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Hirsch, Shanna E.; Lloyd, John Wills; Kennedy, Michael J. – Elementary School Journal, 2019
Employing universal classroom management practices (e.g., opportunities to respond, praise, precorrect) can reduce disruptive behavior and improve academic engagement for students with and without disabilities; however, novice educators often possess minimal knowledge of universal classroom management practices. This study examined the effect of a…
Descriptors: Beginning Teachers, Classroom Techniques, Faculty Development, Teacher Workshops
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Gilmour, Allison F.; Henry, Gary T. – Elementary School Journal, 2018
Students with disabilities (SWDs) perform below their peers in math on national and state assessments. The quality of teachers who provide these students with math instruction is an unexamined variable that could influence this low achievement. We used data from more than 1 million students to compare the quality of teachers assigned to teach math…
Descriptors: Comparative Analysis, Teacher Effectiveness, Mathematics Teachers, Mathematics Instruction
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Neumerski, Christine M.; Grissom, Jason A.; Goldring, Ellen; Rubin, Mollie; Cannata, Marisa; Schuermann, Patrick; Drake, Timothy A. – Elementary School Journal, 2018
Teacher evaluation systems that pair measures of teacher observation with measures of student achievement or growth have become widespread. However, little attention has focused on the impact of teacher evaluation systems--and, in particular, the intensive collection and use of data from teacher observations--on principals. Drawing on interviews…
Descriptors: Instructional Leadership, Teacher Evaluation, Observation, Academic Achievement
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Wasserberg, Martin J. – Elementary School Journal, 2018
This study used a theoretical framework rooted in student voice to explore the perceptions, experiences, and recommendations of African American students at an elementary school that had implemented a test-centered curriculum. The study used data from focus group interviews conducted with a purposefully selected group of fourth- and fifth-grade…
Descriptors: African American Students, Student Attitudes, Elementary School Students, Grade 4
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Master, Benjamin; Loeb, Susanna; Whitney, Camille; Wyckoff, James – Elementary School Journal, 2016
Nationwide, K-12 students designated as English language learners (ELLs) must learn both language and content simultaneously, and ELLs score far below the national average in math achievement. Many educators have suggested that identifying or developing teachers with skills specific to ELLs' instructional needs may be critical to addressing this…
Descriptors: Teacher Effectiveness, English Language Learners, General Education, Academic Achievement
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Jamil, Faiza M.; Sabol, Terri J.; Hamre, Bridget K.; Pianta, Robert C. – Elementary School Journal, 2015
Contemporary education reforms focus on assessing teachers' performance and developing selection mechanisms for hiring effective teachers. Tools that enable the prediction of teachers' classroom performance promote schools' ability to hire teachers more likely to be successful in the classroom. In addition, these assessment tools can be used for…
Descriptors: Educational Change, Teacher Evaluation, Teacher Selection, Teacher Effectiveness
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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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Dumay, Xavier; Boonen, Tinneke; Van Damme, Jan – Elementary School Journal, 2013
In both the school effectiveness and the educational administration literature, growing attention has been paid to the extent of principal leadership effects and the means by which they affect school performance. The main goal of this study is to estimate the effects of principal leadership on students' achievement growth in mathematics over a…
Descriptors: Foreign Countries, Teacher Collaboration, Principals, Models
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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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Stipek, Deborah – Elementary School Journal, 2012
The cross-sectional study of factors predicting teacher self-efficacy involved surveys of 473 third- and fifth-grade, predominantly White female teachers in 196 schools. The schools served, on average, a relatively high proportion of students living in poverty and students of color. The findings indicate that the proportion of minority students in…
Descriptors: Poverty, Self Efficacy, Academic Achievement, Grade 5
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Elish-Piper, Laurie; L'Allier, Susan K. – Elementary School Journal, 2011
This article presents the results of a study that examined the relationship between the amount, type, and content of literacy coaching and K-3 student reading gains in a school district that received a Reading First grant. In addition, this study investigated the relationship between student reading gains and literacy coach certification. Findings…
Descriptors: Reading Improvement, Achievement Gains, Reading Achievement, Coaching (Performance)
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Troia, Gary A.; Lin, Shin-ju Cindy; Cohen, Steven; Monroe, Brandon W. – Elementary School Journal, 2011
This article reports the findings from a year-long study of 6 writing teachers in an urban elementary school who also received intensive professional development in writing instruction from a nonprofit organization. Repeated observations demonstrated that the teachers displayed consistency in their use of the core instructional elements associated…
Descriptors: Writing Workshops, Writing Instruction, Teaching Methods, Writing Teachers
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Parise, Leigh Mesler; Spillane, James P. – Elementary School Journal, 2010
Recent education reform has emphasized the importance of teacher learning in improving classroom instruction and raising student achievement. This article focuses on teachers' learning opportunities, including formal professional development and on-the-job learning that occurs through interactions with colleagues. Using data from 30 elementary…
Descriptors: Urban Schools, Teacher Improvement, Educational Change, Elementary School Teachers
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Phillips, Kristie J. R. – Elementary School Journal, 2010
Policymakers and researchers continue to search for ways to improve K-12 education, which has led to an increased focus on teacher quality as an impetus for educational improvement. As such, current legislation under No Child Left Behind (NCLB) calls for highly qualified teachers in every classroom. But are the characteristics associated with…
Descriptors: Teacher Effectiveness, Reading Achievement, Educational Improvement, Achievement Gains
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Matsumura, Lindsay Clare; Garnier, Helen E.; Correnti, Richard; Junker, Brian; Bickel, Donna DiPrima – Elementary School Journal, 2010
Teacher mobility is a factor that impacts schoolwide implementation of professional development programs. In this article, we present interim results of a longitudinal randomized field trial of a comprehensive literacy coaching program (Content-Focused Coaching, CFC) for improving instruction and learning in schools with high teacher mobility. We…
Descriptors: Teaching Methods, Content Area Reading, Teacher Persistence, Standardized Tests
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