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McGrath, Kevin Francis; Van Bergen, Penny; Sweller, Naomi – Elementary School Journal, 2017
Building on work examining teachers' perceptions of the student-teacher relationship, this study investigated how young students draw themselves with their teachers. Fourteen kindergarten and first-grade teachers each nominated 2 disruptive and 2 well-behaved students. Students then completed 1 drawing of themselves with their classroom teacher…
Descriptors: Freehand Drawing, Color, Teacher Student Relationship, Kindergarten
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Powell, Sarah R.; Nelson, Gena – Elementary School Journal, 2017
Competency with mathematics requires use of numerals and symbols as well as an understanding and use of mathematics vocabulary (e.g., "add," "more," "triangle"). Currently, no measures exist in which the primary function is to gauge mathematics-vocabulary understanding. We created a 64-item mathematics-vocabulary…
Descriptors: Mathematics Instruction, Vocabulary Development, Grade 1, Elementary School Students
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Hiebert, James; Berk, Dawn; Miller, Emily – Elementary School Journal, 2017
The purpose of this longitudinal study was to investigate the relationships between mathematics teacher preparation and graduates' analyses of classroom teaching. Fifty-three graduates from an elementary teacher preparation program completed 4 video-based, analysis-of-teaching tasks in the semester before graduation and then in each of the 3…
Descriptors: Mathematics Instruction, Mathematics Teachers, Longitudinal Studies, Teacher Education Programs
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Jiang, Hui; Davis, Dawn – Elementary School Journal, 2017
Let's Know! is a language-focused curriculum supplement developed through the Institute of Education Sciences' Reading for Understanding initiative aimed at supporting prekindergarten through grade 3 students' listening and reading comprehension. The current study reports results concerning the impacts of 2 instantiations of Let's Know! on…
Descriptors: Primary Education, Kindergarten, Grade 1, Grade 2
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Curran, F. Chris – Elementary School Journal, 2017
This study documents gaps in kindergarten and first-grade science achievement by family income and explores the degree to which such gaps can be accounted for by student race/ethnicity, out-of-school activities, parental education, and school fixed effects. In doing so, it expands on prior research that documents disparate rates of science…
Descriptors: Family Income, Science Achievement, Kindergarten, Grade 1
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Elleman, Amy M.; Olinghouse, Natalie G.; Gilbert, Jennifer K.; Spencer, Jane Lawrence; Compton, Donald L. – Elementary School Journal, 2017
This study compared the effects of 2 strategy-based comprehension treatments intended to promote vocabulary and content knowledge for elementary students at risk for developing reading difficulties (N = 105) with a traditional content approach. The study examined the effectiveness of strategy versus nonstrategy instruction on reading…
Descriptors: Reading Strategies, Reading Comprehension, Vocabulary, Knowledge Level
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Walpole, Sharon; Amendum, Steven; Pasquarella, Adrian; Strong, John Z.; McKenna, Michael C. – Elementary School Journal, 2017
We compared year-long gains in fluency and comprehension in grades 3-5 in 3 treatment and 4 comparison schools. Treatment schools implemented a comprehensive school reform (CSR) program called Bookworms. The program employed challenging text and emphasized high text volume, aggressive vocabulary and knowledge building, and contextualized strategy…
Descriptors: Elementary Education, Grade 3, Grade 4, Grade 5
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Carney, Michele B.; Cavey, Laurie; Hughes, Gwyneth – Elementary School Journal, 2017
This article illustrates an argument-based approach to presenting validity evidence for assessment items intended to measure a complex construct. Our focus is developing a measure of teachers' ability to analyze and respond to students' mathematical thinking for the purpose of program evaluation. Our validity argument consists of claims addressing…
Descriptors: Mathematics Instruction, Mathematical Logic, Thinking Skills, Evidence
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Milburn, Trelani F.; Lonigan, Christopher J.; Phillips, Beth M. – Elementary School Journal, 2017
This response to intervention study examined agreement between classification methods of preschool children's responsiveness to Tier 2 intervention using level of performance (25th percentile), growth (equivalent to small and medium effect sizes), and both level of performance and growth in a dual-discrepancy approach. Overall, 181 children…
Descriptors: Response to Intervention, Classification, Preschool Children, Preschool Education
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Little, Michael H. – Elementary School Journal, 2017
The purpose of this study was to examine the relationship between school-based kindergarten transition practices and student achievement and executive functioning using recent, nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11. The analysis employed 3-level hierarchical linear models and…
Descriptors: Children, Longitudinal Studies, Surveys, Correlation
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Gottfried, Michael A. – Elementary School Journal, 2017
Within schooling policy and practice, truancy awareness and prevention programs expend much effort on reducing fall absences under the assumption that stopping this behavior early in the year can reduce negative outcomes later on in the year. Little research has focused on whether early absences in the year correlate with later outcomes. No study…
Descriptors: Truancy, Elementary School Students, Early Intervention, Longitudinal Studies
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Neuman, Susan B. – Elementary School Journal, 2017
The purpose of this quasi-experimental study was to examine the influence of a book distribution program targeted at enhancing children's exposure to information books. The research examined whether a flood of information books in early childhood settings, placing libraries in a central role, could affect growth in language, content-related…
Descriptors: Quasiexperimental Design, Books, Early Childhood Education, Library Role
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Avalos, Mary A.; Secada, Walter G.; Zisselsberger, Margarita Gómez; Gort, Mileidis – Elementary School Journal, 2017
This study investigated third graders' use and variation of linguistic resources when writing a science explanation. Using systemic functional linguistics as a framework, we purposefully selected and analyzed writing samples of students with high and low scores to explore how the students' use of language features (i.e., lexicogrammatical…
Descriptors: Grade 3, Elementary School Students, Language Usage, Science Instruction
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Schumacher, Robin F.; Malone, Amelia S. – Elementary School Journal, 2017
The goal of this study was to describe fraction-calculation errors among fourth-grade students and to determine whether error patterns differed as a function of problem type (addition vs. subtraction; like vs. unlike denominators), orientation (horizontal vs. vertical), or mathematics-achievement status (low-, average-, or high-achieving). We…
Descriptors: Error Patterns, Mathematics Instruction, Computation, Mathematics Achievement
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Neugebauer, Sabina Rak; Gámez, Perla B.; Coyne, Michael D.; McCoach, D. Betsy; Cólon, Ingrid T.; Ware, Sharon – Elementary School Journal, 2017
A proposed avenue for increasing students' vocabulary knowledge and reading comprehension is instruction that promotes students' enthusiasm and attention to words, referred to as "word consciousness". This study seeks to investigate, at the utterance level, whether and how word consciousness talk is used in classrooms with young word…
Descriptors: Vocabulary Development, Reading Comprehension, Teaching Methods, Student Motivation
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