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
Effects of a Paraphrasing Strategy on the Text Comprehension of Fourth-Grade Striving Readers 释义策略对四年级努力阅读学生文本理解的影响
IF 1.7 4区 教育学
Elementary School Journal Pub Date : 2021-06-01 DOI: 10.1086/714035
Erin K. Washburn, Sherri Abdullah, Candace A. Mulcahy
{"title":"Effects of a Paraphrasing Strategy on the Text Comprehension of Fourth-Grade Striving Readers","authors":"Erin K. Washburn, Sherri Abdullah, Candace A. Mulcahy","doi":"10.1086/714035","DOIUrl":"https://doi.org/10.1086/714035","url":null,"abstract":"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 was used to teach a paraphrasing strategy (TRAP strategy) to striving fourth-grade readers. A multiple baseline design across pairs of participants with multiple probes in baseline was used. Students were placed in pairs according to independent word recognition levels, and the intervention was enacted in pairs by the classroom teacher. Reading comprehension was measured by percentage of text recalled and number of correct explicit and implicit comprehension questions. Results indicated that learning the TRAP strategy to independent performance produced higher percentages of text recall and a greater number of correct comprehension short-answer questions. Recommendations for future research and practice are included.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"586 - 608"},"PeriodicalIF":1.7,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/714035","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41551291","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
Accounting for Levels of Language in Narrative and Expository Writing 叙述性和阐释性写作中语言水平的考量
IF 1.7 4区 教育学
Elementary School Journal Pub Date : 2021-04-26 DOI: 10.1086/714051
S. Datchuk, Bridget O. Hier, Emily A. Watts
{"title":"Accounting for Levels of Language in Narrative and Expository Writing","authors":"S. Datchuk, Bridget O. Hier, Emily A. Watts","doi":"10.1086/714051","DOIUrl":"https://doi.org/10.1086/714051","url":null,"abstract":"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 students displayed low risk for writing difficulties, they had low accuracy in multiple word- and sentence-level skills: The three most common writing errors were related to spelling, nonend punctuation, and capitalization, and most sentences were incomplete. Furthermore, all students—regardless of risk status (i.e., high or low risk)—displayed similar difficulty with sentence structure and writing errors in nonend punctuation and capitalization. Results highlight the semi-independent nature of writing skills (i.e., word, sentence, and connected text) and the potential for skills analysis to inform instruction.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"541 - 560"},"PeriodicalIF":1.7,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/714051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46829171","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
Teaching and Leading for Exemplary STEM Learning 示范STEM学习的教学与领导
IF 1.7 4区 教育学
Elementary School Journal Pub Date : 2021-04-19 DOI: 10.1086/713976
Jonathan Eckert, J. Butler
{"title":"Teaching and Leading for Exemplary STEM Learning","authors":"Jonathan Eckert, J. Butler","doi":"10.1086/713976","DOIUrl":"https://doi.org/10.1086/713976","url":null,"abstract":"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 years, we used surveys, focus groups, interviews, and site visits to collect data on all schools (two elementary, one middle, and two high). The five schools were characterized by “STEM cultures” that demonstrated an engineering mindset exemplified by design thinking, prototyping, and strong orientations toward improvement. The two elementary schools in the study had particularly strong working relationships and shared influence among teachers that allowed for the spread of expertise and collective willingness to take risks. Strong teacher leadership, supported by administration, was particularly influential on STEM teaching that included improved social-emotional learning around collaboration and empathy.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"674 - 699"},"PeriodicalIF":1.7,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/713976","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42666061","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
Understanding the Relation between Mathematics Vocabulary and Mathematics Performance 理解数学词汇与数学成绩的关系
IF 1.7 4区 教育学
Elementary School Journal Pub Date : 2021-03-01 DOI: 10.1086/712504
Xin Lin, Peng Peng, Jiangang Zeng
{"title":"Understanding the Relation between Mathematics Vocabulary and Mathematics Performance","authors":"Xin Lin, Peng Peng, Jiangang Zeng","doi":"10.1086/712504","DOIUrl":"https://doi.org/10.1086/712504","url":null,"abstract":"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 that required multistep processes demonstrated a stronger correlation with MV than did foundational mathematics tasks, and this pattern remained stable across development. After partialling out comprehension skills, cognitive skills, or both, the correlation between MV and mathematics performance remained moderate and significant, with a trend showing a stronger relation between MV and higher-order mathematics tasks than between MV and foundational mathematics tasks. These findings suggest the role of MV is more than direct retrieved mathematics conceptual knowledge. MV might serve as a medium that could facilitate cognitive reasoning in mathematics learning. Implications of these findings for theories and practice of MV are discussed.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"504 - 540"},"PeriodicalIF":1.7,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/712504","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46348841","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: 18
Promoting Learning for Students Experiencing Adversity and Trauma 促进经历逆境和创伤的学生的学习
IF 1.7 4区 教育学
Elementary School Journal Pub Date : 2021-03-01 DOI: 10.1086/712606
Jessica B. Koslouski, Kristabel Stark
{"title":"Promoting Learning for Students Experiencing Adversity and Trauma","authors":"Jessica B. Koslouski, Kristabel Stark","doi":"10.1086/712606","DOIUrl":"https://doi.org/10.1086/712606","url":null,"abstract":"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 classroom. However, teachers are not routinely taught trauma-informed practices. Qualitative interviews were conducted with a purposeful sample of 10 elementary teachers. Thematic analysis revealed six themes: teachers prioritize relationships with and between students; allocate time to teach self-regulation and social skills; provide and advocate for academic, social, and emotional supports; practice cultural humility and responsiveness; strive to ally with parents; and engage in ongoing learning and reflection. Teachers also described tensions they experience while engaging in this work. Implications for educator professional development and policy are discussed.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"430 - 453"},"PeriodicalIF":1.7,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/712606","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44637243","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: 13
Improvements in Teachers’ Reading Comprehension Instruction and Bilingual Students’ Reading Test Performance in High-Poverty Schools 高贫困学校教师阅读理解教学与双语学生阅读测试成绩的提高
IF 1.7 4区 教育学
Elementary School Journal Pub Date : 2021-03-01 DOI: 10.1086/712604
Georgia Earnest García, B. M. Taylor, P. Pearson, Teresa Méndez Bray, Joan Primeaux, R. A. Mora
{"title":"Improvements in Teachers’ Reading Comprehension Instruction and Bilingual Students’ Reading Test Performance in High-Poverty Schools","authors":"Georgia Earnest García, B. M. Taylor, P. Pearson, Teresa Méndez Bray, Joan Primeaux, R. A. Mora","doi":"10.1086/712604","DOIUrl":"https://doi.org/10.1086/712604","url":null,"abstract":"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 were taught in English. Qualitative analysis showed that it took time and additional support for the experimental teachers to move from whole-class instruction to small-group instruction. Although none of the second-grade teachers fully implemented the experimental treatments, the cognitive strategy second graders made significantly higher gains on a Spanish standardized reading test than those in RE. At the fourth-grade level, only one cognitive strategies teacher and one RE teacher fully implemented the experimental instruction. However, the cognitive strategy students performed significantly higher on a curriculum-embedded assessment and had a significantly higher gain on an English standardized reading test than students in the control group.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"357 - 384"},"PeriodicalIF":1.7,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/712604","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47142127","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
The Impacts of School-Wide Positive Behavior Interventions and Supports on School Discipline Outcomes for Diverse Students 学校范围内积极行为干预和支持对不同学生学校纪律结果的影响
IF 1.7 4区 教育学
Elementary School Journal Pub Date : 2021-03-01 DOI: 10.1086/712625
Ahhyun Lee, Nicholas A. Gage, J. McLeskey, A. Huggins-Manley
{"title":"The Impacts of School-Wide Positive Behavior Interventions and Supports on School Discipline Outcomes for Diverse Students","authors":"Ahhyun Lee, Nicholas A. Gage, J. McLeskey, A. Huggins-Manley","doi":"10.1086/712625","DOIUrl":"https://doi.org/10.1086/712625","url":null,"abstract":"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 investigated. Therefore, this study aims to examine the effects of SWPBIS on eight different school-level discipline outcomes for all students and disaggregated by student demographics (i.e., gender, race/ethnicity, disability status). Using a post hoc quasi-experimental design and propensity score matching, we matched 112 schools implementing SWPBIS with fidelity with 112 schools in which teachers and administrators never received SWPBIS training. Poisson regression models revealed significant reductions in the use of school discipline outcomes for all students and for student subgroups. Discussion and implications of results are provided.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"410 - 429"},"PeriodicalIF":1.7,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/712625","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46839914","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: 8
Effectiveness of Scaling Up a Vocabulary Intervention for Low-Income Children, Pre-K through First Grade 扩大低收入家庭儿童学前班至一年级词汇干预的有效性
IF 1.7 4区 教育学
Elementary School Journal Pub Date : 2021-03-01 DOI: 10.1086/712492
S. Neuman, Preeti G. Samudra, Katie A. Danielson
{"title":"Effectiveness of Scaling Up a Vocabulary Intervention for Low-Income Children, Pre-K through First Grade","authors":"S. Neuman, Preeti G. Samudra, Katie A. Danielson","doi":"10.1086/712492","DOIUrl":"https://doi.org/10.1086/712492","url":null,"abstract":"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 through grade 1) from 12 elementary schools in a large metropolitan area were randomly selected into treatment (N = 39) and control groups (N = 34). The 21-week intervention involved a shared book reading about science topics, using cross-cutting concepts and vocabulary within taxonomic categories to build knowledge networks. Pre- and posttests examined child outcomes in vocabulary, concepts, and expressive language. Results indicated that fidelity was largely maintained, with significant standardized gains in language and vocabulary for pre-K children. Conversational turns predicted statistically significant improvements in language, suggesting that such adaptations may hold promise for scaling up an intervention.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"385 - 409"},"PeriodicalIF":1.7,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/712492","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43610600","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: 10
Narrative Instruction in Elementary Classrooms 小学课堂叙事教学
IF 1.7 4区 教育学
Elementary School Journal Pub Date : 2021-03-01 DOI: 10.1086/712416
Colby Hall, Philip Capin, S. Vaughn, S. Gillam, Rebekah Wada, Anna-Mária Fall, G. Roberts, Jordan Dille, R. Gillam
{"title":"Narrative Instruction in Elementary Classrooms","authors":"Colby Hall, Philip Capin, S. Vaughn, S. Gillam, Rebekah Wada, Anna-Mária Fall, G. Roberts, Jordan Dille, R. Gillam","doi":"10.1086/712416","DOIUrl":"https://doi.org/10.1086/712416","url":null,"abstract":"This study examined the amount and types of narrative instruction (i.e., story comprehension, oral storytelling, and story writing instruction) that general education English language arts teachers provide to students in grades 1 through 4. The research team conducted 121 approximately 30-minute classroom observations. Educators were asked to teach a lesson focused on narrative comprehension or production (i.e., on “understanding literary text or creating stories”). The amount and type of story instruction provided to students varied across classrooms. Forty-four percent of observed minutes were devoted to story comprehension; 10% of minutes addressed story writing. Teachers spent no time working with students on oral storytelling. Findings suggest that story production may not be an instructional focus in many primary-grade classrooms. In addition, from both a macrostructure and a microstructure standpoint, typical narrative instruction may omit elements of narrative language instruction that are associated with improved narrative comprehension, oral storytelling, and writing outcomes.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"454 - 483"},"PeriodicalIF":1.7,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/712416","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48898354","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
How Features of the Implementation Process Shape the Success of an Observation-Based Coaching Program 实施过程的特点如何影响基于观察的辅导计划的成功
IF 1.7 4区 教育学
Elementary School Journal Pub Date : 2020-11-09 DOI: 10.1086/711070
Yanjuan Hu, K. Veen
{"title":"How Features of the Implementation Process Shape the Success of an Observation-Based Coaching Program","authors":"Yanjuan Hu, K. Veen","doi":"10.1086/711070","DOIUrl":"https://doi.org/10.1086/711070","url":null,"abstract":"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 the PD program. We interviewed seven PD coaches and a selection of 11 teachers involved in a 3-year PD project. We found that how the school and the coach implemented the PD project played a critical role in shaping teachers’ willingness to participate in the program. We conclude that the success of a PD program depends not only on enduring effective PD features but also and especially on the PD implementation process within the context of daily school life.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"283 - 310"},"PeriodicalIF":1.7,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/711070","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45214955","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