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Kathryn L. Roberts; Poonam Arya; Kathleen K. Plond – Reading Teacher, 2024
In this article we report the results and classroom implications of a qualitative study that explored third-grade students' interactions with each other as they partner read. Participants included 10 students, each of whom engaged in three readings with a partner during recorded observations. All students had been taught structures for partner…
Descriptors: Reading Instruction, Reading Aloud to Others, Grade 3, Interaction
Brian Johnson; Amy L. Reschly; Roy P. Martin; Christopher Pinzone; James J. Appleton – Journal of Education for Students Placed at Risk, 2024
Theories of student engagement for dropout and school completion are proposed to begin as early as age five. Student engagement in elementary-age students has been linked to school completion, post-secondary education, and achievement. However, there is little research examining patterns and profiles of student engagement in this population. In an…
Descriptors: Elementary School Students, Grade 3, Learner Engagement, Student Characteristics
Damira Belessova; Almira Ibashova; Aziza Zhidebayeva; Guldana Shaimerdenova; Venera Nakhipova – Open Education Studies, 2024
This study aimed to investigate the impact of the Scratch programming environment on student engagement and academic performance in primary informatics education. The research was conducted over three academic years (2020-2023) in educational organizations (ADAN and Navoiy schools) involving 170 first and third-grade students. The Student…
Descriptors: Programming, Learner Engagement, Academic Achievement, Elementary School Students
Jaedyn K. Morris – ProQuest LLC, 2024
Interventions are common tools used by school psychologists for the benefit of students and teachers. Tootling is an intervention that combines the idea of tattling and "tooting your own horn," and promotes peer-monitoring of prosocial behaviors instead of antisocial or disruptive behaviors (Skinner, Cashwell, & Skinner, 2000). This…
Descriptors: Elementary School Students, School Counselors, Disclosure, Self Esteem
Kira J. Carbonneau; Genna Kieper; Carlos Anguiano; Matthew Lemberger-Truelove; David Atencio – Contemporary School Psychology, 2024
The support and engagement teachers foster in their classrooms likely impact student success in reading achievement. Therefore, we used a multilevel approach to examine if students' perception of support and engagement at both the individual and classroom levels were associated with students' overall reading achievement. Perception data collected…
Descriptors: Reading Instruction, Reading Achievement, Grade 3, Grade 4
Gökhan Demirhan; Seval Koçak – Educational Policy Analysis and Strategic Research, 2023
Due to its social and personal outcomes, the level of attainment of the objectives of fundamental education has always been a topic of global concern. Enhancing children's level of success in every discipline by assuring school attachment is one of the most essential factors in accomplishing the objectives of basic education. In this study, the…
Descriptors: Student School Relationship, Student Experience, Student Satisfaction, Grade 3
Ridvan Ata; Muhammet Mustafa Alpaslan – International Journal of Information and Learning Technology, 2024
Purpose: The aim of this study was to shed some light on the extent to which digital literacy, epistemological belief and reading motivation and engagement predict pre-service teachers' capabilities in teaching 21st century skills. Design/methodology/approach: 21st Century Skills Teaching Scale, Internet based Epistemological Beliefs Scale,…
Descriptors: Digital Literacy, Epistemology, Beliefs, Reading Motivation
Michael Cook; Ashley Grant – Society for Research on Educational Effectiveness, 2024
Background/Context: Schools are spending more money than ever on a growing number of educational technology programs which are designed to boost student learning outcomes, especially after the integration of online learning that was necessitated by COVID-19 pandemic school closures and disruptions (Instructure, 2024; Teras et al., 2020). Rigorous…
Descriptors: Elementary School Students, Grade 3, Grade 4, Grade 5
Kristen Danielle McCollum – ProQuest LLC, 2023
The goal of this qualitative case study was to investigate the influence of culturally responsive teaching on the academic engagement of Black third and fourth grade students. For many years, schools have been faced with evidence that shows classrooms and schools are failing to meet the academic needs of students of color, particularly Black…
Descriptors: Culturally Relevant Education, Grade 3, Grade 4, Grade 5
Leanne Guihot-Balcombe – International Journal of Education & the Arts, 2024
"Intervention on a String" sought to examine puppets and puppetry in the education domain. This research project sought to examine puppets in the classroom to see if their inclusion helped raise levels of student engagement, socialisation, and participation. Moreover, this project sought to understand how and why puppets, as pedagogical…
Descriptors: Communication Skills, Intervention, Puppetry, Self Esteem
Emma Hübinette; Stina Udén; Gustav Nilsson; Elinor Schad – European Journal of Psychology and Educational Research, 2024
The PAX Good Behavior Game (PAX-GBG) is a school-based intervention shown to enhance student self-regulation, encourage prosocial behavior, and curb challenging behaviors. However, little is understood about students' perspectives on the intervention. In this study, we conducted a survey and semi-structured interviews with 3rd-grade students in…
Descriptors: Foreign Countries, Grade 3, Elementary School Students, Student Attitudes
Camrin L. Vaux – ProQuest LLC, 2024
This phenomenological study investigated elementary teachers' perspectives on student engagement in competency-based education (CBE) classrooms in an upper Midwestern rural school district. The study addressed the limited research on CBE implementation in elementary settings by exploring teachers' lived experiences related to learner engagement.…
Descriptors: Elementary School Teachers, Kindergarten, Grade 1, Grade 2
Hier, Bridget O.; MacKenzie, Connor K.; Ash, Tory L.; Maguire, Samantha C.; Nelson, Kaytlin A.; Helminen, Emily C.; Watts, Emily A.; Matsuba, Erin S. M.; Masters, Ellen C.; Finelli, Carly C.; Circe, Joshua J.; Hitchings, Taylor J.; Goldstein, Alec R.; Sullivan, William E. – Journal of Positive Behavior Interventions, 2024
This multiple-baseline design study examined the effects of the Good Behavior Game (GBG) on class-wide academic engagement in online general education classrooms. Teachers in three third- through fifth-grade classrooms in the state of New York implemented the GBG remotely during the COVID-19 pandemic. Treatment integrity was supported using…
Descriptors: Behavior Patterns, Games, Learner Engagement, Distance Education
Rachelle M. Johnson; Jenna E. Finch – Learning Disability Quarterly, 2025
Engagement and academic achievement are generally correlated among elementary school students without learning disabilities (LDs). However, it is unclear if this pattern holds for students with LDs, who have lower achievement and engagement than their peers. This study examined whether links between achievement and student-reported behavioral…
Descriptors: Academic Achievement, Learning Disabilities, Students with Disabilities, Grade 3
Breya L. Whitefield; Sarah W. Harry; David E. McIntosh; Connie E. McIntosh; Argnue Chitiyo; Abel M. English; Brianna R. Poore – Journal of Applied School Psychology, 2025
The current study examined the effects the tootling intervention on classwide levels of academically engaged behavior (AEB) and disruptive behavior (DB) by comparing traditional tootling to a formalized tootling card intervention and an interdependent group contingency control condition. The intervention used an alternating treatment design within…
Descriptors: Elementary School Students, Grade 3, Grade 4, Grade 5