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Showing 1 to 15 of 56 results Save | Export
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Franke, Megan L.; Turrou, Angela C.; Webb, Noreen M.; Ing, Marsha; Wong, Jacqueline; Shin, Nami; Fernandez, Cecilia – Elementary School Journal, 2015
Educators, researchers, and policy makers increasingly recognize that participation in classroom mathematics discussions, especially engaging with others' ideas, can promote students' mathematics understanding. How teachers can promote students' high-level engagement with others' ideas, and the challenges teachers face when trying to do so, have…
Descriptors: Learner Engagement, Student Participation, Video Technology, Group Discussion
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Cappella, Elise; O'Connor, Erin E.; McCormick, Meghan P.; Turbeville, Ashley R.; Collins, Ashleigh J.; McClowry, Sandee G. – Elementary School Journal, 2015
We investigate the classwide efficacy of INSIGHTS, a universal social-emotional learning intervention for early elementary grades, on observed teacher practices and student behaviors. Twenty-two elementary schools (87% free/reduced lunch) were randomly assigned to INSIGHTS or an attention-control condition. Kindergarten and first-grade classrooms…
Descriptors: Elementary School Students, Elementary School Teachers, Comparative Analysis, Randomized Controlled Trials
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Hamre, Bridget K.; Pianta, Robert C.; Downer, Jason T.; DeCoster, Jamie; Mashburn, Andrew J.; Jones, Stephanie M.; Brown, Joshua L.; Cappella, Elise; Atkins, Marc; Rivers, Susan E.; Brackett, Marc A.; Hamagami, Aki – Elementary School Journal, 2013
Validating frameworks for understanding classroom processes that contribute to student learning and development is important to advance the scientific study of teaching. This article presents one such framework, Teaching through Interactions, which posits that teacher-student interactions are a central driver for student learning and organizes…
Descriptors: Teacher Effectiveness, Preschool Teachers, Elementary School Teachers, Teacher Student Relationship
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Curby, Timothy W.; Stuhlman, Megan; Grimm, Kevin; Mashburn, Andrew; Chomat-Mooney, Lia; Downer, Jason; Hamre, Bridget; Pianta, Robert C. – Elementary School Journal, 2011
The quality of classroom interactions has typically been studied using aggregates of ratings over time. However, within-day ratings may contain important variability. This study investigated within-day variability using the NICHD Study of Early Childcare and Youth Development's observational data during grades 3 and 5. The first question examined…
Descriptors: Classroom Environment, Grade 3, Grade 5, Classroom Observation Techniques
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Raphael, Lisa M.; Pressley, Michael; Mohan, Lindsey – Elementary School Journal, 2008
Observations of instructional practices, teacher interviews, and classroom artifacts were collected in 9 sixth-grade classrooms in 2 middle schools to determine teaching practices associated with student engagement (i.e., being on task, doing thoughtful assignments). The teachers used a variety of instructional practices, with some teachers…
Descriptors: Grade 6, Middle Schools, Observation, Interviews
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Murdock, Tamera B.; Miller, Angela – Elementary School Journal, 2003
Variable-centered (regression) and person-centered (cluster analytic) techniques were used to examine the relations between eighth-grade students' achievement motivation and their perceptions of teacher caring. Motivation was assessed using students' self-reports of academic self-efficacy, intrinsic valuing of education, and teacher ratings of…
Descriptors: Grade 8, Learning Motivation, Middle School Students, Middle Schools
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Scott, Judith A.; Jamieson-Noel, Dianne; Asselin, Marlene – Elementary School Journal, 2003
This study examined where, how often, and how effectively vocabulary instruction occurred in 23 ethnically diverse upper-elementary classrooms in Canada. Data revealed that only 6 percent of school time was devoted to vocabulary knowledge development, with 1.4 percent devoted to vocabulary development in academic subjects. Most instruction…
Descriptors: Classroom Techniques, Educational Practices, Elementary Education, Elementary School Students
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Le Mare, Lucy; Sohbat, Elahe – Elementary School Journal, 2002
Examined students' perceptions of teacher characteristics that support or inhibit help seeking, using the critical incident technique, and explored the feelings students experience in seeking help from teachers. Found that interactions evoked strong feelings in students related to how comfortable they were in seeking teacher help. (Author/SD)
Descriptors: Elementary Education, Foreign Countries, Help Seeking, Helping Relationship
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Smolkin, Laura B.; Donovan, Carol A. – Elementary School Journal, 2001
Examines one teacher and her first graders' interactions around information book read-alouds. Reveals that the comprehension strategies the teacher modeled reflected the same categories as those suggested by more systematic but decontextualized research. Suggests that there may be a developmentally appropriate time to begin formal comprehension…
Descriptors: Case Studies, Developmentally Appropriate Practices, Elementary Education, Elementary School Students
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Goddard, Roger D.; Tschannen-Moran, Megan; Hoy, Wayne K. – Elementary School Journal, 2001
Argues that teacher trust in students and parents is critical to school success. Details study showing that even after accounting for variation among schools in student demographic characteristics, prior achievement, and school socioeconomic status, trust was a significant positive predictor of differences among schools in student achievement.…
Descriptors: Academic Achievement, Cooperation, Elementary Education, Elementary School Teachers
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Garrahy, Deborah A. – Elementary School Journal, 2001
Investigated the ways in which third-grade teachers diminished or contributed to the gender-differentiated schooling experiences of girls and boys by comparing the teachers' gender beliefs with what actually happened in the classroom. Found that the teachers believed they worked from a gender-blind position when teaching, but their beliefs did not…
Descriptors: Elementary Education, Elementary School Teachers, Gender Issues, Grade 3
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Blaney, Robert L. – Elementary School Journal, 1983
Investigates the effects of one teacher's structuring and reacting behaviors on 53 second graders' learning of factual materials. Four treatment groups were established: high structuring and high reacting, high structuring and low reacting, low structuring and high reacting, and low structuring and low reacting. (RH)
Descriptors: Academic Achievement, Classroom Research, Elementary Education, Elementary School Students
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Duffy, Gerald G.; McIntyre, Lonnie D. – Elementary School Journal, 1982
Six first- and second-grade teachers were observed while teaching their students how to read in order to examine the methods and rationale they employed for assistance during reading group instruction. (MP)
Descriptors: Classroom Observation Techniques, Classroom Research, Elementary Education, Elementary School Teachers
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Benninga, Jacques S.; And Others – Elementary School Journal, 1981
Assessed the relationship between teacher attitudes and student perceptions of teacher behavior. Measures of teacher attitudes and perceptions of teaching included measures of authoritarianism, control, self-concept, responsibility for student achievement, and affect toward teaching. Students evaluated teacher rapport with students, classroom…
Descriptors: Authoritarianism, Elementary Education, Elementary School Students, Elementary School Teachers
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Miller, John W.; Ellsworth, Randy – Elementary School Journal, 1985
Evaluated the effects of an inservice education program on 47 elementary teachers in three Kansas school districts. Information pertaining to several research questions was collected by assessing demographic factors, teachers' knowledge of reading instruction, teachers' attitudes toward reading-related issues, teacher implementation of specific…
Descriptors: Classroom Techniques, Elementary Education, Elementary School Teachers, Inservice Teacher Education
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