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Showing 1 to 15 of 113 results Save | Export
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Farmer, Jennie L.; Spearman, Mindy; Qian, Meihua; Leonard, Alison E.; Rosenblith, Suzanne – Elementary School Journal, 2018
This study examines student perceptions of classroom climate at a school-within-a-school (SWAS) elementary school located in the southeastern United States. The elementary school contains a school for students identified as highly gifted within a neighborhood school. Researchers utilized drawings to determine students' perceptions of their…
Descriptors: Elementary School Students, Academically Gifted, Freehand Drawing, Student Attitudes
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Kirksey, J. Jacob; Gottfried, Michael A. – Elementary School Journal, 2018
Identifying driving factors of school attendance in elementary grades has come to the forefront of policy discussion. Little research has been dedicated to understanding the role of classroom context, and no studies have examined whether having classmates from the previous school year who are also present in the current classroom might influence…
Descriptors: Attendance, Elementary School Students, Classroom Environment, School Districts
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Agodini, Roberto; Harris, Barbara – Elementary School Journal, 2016
Research shows that some elementary math curricula are more effective than others at increasing student achievement. Most studies in this research base typically included teachers and classrooms that differ, so the results represent "average" curriculum effects, which raises an important question: Are curricula that are effective on…
Descriptors: Teacher Characteristics, Classroom Environment, Elementary School Curriculum, Elementary School Mathematics
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Reese, Leslie; Jensen, Bryant; Ramirez, Debora – Elementary School Journal, 2014
Some have described the academic underperformance of Latino children, on the one hand, and their relatively strong socioemotional competencies on the other, as a "Latino Paradox." We unpack the affective climate of early elementary classrooms to explore how this paradox is addressed in a rural school district where children from…
Descriptors: Rural Schools, Hispanic American Students, Classroom Environment, School Districts
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Lack, Brian; Swars, Susan Lee; Meyers, Barbara – Elementary School Journal, 2014
A descriptive, holistic, multiple-case methodology was applied to examine the nature of participation in discourse of two low- and two high-achieving grade 6 students while solving mathematical tasks in a standards-based classroom. Data collected via classroom observations and student interviews were analyzed through a multiple-cycle coding…
Descriptors: Student Participation, Grade 6, Low Achievement, High Achievement
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Kesler, Ted – Elementary School Journal, 2013
This article presents a cross-case analysis of two fourth-grade teachers' instruction while preparing their students for an English language arts test. Both teachers taught in high-needs urban public schools and were identified as effective teachers of balanced literacy through a multiple nomination process. This article uses situated literacy…
Descriptors: Elementary School Teachers, Grade 4, Urban Schools, Public Schools
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Robinson, Keith – Elementary School Journal, 2013
Multilevel modeling was used to investigate the relationship between poverty status, mathematics achievement gains, and behavioral engagement in learning over kindergarten. Data included information on 11,680 poor, low-income, and non-poor kindergartners from the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998-1999 (ECLS-K). Results…
Descriptors: Poverty, Mathematics Achievement, Achievement Gains, Learner Engagement
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McCormick, Meghan P.; Cappella, Elise; O'Connor, Erin E.; McClowry, Sandee G. – Elementary School Journal, 2013
We examined relations between parent involvement and kindergarten students' behavior problems in classrooms with varying levels of teacher emotional support. Multi-informant data were collected on "n" = 255 low-income Black and Hispanic students, and "n" = 60 kindergarten classrooms in the baseline year of an intervention…
Descriptors: Parent Participation, Kindergarten, Behavior Problems, Emotional Development
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Guo, Ying; Connor, Carol McDonald; Yang, Yanyun; Roehrig, Alysia D.; Morrison, Frederick J. – Elementary School Journal, 2012
This study examined the effects of teacher self-efficacy, education, and years of experience on observed classroom practices across 2 dimensions--teacher support for student learning and time in academics--as they related to fifth-grade students' (n = 1,043) literacy skills. To address these issues, the study used longitudinal data from the…
Descriptors: Self Efficacy, Literacy, Teacher Qualifications, Classroom Environment
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Worthy, Jo; Consalvo, Annamary L.; Bogard, Treavor; Russell, Katie W. – Elementary School Journal, 2012
In most classrooms, there are students who have academic, behavioral, and/or interpersonal challenges that can disrupt the classroom community. In some cases, these challenges can build momentum, leading to a negative reputation or "story" that can follow the student throughout school. This academic, yearlong case study focused on Mae Graham, an…
Descriptors: Teacher Effectiveness, Grade 2, Individualized Instruction, Negative Attitudes
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Hindman, Annemarie H.; Wasik, Barbara A. – Elementary School Journal, 2012
This exploratory study investigated how 2 years of a coaching-based language and literacy intervention were linked to Head Start teachers' classroom environments and instructional interactions, as well as to the vocabulary, alphabet, and sound awareness learning of their preschool students. In total, 16 Head Start teachers participated in the…
Descriptors: Intervention, Classroom Environment, Preschool Children, Disadvantaged Youth
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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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Farmer, Thomas W.; Petrin, Robert A.; Robertson, Dylan L.; Fraser, Mark W.; Hall, Cristin M.; Day, Steven H.; Dadisman, Kimberly – Elementary School Journal, 2010
This study examined the social relations of bullies, victims, and bully-victims in second-grade classrooms. Bully-victims are identified as both bullies and victims. The sample consisted of 537 ethnically diverse second-grade students (247 boys, 290 girls) from 37 classrooms across 11 participating schools. Bullies, bully-victims, and victims…
Descriptors: Bullying, Peer Relationship, Victims of Crime, Social Environment
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Graue, Elizabeth; Rauscher, Erica; Sherfinski, Melissa – Elementary School Journal, 2009
A contextual approach to understanding class size reduction includes attention to both educational inputs and processes. Based on our study of a class size reduction program in Wisconsin we explore the following question: How do class size reduction and classroom quality interact to produce learning opportunities in early elementary classrooms? To…
Descriptors: Class Size, Standardized Tests, Scores, Classrooms
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McMahon, Susan D.; Wernsman, Jamie; Rose, Dale S. – Elementary School Journal, 2009
In this study, 149 low-income, ethnically heterogeneous, fourth- and fifth-grade students completed self-report surveys in the fall and spring of 1 academic year. We examined classroom climate (satisfaction, cohesion, friction, task difficulty, and competition) and school belonging in relation to language arts and math and science self-efficacy,…
Descriptors: Self Efficacy, Language Arts, Grade 5, Classroom Environment
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