This study provides important insights about the dynamic landscape of technology integration in early childhood education, particularly its role in supporting reading development among students in kindergarten through third grade. The research methodology adopted for this study was a mixed-method approach, incorporating both quantitative and…

Teachers play a large role in determining whether or not the classroom climate experienced by students is positive, especially through their visible emotional behaviors (i.e., neutral, positive, and negative emotional expressions). Research suggests that teachers make specific contributions to the classroom emotional climate in actions such as…

Measuring reading engagement is critical for monitoring student involvement in academic tasks, as it predicts student reading achievement and further academic success (Anderson et al., 2021; Guthrie et al., 2012). As a multidimensional construct, researchers have employed various methods to assess reading engagement (Gill & Remedios, 2013; Lee…

This exploratory sequential mixed methods study aimed to understand teachers' perceptions of the impact of Social Emotional Learning (SEL) on school climate and student engagement, which is an area of study lacking in current literature. The research questions which guided the study were: What are teachers' perceptions of the connection between a…

Providing support to students with challenging behaviors is a critical focus of classroom teachers' success. Finding ways to prevent and mediate academic and behavioral difficulties is a high priority area for both research and practice. The focus of this study is on the effects of implementation of Orton-Gillingham Reading intervention strategies…

Longitudinal models typically emphasize between-person predictors of change but ignore how growth varies "within" persons because each person contributes only one data point at each time. In contrast, modeling growth with multi-item assessments allows evaluation of how relative item performance may shift over time. While traditionally…

This article reports on an exploratory study on developing and adopting a 'Virtual Go Mode' feature embedded in a mobile vocabulary learning app, VocabGo, to enhance students' vocabulary learning engagement. Distinguished from other virtual reality (VR) or augmented reality (AR) applications, the Virtual Go Mode is designed for students to…

This study explored student and teacher perspectives of technology use at Franklin Elementary School in South San Jose, CA, using qualitative, quantitative, and observational methods, including interviews, observations, and surveys. Thirteen teachers responded to a survey on educational technology use. Among this group, eleven provided interviews,…

Two of the goals of elementary school are to help students to develop a healthy sense of identity and learn social communication skills. However, there are many factors figure into students' experience during their early years of school. Othering by the other sex is one of these factors, especially in Saudi Arabia, which has just sex-desegregated…

A key question concerning educational researchers is how to promote students' self-regulated learning (SRL) in regular classrooms. We address this question by examining the beliefs and practices of a primary school teacher who supported students' SRL by employing an experiential learning approach. We gathered data throughout an 11 weeks long…

This qualitative descriptive study explored how general education K-6 teachers describe their ability to implement student Individualized Educational Plans (IEP) in their classrooms and the supports needed for effective implementation of IEPs in Ohio. Self-Efficacy has been defined as the confidence that an individual has in their ability to…

The present qualitative case study examined the perceived effects of gifted teachers' perceptions on gifted students' engagement in the general education classroom. The study focused on how these perceptions affected how gifted teachers present academics to gifted students, particularly those not engaged in the lessons proposed by the teacher. The…

This study examines the significance of emotion in the lives of culturally and linguistically diverse students within the ESL classroom. In the classroom 'underlife', students not only replicate the ideologies of the official world, but also cultivate shared cultural practices in response to the world around them. The study's findings shed light…

Over the past 25 years, research and practical experience have supported investments in strategies to encourage all students to behave according to agreed-upon expectations. In collaboration with expert panelists, the What Works Clearinghouse™ (WWC) distilled that research into practical recommendations for elementary educators. The…

This qualitative study explored teachers' perceptions and experiences regarding the implementation of the social and emotional learning framework, Strong Start, in a Title I elementary school in southeast Texas. The participants include ten elementary school teachers in Pre-Kindergarten through 5th grade. Teachers' levels of experience range from…