Research suggests that social communication (verbal and non-verbal) plays a key role in students' and teachers' elementary-school experiences. Within the framework of sociocognitive developmental theory, this qualitative study investigates teachers' experiences and perceptions of children's talking and listening habits within the elementary-grade…

This article reports on a study investigating how elementary teachers experienced the literacy initiatives that have been implemented in schools across PEI over the past five years. Such initiatives included the implementation of standardized instructional and assessment materials across the board and the emphasis on consistency of program use,…

The purpose of this qualitative research assignment was to explore experiences with the early implementation stages of the Neurosequential Model in Education (NME) in an elementary classroom setting. Data gathered from four participant interviews, three elementary teachers and one educational assistant, revealed three categories surrounding the…

This paper illustrates teaching for transfer across languages by synthesizing key insights from theory and previously published research alongside our case study data from primary-level teachers in core French-second-language (CF) classrooms in Ontario, Canada. Drawing on research that redefines language transfer as a resource, this study drew on…

This paper reports on two studies that evaluated the statistical validity of the Classroom Learning and Development Questionnaire as a universal screening and early identification observation instrument within the North American context. The Classroom Learning and De-development Questionnaire was first proposed and tested in Hong Kong in the…

Attention-deficit/hyperactivity disorder (ADHD) has a significant impact on children's social, emotional, and academic performance in school, and as such, teachers are in a good position to provide evidence-based interventions to help ensure optimal adjustment of their students. The current study examined teachers' knowledge and beliefs about…

This article explores and interrogates the common practice of asking students to write personal narratives within elementary English Language Arts classrooms, addressing some of the difficulties that may arise when students are required to share personal details. Using interview and focus-group data from a study of internationally adopted children…

This review discusses and critiques the literature on men teachers and "feminised" primary schools from a feminist poststructuralist position. It is aimed at an audience new to the topic. The focus on "men primary teachers" as a field of research flourished as a consequence of concerns over boys' underachievement when an…

This mixed methods study reports on the perspectives of 143 preservice early childhood educators (ECE) and 208 elementary teacher candidates (TC) on teaching children with developmental disabilities and delays (DDD) in inclusive classrooms. A questionnaire was administered which included items on demographic characteristics, experience, knowledge,…

The Internet has become the primary source for obtaining information at work, at home, and for school. Because Internet reading increasingly is becoming one of the central ways students are acquiring information, in 2016, the Progress in International Reading Literacy Study (PIRLS) was extended to include ePIRLS--an innovative assessment of online…

The objectives of this study were (a) to identify the direction of pupil control ideology (PCI) shifts during participants' beginning teaching years, and (b) to identify a broader range of "emergent" (participant-identified) predictors of PCI that beginning teachers saw as accounting for the tendency for their classroom learning…

As our knowledge about education continues to change, educators must refine and redefine their beliefs and teaching practices through professional development. In the peer coaching model of professional development, both participants have a chance to reflect on what they observe and on their own teaching practices. This reciprocal gain is one of…

The author has been teaching pre-service elementary social studies teachers for over 20 years and one thing that always astonishes her is how "fuzzy" they are about why social studies is taught as a subject in schools. When she asks this question in her undergraduate social studies methods classes, she usually gets specific…

The Ontario Ministry of Education established the New Teacher Induction Program in 2006, ensuring that new teachers in the province receive orientation, mentoring, and continuous professional learning in their first year. Through this program, districts receive funding and opportunities to support mentors and respond to the needs of novice…

This study investigates the relations between teachers' attitudes towards persons with intellectual disability (ID), in-service training on ID, and prior contacts with persons with ID. A sample of Canadian elementary school teachers (N?=?118) completed the Attitudes Toward Intellectual Disability Questionnaire, which measures cognitive, affective…