发布求助
文献互助 智能选刊 最新文献

Elementary School Journal最新文献

筛选
英文 中文
Science Talk in Elementary Classrooms 小学课堂的科学讲座
IF 1.7 4区 教育学
Elementary School Journal Pub Date : 2022-05-02 DOI: 10.1086/719410
A. Gotwals, Tanya S. Wright, Lisa M. Domke, Blythe E. Anderson
{"title":"Science Talk in Elementary Classrooms","authors":"A. Gotwals, Tanya S. Wright, Lisa M. Domke, Blythe E. Anderson","doi":"10.1086/719410","DOIUrl":"https://doi.org/10.1086/719410","url":null,"abstract":"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 of science understandings within and across activities, and (3) develops disciplinary literacy for science. Within each of these characteristics, we found patterns in instructional practices that promoted high-quality science talk, including discipline-neutral practices, such as ensuring that students feel valued as members of the classroom community, as well as science-specific strategies, such as providing students purposeful opportunities to engage in science practices like argumentation. Although these studies provide evidence that teachers can support high-quality science talk in elementary classrooms, we discuss that without a system of supports based on these findings, this type of science talk is unlikely to occur.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"642 - 673"},"PeriodicalIF":1.7,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47624065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Social ties in the Congo Basin: insights into tropical forest adaptation from BaYaka and their neighbours. 刚果盆地的社会联系：巴雅卡人及其邻居对热带森林适应性的见解。
IF 5.4 4区 教育学
Elementary School Journal Pub Date : 2022-04-25 Epub Date: 2022-03-07 DOI: 10.1098/rstb.2020.0490
Adam H Boyette, Sheina Lew-Levy, Haneul Jang, Vidrige Kandza
{"title":"Social ties in the Congo Basin: insights into tropical forest adaptation from BaYaka and their neighbours.","authors":"Adam H Boyette, Sheina Lew-Levy, Haneul Jang, Vidrige Kandza","doi":"10.1098/rstb.2020.0490","DOIUrl":"10.1098/rstb.2020.0490","url":null,"abstract":"<p><p>Investigating past and present human adaptation to the Congo Basin tropical forest can shed light on how climate and ecosystem variability have shaped human evolution. Here, we first review and synthesize genetic, palaeoclimatological, linguistic and historical data on the peopling of the Congo Basin. While forest fragmentation led to the increased genetic and geographical divergence of forest foragers, these groups maintained long-distance connectivity. The eventual expansion of Bantu speakers into the Congo Basin provided new opportunities for forging inter-group links, as evidenced by linguistic shifts and historical accounts. Building from our ethnographic work in the northern Republic of the Congo, we show how these inter-group links between forest forager communities as well as trade relationships with neighbouring farmers facilitate adaptation to ecoregions through knowledge exchange. While researchers tend to emphasize forager-farmer interactions that began in the Iron Age, we argue that foragers' cultivation of relational wealth with groups across the region played a major role in the initial occupation of the Congo Basin and, consequently, in cultural evolution among the ancestors of contemporary peoples. This article is part of the theme issue 'Tropical forests in the deep human past'.</p>","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"35 1","pages":"20200490"},"PeriodicalIF":5.4,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8899623/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82154328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Role of Word-, Sentence-, and Text-Level Variables in Predicting Guided Reading Levels of Kindergarten and First-Grade Texts 单词、句子和文本水平变量在预测幼儿园和一年级课文引导阅读水平中的作用
IF 1.7 4区 教育学
Elementary School Journal Pub Date : 2022-04-21 DOI: 10.1086/719658
E. Hiebert, Laura S. Tortorelli
{"title":"The Role of Word-, Sentence-, and Text-Level Variables in Predicting Guided Reading Levels of Kindergarten and First-Grade Texts","authors":"E. Hiebert, Laura S. Tortorelli","doi":"10.1086/719658","DOIUrl":"https://doi.org/10.1086/719658","url":null,"abstract":"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 instruction: core, intervention, and content areas. Text features were decoding, semantics, structure, and syntax from the Early Literacy Indicators system, mean sentence length (MSL) and mean log word frequency (MLWF) from the Lexile Framework, and word count. Five variables predicted GRLs of texts: semantics, structure, syntax, MSL, and word count. Differences in decoding and MLWF across grade bands were few and neither variable predicted levels of texts. Intervention texts had lower decoding and MLWF demands than core or content-area texts. Implications of a lack of discernible progressions in decoding and MLWF are discussed.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"557 - 590"},"PeriodicalIF":1.7,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60725763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Factors That Influence Skilled and Less-Skilled Comprehenders’ Inferential Processing During and After Reading 影响熟练和不熟练理解者阅读过程和阅读后推理处理的因素
IF 1.7 4区 教育学
Elementary School Journal Pub Date : 2022-04-20 DOI: 10.1086/719477
Sarah E. Carlson, P. Broek, Kristen L. McMaster
{"title":"Factors That Influence Skilled and Less-Skilled Comprehenders’ Inferential Processing During and After Reading","authors":"Sarah E. Carlson, P. Broek, Kristen L. McMaster","doi":"10.1086/719477","DOIUrl":"https://doi.org/10.1086/719477","url":null,"abstract":"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 generated when probed during versus after reading. Recalls were examined to assess readers’ mental representations of texts after-reading and answering questions. Skilled comprehenders generated more goal- and subgoal-related text-based inferences during and after reading and included more original text information and less background knowledge in their recalls of texts than did less-skilled comprehenders. Skilled comprehenders with high WM also generated more goal-related text-based inferences than did those with low WM. Findings support and extend previous research regarding how readers struggle with inference generation and may further inform the development of causal questioning interventions to help improve struggling readers’ comprehension of narrative texts.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"475 - 501"},"PeriodicalIF":1.7,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49324089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
“This Is the Piece of the Pie We Can Control” “这是我们可以控制的一块蛋糕”
IF 1.7 4区 教育学
Elementary School Journal Pub Date : 2022-04-18 DOI: 10.1086/719411
L. Mayger
{"title":"“This Is the Piece of the Pie We Can Control”","authors":"L. Mayger","doi":"10.1086/719411","DOIUrl":"https://doi.org/10.1086/719411","url":null,"abstract":"Since US state policy makers reformed their teacher evaluation systems in the mid-2010s, the scholarly literature has paid little attention to the classroom-level measures of student learning growth that many states repurposed as teacher performance measures. This study addresses the gap by documenting teachers’ and principals’ experiences with the measures commonly known as student learning objectives (SLOs). After conducting a qualitative examination of survey and interview data from principals and teachers in 17 states, the author echoes critics’ concerns that SLOs are a flawed means for determining teachers’ effectiveness. Although proponents presented SLOs as a flexible and empowering evaluation alternative, districts’ attempts to standardize the often-manipulated performance measures alienated teachers. Many principals believed SLOs took time away from more valued efforts to improve their schools. The article concludes with a discussion about managing the difficult balance between holding teachers accountable and supporting their growth.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"591 - 615"},"PeriodicalIF":1.7,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45070233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Progress of Statin Therapy in the Treatment of Idiopathic Pulmonary Fibrosis. 他汀类药物治疗特发性肺纤维化的进展。
4区 教育学
Elementary School Journal Pub Date : 2022-03-19 eCollection Date: 2022-01-01 DOI: 10.1155/2022/6197219
Leiya Kou, Pei Kou, Guangwei Luo, Shuang Wei
{"title":"Progress of Statin Therapy in the Treatment of Idiopathic Pulmonary Fibrosis.","authors":"Leiya Kou, Pei Kou, Guangwei Luo, Shuang Wei","doi":"10.1155/2022/6197219","DOIUrl":"10.1155/2022/6197219","url":null,"abstract":"<p><p>Idiopathic pulmonary fibrosis (IPF) is a type of interstitial lung disease (ILD) characterized by the proliferation of fibroblasts and aberrant accumulation of extracellular matrix. These changes are accompanied by structural destruction of the lung tissue and the progressive decline of pulmonary function. In the past few decades, researchers have investigated the pathogenesis of IPF and sought a therapeutic approach for its treatment. Some studies have shown that the occurrence of IPF is related to pulmonary inflammatory injury; however, its specific etiology and pathogenesis remain unknown, and no effective treatment, with the exception of lung transplantation, has been identified yet. Several basic science and clinical studies in recent years have shown that statins, the traditional lipid-lowering drugs, exert significant antifibrotic effects, which can delay the progression of IPF and impairment of pulmonary function. This article is aimed at summarizing the current understanding of the pathogenesis of IPF, the progress of research on the use of statins in IPF models and clinical trials, and its main molecular targets.</p>","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"54 1","pages":"6197219"},"PeriodicalIF":0.0,"publicationDate":"2022-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8957418/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83070138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Comparing Elementary Students’ Explanatory Language across Oral and Written Modes 小学生口头与书面解说语言之比较
IF 1.7 4区 教育学
Elementary School Journal Pub Date : 2022-02-22 DOI: 10.1086/718077
Anne Blackstock-Bernstein, Amy Woodbridge, A. Bailey
{"title":"Comparing Elementary Students’ Explanatory Language across Oral and Written Modes","authors":"Anne Blackstock-Bernstein, Amy Woodbridge, A. Bailey","doi":"10.1086/718077","DOIUrl":"https://doi.org/10.1086/718077","url":null,"abstract":"Students must use oral and written explanations to demonstrate their grasp of academic content, but little is known about the progression of elementary students’ explanatory language, particularly oral language. The current study of 512 explanations produced by 128 third- through sixth-grade students examines whether children’s oral explanations differ from their written explanations in terms of vocabulary, sentence structure, and features of discourse. Students were asked to explain academic and nonacademic tasks in both modes (oral and written). Multilevel ordered logistic regression controlled for type of task, grade level, English learner status, and gender and examined interaction effects with mode. Analyses found that students’ oral explanations demonstrated more sophisticated sentence structure and greater coherence/cohesion than their written explanations. Interaction effects revealed several contextual factors that play a key role in understanding differences between the two modes. We discuss implications for instruction, assessment, and future research.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"315 - 340"},"PeriodicalIF":1.7,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46008389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An Investigation of Using Keywords to Solve Word Problems 使用关键词解决单词问题的研究
IF 1.7 4区 教育学
Elementary School Journal Pub Date : 2022-02-22 DOI: 10.1086/717888
S. R. Powell, Jessica M. Namkung, Xin Lin
{"title":"An Investigation of Using Keywords to Solve Word Problems","authors":"S. R. Powell, Jessica M. Namkung, Xin Lin","doi":"10.1086/717888","DOIUrl":"https://doi.org/10.1086/717888","url":null,"abstract":"In mathematics, the keyword strategy involves identifying a keyword and using that keyword to determine the operation needed to find a word problem’s solution. We analyzed 747 high-stakes released items across grades 3, 4, 5, 6, 7, and 8. Of these, 57 items did not involve written text. Of the 690 text-based items, we classified 69% as directive word problems and 31% as routineword problems. For all 690 items, we identified any keywords appearing in the text of the word problem. We categorized the 214 routine word problems by schema. We identified keywords within these problems and determined whether a keyword and its implied operation matched the correct problem solution. For single-step routine word problems, we determined that keywords featured within the problem led to a correct problem solution with less than a 50% match rate. For multistep routine word problems, the match rate was less than 10%.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"452 - 473"},"PeriodicalIF":1.7,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48730478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 17
Examining Malleable Factors That Explain the End-of-Kindergarten Racial/Ethnic Gaps 考察解释幼儿园种族/民族差距结束的可锻炼因素
IF 1.7 4区 教育学
Elementary School Journal Pub Date : 2022-02-02 DOI: 10.1086/718072
I. Iruka, S. Sheridan, N. Koziol, Rachel E. Schumacher, Hannah Kerby, Amanda Prokasky, Dong-ho Choi
{"title":"Examining Malleable Factors That Explain the End-of-Kindergarten Racial/Ethnic Gaps","authors":"I. Iruka, S. Sheridan, N. Koziol, Rachel E. Schumacher, Hannah Kerby, Amanda Prokasky, Dong-ho Choi","doi":"10.1086/718072","DOIUrl":"https://doi.org/10.1086/718072","url":null,"abstract":"Using data from a Midwest project, this study examines malleable factors associated with the reduction of language, achievement, and social-emotional development gaps among Black, Latine, and White children at the end of kindergarten. Gaps at the end of kindergarten between Latine and White children in expressive language, and between Black and Latine children in teacher-reported problem behaviors, remained after controlling for pre-kindergarten attendance and skills, and child and family characteristics. The home-school connection was associated with reducing the gap between Black and Latine children in teacher-rated problem behaviors after the inclusion of all malleable factors. Parenting practices, home-school connection, and classroom environments were not associated with reducing Latine-White gaps in expressive language. These findings highlight that achievement gaps should not be solely attributed to children; they start before kindergarten and underscore the importance of intervening early and strengthening the home-school connection for children from minoritized groups.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"378 - 410"},"PeriodicalIF":1.7,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46480114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Student Conceptions of the Equal Sign 学生对等号的概念
IF 1.7 4区 教育学
Elementary School Journal Pub Date : 2022-02-02 DOI: 10.1086/717999
Nicole C. Ralston, Min Li
{"title":"Student Conceptions of the Equal Sign","authors":"Nicole C. Ralston, Min Li","doi":"10.1086/717999","DOIUrl":"https://doi.org/10.1086/717999","url":null,"abstract":"Research in the area of equivalence and the equal sign dates back decades, demonstrating students often possess misconceptions concerning the meaning of equivalence and the equal sign. Students often understand the equal sign to mean the answer comes next (i.e., an operational definition) instead of the same as (i.e., a relational definition). However, very few, if any, of these studies utilized random samples or large sample sizes, or collected data across all elementary grades to better understand these issues. The purpose of this study was to therefore replicate earlier work to better understand student equivalence knowledge using a large (n = 1,745) random stratified cluster sample of elementary students across grades 1–5. The results corroborated the findings of other researchers, determining that few students hold relational views of the equal sign, many students exhibit various misconceptions when solving equivalence items, and knowledge primarily improves across the elementary grades.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"411 - 432"},"PeriodicalIF":1.7,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44037561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信