Sacred Heart School, a bilingual, Catholic school in Washington, D.C., partnered with a team of researchers from Harvard University's Graduate School of Education, to launch a new project, Children Are Citizens (CAC). The project aimed to support early childhood teachers in amplifying the voices of our youngest learners. The ultimate mission was…

This study examined teachers' spontaneous low-level comprehension questions in script-supported informational read alouds, with a secondary analysis on the relationship between low- and high-level comprehension questions. Participants came from a predetermined subsample of 34 teachers and 824 third-grade students. Results revealed notable…

Inclusion of children with disabilities in general schools is drawing attention in Jordanian political and educational domains. Teachers play an important role in the successful implementation of inclusive education. This study explores teachers' perceptions regarding inclusive education using focus group discussions. The findings revealed that…

Success for All (SfA) is a comprehensive school reform program designed to support schools serving many students of disadvantaged backgrounds to increase students' achievement. SfA includes daily 90-min reading lessons with extensive use of cooperative learning, tutoring for struggling readers, and an emphasis on parental involvement. School teams…

This 2-year exploratory study of Multilingual Learner's performance on literacy assessments is grounded in Culturally Responsive Teaching. By examining the protocols for universal screeners and progress monitoring at one midwestern elementary school, teachers and researchers learned more about language vs. literacy-related results and discovered…

Background: Much has been made of whether the evidence supporting mindfulness-based interventions (MBIs) is consistent or high-quality enough to merit their wide implementation, and numerous meta-analyses, reviews, and meta-analyses of meta-analyses have been conducted in pursuit of this question (e.g., Bockmann & Yu, 2023; Goldberg et al.,…

Providing students the autonomy and choice to learn when productive struggle becomes unproductive is a core teaching belief in the author's classroom. The author teaches in a multiage classroom where he has 16 first- and second-grade students, ages 6, 7, and 8. Like other educators, he believes in the importance of productive struggle. The author…

The importance of math achievement in the early grades has been well documented. Two variables that have independently been found to be strong predictors of math achievement are student-teacher relationships (STR) and socioeconomic status (SES). The present study investigates the interaction between STR and SES on student math achievement using…

The purpose of this study was to examine the conceptualization, measure and impacts of school principals' sense of efficacy for instructional improvement. Based on social cognitive theory and prior research, we hypothesized that principals' sense of efficacy for instructional leadership would directly predict teachers' collective efficacy beliefs…

Literacy development involves not only the cultivation of new practices but also of new identities. Drawing on theories of stance and positioning, this study examines the identity negotiations of one first-grade student with his teacher across a semester. Through close analysis of the stance bids and negotiations within a series of writing…

Background: The co-establishment of social and sociomathematical norms in the microculture of South African classrooms and its possible effects on early number learning has largely been unexplored. Social norms are considered to be general classroom norms that are relevant in any teaching and learning space, whilst sociomathematical norms are…

Multiplicative thinking involves the ability to coordinate bundled units on a more abstract level than additive thinking and implies the identification of the different meanings of the multiplier and the multiplicand. The transition from additive to multiplicative thinking, however, constitutes an obstacle for many children. Specific formulations…

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 qualitative study examined the inclusive strategies in language teaching that teachers (ties) employed to cater to the different linguistic backgrounds (tongues) of the primary learners in the Philippines. It also explored the effects of these inclusive strategies on the pupils' learning. Five teachers teaching in a classroom with…

The aim of this study was to explore how the Coding as Another Language (CAL) curriculum, developed by Boston College's DevTech Research Group and utilizing the ScratchJr app, impacted students' computational thinking, coding skills, and reading comprehension. To accomplish this, the research team randomly assigned thirteen schools in a…