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Boyd, Maureen P. – Elementary School Journal, 2012
What constitutes a successful lesson? A considerable body of literature examines instructional talk; however, little attention has been directed to situations in which teacher intentions (as captured by lesson plan) are stymied by unanticipated student response and the teacher must instantaneously reevaluate and revise an intended lesson. This…
Descriptors: Teaching Methods, Teacher Student Relationship, Discourse Analysis, Student Reaction
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Wilson, H. Kent; Pianta, Robert C.; Stuhlman, Megan – Elementary School Journal, 2007
In this study we examined the relation between children's social competence and their first-grade classroom environment. Drawing from data from the NICHD Study of Early Child Care and Youth Development, we used cluster analysis to identify 4 types of typical classrooms based on observed classroom emotional and instructional supports. The 4 types…
Descriptors: Emotional Development, Teaching Methods, Feedback (Response), Multivariate Analysis
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Elementary School Journal, 2005
Observations of 780 third-grade classrooms described classroom activities, child-teacher interactions, and dimensions of the global classroom environment, which were examined in relation to structural aspects of the classroom and child behavior. 1 child per classroom was targeted for observation in relation to classroom quality and teacher and…
Descriptors: Teaching Methods, Grade 3, Teacher Behavior, Teaching Experience
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Fernandez, Clea; Cannon, Joanna – Elementary School Journal, 2005
Japanese (N = 25) and U.S. fifth- to eighth-grade teachers (N = 36) participated in pre- and post-lesson interviews to assess what they thought about when constructing mathematics lessons. To understand the details of this thinking and how it might support classroom instruction, we structured interviews around a specific lesson teachers taught in…
Descriptors: Teaching Methods, Mathematics Instruction, Foreign Countries, Lesson Plans
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Rowan, Brian; Harrison, Delena M.; Hayes, Andrew – Elementary School Journal, 2004
In this article we describe the mathematics curriculum and teaching practices in a purposive sample of high-poverty elementary schools working with 3 of the most widely disseminated comprehensive school reform programs in the United States. Data from 19,999 instructional logs completed by 509 first-, third-, and fourth-grade teachers in 53 schools…
Descriptors: Teaching Methods, School Restructuring, Numbers, Number Concepts
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Reys, Barbara J.; And Others – Elementary School Journal, 1996
Analyzed how computation is developed in three Japanese primary-grade textbook series by focusing on differences in presentation. Found that goals are similar but the methods and materials of presentation are very different, and that a much higher level of computational facility at the end of grade three is expected of Japanese students than of…
Descriptors: Comparative Analysis, Content Analysis, Cross Cultural Studies, Elementary School Students
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Anderson-Levitt, Kathryn M.; And Others – Elementary School Journal, 1991
Argues that, even though the French elementary education system has changed in recent decades, basic problems have reemerged in new forms. Maintains that, despite striking differences between France and the United States with respect to ability grouping, teaching preparation and methods, and other issues, deeper problems of the two educational…
Descriptors: Ability Grouping, Comparative Education, Educational Change, Elementary Education
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Hiebert, James; Stigler, James W. – Elementary School Journal, 2000
The Third International Mathematics and Science Study Video Study of Teaching compared teacher development systems in the U.S., Japan, and Germany. Findings indicated that many American teachers believe they are changing the way they teach while they retain traditional practices. A research and development system was proposed for improving…
Descriptors: Change Strategies, Comparative Analysis, Cross Cultural Studies, Educational Change
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Strom, Robert D.; Johnson, Aileen – Elementary School Journal, 1981
Presents instructional aspects of elementary education classrooms in Mexico. Topics addressed are conditions of instruction, instructional priorities, types of instruction, evaluation of instruction, teacher-pupil relationships, and home-school relationships. Implications are given for teachers in the United States who teach transfer students from…
Descriptors: Classroom Environment, Cross Cultural Studies, Cultural Differences, Elementary Education