Educational Technology, Inquiry
DeVaney, Thomas A.; Adams, Nan B.; Hill-Winstead, Flo; Trahan, Mitzi P. – Research in the Schools, 2012
The purpose of this research was to examine the psychometric properties of the RSCEQ with respect to invariance across gender and grade level, using a sample of 901 teachers from 44 schools in southeast Louisiana. Reliability estimates were consistent with previous research and ranged from 0.81 to 0.90 on the actual and 0.83 to 0.92 on the…
Descriptors: Questionnaires, School Culture, Psychometrics, Test Reliability
Hayden, H. Emily – Research in the Schools, 2011
In this qualitative study, 4 elementary classroom teachers who implemented a quasi-experimental study of reading fluency described their experiences. Themes that emerged from analysis of interview transcripts indicate that these teachers considered the value of the fluency study (benefit to students, curriculum fit, and feasibility), their…
Descriptors: Interests, Teachers, Reading Fluency, Intervention
Taboada, A.; Kidd, J. K.; Tonks, S. M. – Research in the Schools, 2010
In this study, we explored 3 Grade 4 English Language Learners' (ELLs) perceptions of teacher autonomy-supporting practices in literacy instruction in science. The support of autonomy in literacy classes is central to students' internal motivation for reading. Given that many ELLs are at risk for reading failure, understanding autonomous learning…
Descriptors: Professional Autonomy, Reading Difficulties, Literacy Education, Reading Failure
