-
Literacy Coaches’ Sensemaking about Coaching Decisions The Elementary School Journal (IF 1.789) Pub Date : 2024-05-09 Margaret Troyer, Lowry Hemphill
The Elementary School Journal, Ahead of Print.
-
Play, PE, Paint, and Performance The Elementary School Journal (IF 1.789) Pub Date : 2024-05-09 Vi-Nhuan Le, Diana Schaack, Michael Gottfried
The Elementary School Journal, Ahead of Print.
-
Front Matter The Elementary School Journal (IF 1.789) Pub Date : 2024-03-08
The Elementary School Journal, Volume 124, Issue 3, March 2024.
-
Defining, Measuring, and Teaching Mathematical Flexibility The Elementary School Journal (IF 1.789) Pub Date : 2024-02-15 Sarah K. Cox, Matthew K. Burns, Elizabeth M. Hughes, Taryn Wade, Michelle Davis
The Elementary School Journal, Ahead of Print.
-
Conflict and Cooperation The Elementary School Journal (IF 1.789) Pub Date : 2024-02-14 Jen Munson, Evthokia Stephanie Saclarides
The Elementary School Journal, Ahead of Print.
-
Student-Teacher Relationships and Mathematics Achievement for Students with and Without Disabilities The Elementary School Journal (IF 1.789) Pub Date : 2024-02-07 Amanda A. Olsen, Ambra L. Green
The Elementary School Journal, Ahead of Print.
-
Are Coeducational Classes Truly Coeducational? The Elementary School Journal (IF 1.789) Pub Date : 2024-02-07 Carol Lynn Martin, Richard A. Fabes, Laura D. Hanish, Dawn DeLay, Krista Oswalt, Sonya Xinyue Xiao
The Elementary School Journal, Ahead of Print.
-
Appreciation of Modern/Contemporary Art by Polish Primary School Children The Elementary School Journal (IF 1.789) Pub Date : 2024-02-07 Magdalena Szubielska, Marcin Wojtasiński
The Elementary School Journal, Ahead of Print.
-
Weight Status and Socio-Demographic Disparities in Children’s Physical Activity Intensity during Different Segments of the School Day The Elementary School Journal (IF 1.789) Pub Date : 2024-01-29 Xiaoxia Zhang, Xiangli Gu, Tsz Lun (Alan) Chu, Joonyoung Lee, Tao Zhang
The Elementary School Journal, Ahead of Print.
-
Customizing Professional Development Opportunities to Teachers’ Needs The Elementary School Journal (IF 1.789) Pub Date : 2024-01-26 Sofia A. Agathangelou, Heather C. Hill, Charalambos Y. Charalambous
The Elementary School Journal, Ahead of Print.
-
Front Matter The Elementary School Journal (IF 1.789) Pub Date : 2023-11-28
The Elementary School Journal, Volume 124, Issue 2, December 2023.
-
Subject-Area Specialization and Teacher Retention The Elementary School Journal (IF 1.789) Pub Date : 2023-11-03 Kevin C. Bastian, C. Kevin Fortner, Kate Caton
The Elementary School Journal, Ahead of Print.
-
Do Teacher Perceptions of Students’ Academic and Behavioral Skills Influence Time Spent in Small-Group Reading Instruction? The Elementary School Journal (IF 1.789) Pub Date : 2023-11-03 Jessica R. Toste, Leigh McLean, Peng Peng, Lisa Didion, Marissa J. Filderman, Nicole Sparapani, Carol McDonald Connor
The Elementary School Journal, Ahead of Print.
-
Variation in Mathematics Content Coverage, Instructional Grouping, and Representational Strategies The Elementary School Journal (IF 1.789) Pub Date : 2023-11-03 Katja Robinson, Deb Hubbard, Robin Jacob, Anna Erickson, Mimi Engel
The Elementary School Journal, Ahead of Print.
-
Literacy Coaching Roles ReImagined during the COVID-19 Pandemic The Elementary School Journal (IF 1.789) Pub Date : 2023-11-03 Katia Ciampa, Rosemarie Jagielo-Manion, Audrey Gormley, Gwen Quinn, Suzanne Fanelle
The Elementary School Journal, Ahead of Print.
-
The Effect of Feasible Coaching Supports on Treatment Fidelity to a MultiComponent Behavioral Intervention The Elementary School Journal (IF 1.789) Pub Date : 2023-10-26 Mark D. Samudre, Lauren M. LeJeune
The Elementary School Journal, Ahead of Print.
-
Parent Perceptions of Remote Learning During COVID-19 The Elementary School Journal (IF 1.789) Pub Date : 2023-10-12 Trina M. Harmon, David H. Arnold
The Elementary School Journal, Ahead of Print.
-
“It’s Just Something That You Have to Do as a Teacher” The Elementary School Journal (IF 1.789) Pub Date : 2023-10-12 Naomi L. Blaushild
The Elementary School Journal, Ahead of Print.
-
Front Matter The Elementary School Journal (IF 1.789) Pub Date : 2023-08-17
The Elementary School Journal, Volume 124, Issue 1, September 2023.
-
Predictable Variation in the Implementation of a Curricular Intervention—and Why it Matters The Elementary School Journal (IF 1.789) Pub Date : 2023-07-21 Lisa B. Hsin, Luke Miratrix, Ha Yeon Kim, Maria D. LaRusso, Catherine E. Snow
The Elementary School Journal, Ahead of Print.
-
41 Teachers, 41 Different Ways The Elementary School Journal (IF 1.789) Pub Date : 2023-07-21 Sabina Rak Neugebauer, Lia Sandilos, James DiPerna, Leah Hunter, Susan Crandall Hart, Emmaline Ellis
The Elementary School Journal, Ahead of Print.
-
Attempting Equity in Classroom Practice The Elementary School Journal (IF 1.789) Pub Date : 2023-07-10 Whitney M. Hegseth
The Elementary School Journal, Ahead of Print.
-
Comparing the Effects of Concepts-First and Iterative Fraction Instruction Sequences The Elementary School Journal (IF 1.789) Pub Date : 2023-07-06 Kristin Running, Robin S. Codding, Sashank Varma, V. N. Vimal Rao, Alisha Wackerle-Hollman
The Elementary School Journal, Ahead of Print.
-
Examining the Type and Direction of Teacher Feedback Provided In Fourth-Grade Classrooms to Inform Teacher Preparation The Elementary School Journal (IF 1.789) Pub Date : 2023-07-06 Elizabeth A. Stevens, Philip Capin, Alicia Stewart, Elizabeth Swanson, Sharon Vaughn
The Elementary School Journal, Ahead of Print.
-
Role of the Match Between Individual Levels of Anxious-Withdrawal and Affiliation Group Characteristics in Predicting Distress The Elementary School Journal (IF 1.789) Pub Date : 2023-07-03 John McKirahan, A. Michele Lease, Stacey Neuharth-Pritchett, Kyongboon Kwon
The Elementary School Journal, Ahead of Print.
-
How Do Intervention Studies Measure the Relation between Implementation Fidelity and Students’ Reading Outcomes The Elementary School Journal (IF 1.789) Pub Date : 2023-06-20 Wilhelmina van Dijk, Holly B. Lane, Nicholas A. Gage
The Elementary School Journal, Ahead of Print.
-
Front Matter The Elementary School Journal (IF 1.789) Pub Date : 2023-05-12
The Elementary School Journal, Volume 123, Issue 4, June 2023.
-
Considering the Social-Emotional Well-Being of Multilingual Learners The Elementary School Journal (IF 1.789) Pub Date : 2023-04-14 Amy J. Heineke, Elizabeth M. Vera, Wenjin Guo, Joseph Kaye, Joseph Elliott
The Elementary School Journal, Ahead of Print.
-
Understanding Students as Achievers and Learners The Elementary School Journal (IF 1.789) Pub Date : 2023-03-31 Austin S. Jennings
The Elementary School Journal, Ahead of Print.
-
A Synthesis of Early Literacy Intervention Research Conducted in Africa for Students in Kindergarten through Third Grade The Elementary School Journal (IF 1.789) Pub Date : 2023-03-30 Zainab U. White, Jessica R. Toste, Marissa J. Filderman
The Elementary School Journal, Ahead of Print.
-
Academic Achievement of First Graders with Inattentiveness and Hyperactivity in Classes with Various Academic Compositions The Elementary School Journal (IF 1.789) Pub Date : 2023-03-24 Yulia Kuzmina, Alina Ivanova, Ilya Denisov
The Elementary School Journal, Ahead of Print.
-
Promoting Expressive Language Skills for Preschool Children with Developmental Concerns The Elementary School Journal (IF 1.789) Pub Date : 2023-03-23 Lisa L. Knoche, Courtney E. Boise, Susan M. Sheridan, Katherine C. Cheng
The Elementary School Journal, Ahead of Print.
-
The Impact of COVID-19 on Student Reading Development The Elementary School Journal (IF 1.789) Pub Date : 2023-03-23 Jacob S. Gray, Kelly A. Powell-Smith, Roland H. Good
The Elementary School Journal, Ahead of Print.
-
Commentary: Seeing Individual Children and Their Vulnerabilities The Elementary School Journal (IF 1.789) Pub Date : 2023-03-20 Peggy McCardle, Astrid Pohl Zuckerman
The Elementary School Journal, Volume 123, Issue 3, Page 479-484, March 2023.
-
Front Matter The Elementary School Journal (IF 1.789) Pub Date : 2023-03-20
The Elementary School Journal, Volume 123, Issue 3, March 2023.
-
Examining Reading Difficulty and Reading Disability in Racially and Socioeconomically Diverse Student Populations The Elementary School Journal (IF 1.789) Pub Date : 2023-02-22 Nicole Patton Terry, Astrid Pohl Zuckerman, Peggy McCardle
The Elementary School Journal, Ahead of Print.
-
The Impact of Student Race, Sex, and Mindset on Reading Intervention Response at the Upper Elementary Level The Elementary School Journal (IF 1.789) Pub Date : 2023-02-22 Rachel E. Donegan, Jeanne Wanzek, Yaacov Petscher, Stephanie Al Otaiba
The Elementary School Journal, Ahead of Print.
-
Revisiting the Fourth-Grade Slump among Black Children The Elementary School Journal (IF 1.789) Pub Date : 2023-02-15 Nicole Patton Terry, Brandy Gatlin-Nash, Mi-Young Webb, S. Rebecca Summy, Rhonda Raines
The Elementary School Journal, Ahead of Print.
-
Examining The Preschool to First-Grade Literacy and Language Outcomes of Black Children Experiencing a High-Quality Early Childhood Program The Elementary School Journal (IF 1.789) Pub Date : 2023-02-14 Gary E. Bingham, Chavez Phelps, Meghan P. Dean
The Elementary School Journal, Ahead of Print.
-
The Impact of Embedding Behavioral Supports into Reading Instruction for Upper Elementary Students with Reading Difficulties and Inattention The Elementary School Journal (IF 1.789) Pub Date : 2023-02-07 Garrett J. Roberts, Senaida Mehmedovic, Brooke Cote, Jade Wexler, Phil Strain
The Elementary School Journal, Ahead of Print.
-
Examining the Relationship Between Word Reading and Nonword Reading Development Within an Orthographic Learning Framework The Elementary School Journal (IF 1.789) Pub Date : 2023-01-19 Ashley A. Edwards, Laura M. Steacy, Valeria M. Rigobon, Yaacov Petscher, Donald L. Compton
Perfetti’s representational quality hypothesis suggests that orthographic learning in developing readers is associated with two important changes to the orthographic lexicon that drive continued word reading development, namely, addition of word-specific representations and acquisition of complex context-dependent decoding skills. Perfetti further hypothesizes that these two changes are mutually facilitative
-
Erratum The Elementary School Journal (IF 1.789) Pub Date : 2022-12-07
The Elementary School Journal, Volume 123, Issue 2, Page 362-362, December 2022.
-
Front Matter The Elementary School Journal (IF 1.789) Pub Date : 2022-12-07
The Elementary School Journal, Volume 123, Issue 2, December 2022.
-
Burned Out and Dissatisfied? The Elementary School Journal (IF 1.789) Pub Date : 2022-11-09 Tuan D. Nguyen, Kristen P. Kremer
The current annual teacher attrition rate is about 16%. This loss of teachers results in reduced student achievement and increased financial costs to school districts. Using repeated cross-sectional nationally representative data, we identify the relationship between teacher dissatisfaction and burnout with attrition and whether certain teachers are at risk for dissatisfaction and burnout. We consistently
-
Contribution of Physical Education and Recess to Children’s Habitual Physical Activity The Elementary School Journal (IF 1.789) Pub Date : 2022-10-28 Wesley J. Wilson, Joonkoo Yun, Ben D. Kern
This study explored the contribution of physical education and recess to children’s physical activity (PA) behavior and examined whether they compensate for missed PA opportunities. Participants’ (N = 115; age: 9.2 ± 0.6 years) PA was measured using accelerometry across multiple time periods, including data from school days and weekends. Data collection occurred over 6–7 weeks, with 2 weeks in between
-
Understanding Kindergarten Readiness The Elementary School Journal (IF 1.789) Pub Date : 2022-10-28 Kristin Lyn Whyte, Cynthia E. Coburn
In this study, we aimed to understand what readiness meant to educators in two districts that were in the midst of developing pre-K–3 initiatives. We examined how readiness was conceptualized by teachers, school leaders, and district leaders as well as what factors influenced their understandings. We found that educators in our study tended to locate readiness within individual children. Although educators
-
“It Took Someone Telling Me That I Could Do It” The Elementary School Journal (IF 1.789) Pub Date : 2022-10-21 Amy D. Broemmel, Amanda Rigell, K. Journey Swafford
This multicase study seeks to privilege teachers’ voices related to their experiences within a year-long job-embedded professional development (PD) program. The district initiated the request for PD, which was negotiated and provided by a literacy educator from a nearby university. Eleven second- and third-grade teachers and the language arts coordinator participated. PD consisted of regular visits
-
Examining Problem-Solving Schemas and Schema Features in Children’s Trade Books The Elementary School Journal (IF 1.789) Pub Date : 2022-10-17 Elizabeth A. Stevens, Suzanne R. Forsyth, Sarah R. Powell
Teachers and caregivers use children’s books (i.e., trade books) to support mathematics learning in school and home settings; shared book reading offers a unique opportunity to support students’ understanding of operations and schema development. No prior studies have examined the representations of addition, subtraction, multiplication, and division schemas in trade books. We coded 88 children’s books
-
Investigating the Interaction between Teacher Mathematics Content Knowledge and Curriculum on Instructional Behaviors and Student Achievement The Elementary School Journal (IF 1.789) Pub Date : 2022-10-07 Marah Sutherland, Ben Clarke, Derek B. Kosty, Scott K. Baker, Christian T. Doabler, Keith Smolkowski, Hank Fien, Joanna Goode
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 range of MCK. Drawing from a large-scale study of kindergarten
-
The Roles of Arithmetic Fluency and Executive Functioning in Mathematical Problem-Solving The Elementary School Journal (IF 1.789) Pub Date : 2022-10-05 Jarise Kaskens, Sui Lin Goei, Johannes E. H. Van Luit, Ludo Verhoeven, Eliane Segers
This study is conducted to further understand the direct and indirect contributions of executive functioning (visuospatial updating, verbal updating, inhibition, shifting) and arithmetic fluency to mathematical problem-solving in 458 fourth-grade students. Arithmetic fluency along with visuospatial and verbal updating were significant predictors of mathematical problem-solving at the end of grade 4
-
Front Matter The Elementary School Journal (IF 1.789) Pub Date : 2022-09-01
The Elementary School Journal, Volume 123, Issue 1, September 2022.
-
Reconceptualizing Civic Perspective-Taking The Elementary School Journal (IF 1.789) Pub Date : 2022-08-02 William Toledo, Esther A. Enright
This study examines how a project-based civics curriculum emphasizing locally relevant issues developed students’ civic perspective-taking by creating discursive spaces for students to make connections with content. The underlying aim of the curriculum was to foster deliberative social studies classrooms by developing students’ civic perspective-taking on local issues. This article uses thematic analysis
-
Common Core–Related Shifts in English Language Arts Teaching From 2010 to 2018 The Elementary School Journal (IF 1.789) Pub Date : 2022-07-07 Mark White, Bridget Maher, Brian Rowan
The Common Core State Standards (CCSS) for English language arts (ELA) called for several “key shifts” in classroom instructional practice. This study combined archived video data on classroom teaching collected in 2010 with new video data on classroom teaching collected in 2018 to conduct a pre-/postexamination of the extent to which this corpus of lessons showed the kinds of key shifts in ELA instruction
-
An Exploration of Coaches’ Coordination of Micropolitical Strategies to Gain Access to Teachers’ Classrooms The Elementary School Journal (IF 1.789) Pub Date : 2022-07-05 Evthokia Stephanie Saclarides, Jen Munson
For coaching to fulfill its promise as an effective teacher professional development model, coaches need access to teachers’ classrooms and practice. However, teachers largely have autonomy over whether, when, and how such access is granted. Previous research has identified the types of strategies coaches leverage to gain access, and in this study, we explore whether and how coaches deliberately coordinate
-
When School Doesn’t Start at Age 5 The Elementary School Journal (IF 1.789) Pub Date : 2022-07-05 Michael Little, Timothy A. Drake, Lora Cohen-Vogel, Jessica Eagle
Today, about 50% of US elementary schools have a pre-kindergarten (pre-K) program located in the building. This article systematically reviews the empirical literature on principal leadership of pre-K programs in elementary schools. We collected studies using academic database searches, scanning reference lists of relevant articles, and consulting with experts in the field. Our efforts yielded 16 sources
-
Upper-Elementary Students’ Metacognitive Knowledge about Writing and Its Relationship to Writing Outcomes across Genres The Elementary School Journal (IF 1.789) Pub Date : 2022-07-05 Joshua Wilson, Huijing Wen
This study investigated fourth and fifth graders’ metacognitive knowledge about writing and its relationship to writing performance to help identify areas that might be leveraged when designing effective writing instruction. Students’ metacognitive knowledge was probed using a 30-minute informative writing prompt requiring students to teach their reader how to be a good writer (i.e., a metawriting
-
Getting A Foot in the Door The Elementary School Journal (IF 1.789) Pub Date : 2022-06-22 Jen Munson, Evthokia Stephanie Saclarides
Coaches are called upon to provide productive, job-embedded professional development for teachers, but their capacity to do so hinges on gaining access to classrooms. Teachers typically have autonomy over whether, when, and for what they give coaches access to their practice, because, although coaches are viewed as instructional leaders, they lack positional authority over teachers. How coaches navigate
-
Front Matter The Elementary School Journal (IF 1.789) Pub Date : 2022-06-10
The Elementary School Journal, Volume 122, Issue 4, June 2022.
-
The Relation between Teachers’ Communicative Behaviors and Class-Level SES The Elementary School Journal (IF 1.789) Pub Date : 2022-05-12 Carla Wood, Jeanne Wanzek, Christopher Schatschneider
This study aimed to examine verbal behaviors within communicative interactions at the teacher/classroom level among second-grade classrooms that differ in socioeconomic status (SES) backgrounds. Investigators recorded and examined language use across instructional periods for 38 second-grade classrooms. Teachers’ communication behaviors were examined based on recorded samples across the school day
-
A Seasonal Analysis of Disparities in Academic Skills for Early Elementary School Children with Disabilities The Elementary School Journal (IF 1.789) Pub Date : 2022-05-10 North Cooc, David M. Quinn
Studies examining seasonal variation in academic skills for children have focused on learning loss or stagnation during the summer, particularly for students from low-income or minoritized racial and ethnic backgrounds. In this study, we expand the literature to focus on another student population that may be susceptible to summer learning loss: children with disabilities. Using nationally representative