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Marlena Celebre-Baird; David B. Reid – Teachers and Teaching: Theory and Practice, 2024
As teachers gain experience, their assessment knowledge base, personal beliefs, and the educational context come together to shape their identity as an assessor. This study sought to add to the body of research by highlighting and describing, through the lens of the teacher, how beliefs and context influence teachers' assessment literacy in…
Descriptors: Assessment Literacy, Teacher Attitudes, School Districts, Beliefs
Chelsea B. Pitcher – ProQuest LLC, 2024
This exploratory case study was conducted to evaluate the effectiveness of Voyager Sopris' Read Well program when implemented as a reading intervention in elementary self-contained special education classrooms. This research expands on previous research investigating the implementation of the Read Well with target populations, including those…
Descriptors: Students with Disabilities, Reading Programs, Intervention, Special Education Teachers
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Robert C. Schoen; Mark LaVenia; Amanda M. Tazaz; Russell Gersten; Keith Smolkowski – Elementary School Journal, 2024
Early mathematics achievement is a strong predictor of later mathematics achievement, and student competence in fractions and division may be the strongest predictor of success in secondary-level algebra. We used a multisite cluster-randomized trial to estimate the impact of a mathematics teacher professional development (PD) program on student…
Descriptors: Mathematics Teachers, Faculty Development, Teacher Effectiveness, Program Effectiveness
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Ida Spangsberg; Christian Ydesen – European Journal of Special Needs Education, 2024
This article explores production of divisions and belonging between mainstream and special education needs students in Danish primary education. The article analyses the boundary-making practices produced by teachers and materialities of schooling between mainstream education students and those with mild to moderate special needs whose schooling…
Descriptors: Foreign Countries, Inclusion, Regular and Special Education Relationship, Students with Disabilities
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J. Colton; L. O'Keeffe; G. Barry; B. White; J. White – Pedagogy, Culture and Society, 2024
This article considers how teachers' encounters with a newly built learning space are complicit in the practices performed in that space. It builds on previous research into the relationship between learning spaces and pedagogical change by highlighting the acoustic aspects and how they were perceived by teachers in a primary school. Over two…
Descriptors: Teacher Attitudes, Teaching Methods, Educational Innovation, Educational Environment
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Olli-Pekka Malinen; Vesa Närhi; Hannu Savolainen – Educational Psychology, 2024
Teacher self-efficacy (TSE) is assumed to affect classroom environment, although empirical evidence for this assumption is still elusive. This study examines the relationship between TSE in behaviour management and classroom behavioural climate using a two-level cross-lagged model. TSE in behaviour management was assessed with six-item subscale of…
Descriptors: Self Efficacy, Teacher Effectiveness, Correlation, Behavior Modification
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Paulina A. Kulesz; Garrett J. Roberts; David J. Francis; Paul Cirino; Martin Walczak; Sharon Vaughn – Grantee Submission, 2024
Prior research supports the need for elementary-aged students with reading difficulties (RDs) to receive explicit systematic small-group evidence-based reading instruction. Yet for many students, simply receiving evidence-based reading instruction in a small-group setting is insufficient to reach the progress milestones needed to meet grade-level…
Descriptors: Reading Difficulties, Reading Skills, Elementary School Students, Response to Intervention
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Paulina A. Kulesz; Garrett J. Roberts; David J. Francis; Paul Cirino; Martin Walczak; Sharon Vaughn – Journal of Educational Psychology, 2024
Prior research supports the need for elementary-aged students with reading difficulties (RDs) to receive explicit systematic small-group evidence-based reading instruction. Yet for many students, simply receiving evidence-based reading instruction in a small-group setting is insufficient to reach the progress milestones needed to meet grade-level…
Descriptors: Reading Difficulties, Reading Skills, Elementary School Students, Response to Intervention
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Pane, John F.; Seaman, Dorothy; Doss, Christopher Joseph – RAND Corporation, 2023
This report evaluates the effects of Lexia[TM] Core5[TM] Reading (Core5) -- a product of Lexia Learning Systems -- on the reading achievement of students in grades 3-5 during the 2021-2022 academic year. Core5 is a program that focuses on various student literacy skills, such as fluency, vocabulary, and comprehension. This report represents the…
Descriptors: Reading Instruction, Reading Programs, Reading Improvement, Reading Achievement
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Ahumada, Silza; Bañales, Gerardo; Graham, Steve; Torres, María Lidia – Reading and Writing: An Interdisciplinary Journal, 2023
Thirty-eight fourth-through sixth-grade teachers (28 female; 10 male) in urban schools in Chile were interviewed to determine how teachers' preparation to teach writing and their knowledge of how to do so acted as facilitators and/or barriers to classroom writing instruction. Teachers overwhelmingly identified their preservice preparation as a…
Descriptors: Grade 4, Grade 5, Grade 6, Urban Schools
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Bustamante, Andres S.; Bermudez, Vanessa N.; Ochoa, Karlena D.; Belgrave, Ashlee B.; Vandell, Deborah Lowe – Developmental Psychology, 2023
High-quality early childcare and education (ECE) has demonstrated long-term associations with positive educational and life outcomes and can be particularly impactful for children from low-income backgrounds. This study extends the literature on the long-term associations between high-quality caregiver sensitivity and responsiveness and cognitive…
Descriptors: Early Childhood Education, Child Care, Educational Quality, Predictor Variables
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Whitney, Todd; Ackerman, Kera B. – Journal of Special Education Technology, 2023
Fluency is one of the critical factors necessary for proficient reading due to its connection with reading comprehension yet many students with reading difficulties struggle to become efficient readers of connected text. The purpose of the current study was to examine the effects of a digital reading fluency program that incorporates…
Descriptors: Reading Fluency, Reading Programs, Reading Instruction, Reading Difficulties
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Rodrigues, Bruna; Ribeiro, Iolanda; Cadime, Irene – Reading and Writing: An Interdisciplinary Journal, 2023
Empirical research has systematically demonstrated the predictive role of reading, linguistic and metacognitive skills on reading comprehension performance. The study of the directionality of these relations and their relative contribution in the more advanced grades of primary school is an important aim for reading research, with practical…
Descriptors: Foreign Countries, Reading Fluency, Listening Comprehension, Vocabulary
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Özalp, Dilek – Journal of Educational Research and Practice, 2023
Science textbooks play an important role in making scientific knowledge and applications available to learners. In most countries, science curriculum expects to cultivate scientifically literate individuals who are able to use science process skills. Critical analysis of textbooks is therefore crucial to determine whether they can facilitate this…
Descriptors: Science Education, Textbooks, Textbook Content, Elementary Schools
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Doumas, Diana M.; Midgett, Aida; Peck, Matt – Journal of Applied School Psychology, 2023
This study evaluated the relationship among use defending behaviors, gender, and self-esteem among students trained in a brief, bystander bullying intervention (N = 93). Students were taught four specific strategies to use to defend targets of bullying. We used hierarchical regression analyses to test a moderator model in which we hypothesized…
Descriptors: Elementary School Students, Gender Differences, Bullying, Audiences
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