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Sarah Karamarkovich; Hye Rin Lee; Teomara Rutherford – Elementary School Journal, 2024
Motivation is known to fluctuate, often declining, over time. Research on how motivation changes across school years is ubiquitous, yet little research examines changes in motivation within one school year. In this study, we model how third- through fifth-grade students' mathematics motivation (i.e., expectancies and values) changes over two years…
Descriptors: Elementary School Mathematics, Elementary School Students, Mathematics Instruction, Grade 3
Jiyung Hwang; Jiwon Hwang; Jessica Rodrigues; Min-Kyung Han – Elementary School Journal, 2024
The present study used the Early Childhood Longitudinal Study, Kindergarten Class of 2011 (ECLS-K:2011) to examine the bidirectionality and co-occurrence between math achievement and behavioral outcomes of upper elementary school students. We analyzed the cross-lagged relations across four groups of students who had different initiating statuses…
Descriptors: Mathematics Achievement, Student Behavior, At Risk Students, Elementary School Students
Carol Lynn Martin; Sonya Xinyue Xiao; Richard A. Fabes; Laura D. Hanish; Dawn DeLay; Krista Oswalt – Elementary School Journal, 2024
Boys and girls sit together in most classrooms, but do they interact? Based on 40-year-old evidence, coeducational classes may not be coeducational but instead segregated by gender, which may undermine student success. Our goal is to answer this question in today's classrooms. We used longitudinal data to assess gender segregation in 26 classes in…
Descriptors: Coeducation, Elementary Schools, Elementary School Students, Grade 3
Meghan D. Liebfreund; Melissa J. Wrenn – Elementary School Journal, 2024
This case study investigates how teachers supported below-level readers who made reading comprehension gains in a virtual reading clinic during the COVID-19 pandemic. Data sources included case reports, lesson plans with reflections, and recorded instructional sessions for 10 participants--5 teachers and 5 students. All student participants were…
Descriptors: Reading Centers, Electronic Learning, Reading Difficulties, Grade 3
McKirahan, John; Lease, A. Michele; Neuharth-Pritchett, Stacey; Kwon, Kyongboon – Elementary School Journal, 2023
To inform teaching practices, we examined elementary learners who were anxious-withdrawn within their naturally occurring affiliation groups at school. Hypotheses addressed the degree to which affiliation group characteristics moderate the relation between individual levels of anxious-withdrawal and internalizing distress. Data from 447 fourth and…
Descriptors: Elementary School Students, Grade 4, Grade 5, Anxiety
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
Knake, Kaitlin Torphy; Chen, Zixi; Yang, Xiuqi; Tait, Jordan – Elementary School Journal, 2021
In an era of social media, and amid the coronavirus pandemic, teachers' curation of instructional resources stands as an opportunity to observe teachers' planning and conceptualization of their practice in real time. This work explores the resources teachers curate, their rigor, and the effects on students' learning across years. Merging big data…
Descriptors: Social Media, Academic Achievement, Elementary School Mathematics, Instructional Materials
Silverman, Rebecca D.; Proctor, C. Patrick; Harring, Jeffrey R.; Taylor, Karen S.; Johnson, Erika M.; Jones, Renata Love; Lee, Yewon – Elementary School Journal, 2021
Writing is a critical dimension of literacy that is grounded in language and intimately connected to reading. However, instruction to support writing remains understudied, particularly among bilingual students. The purpose of this study was to examine the effects of the CLAVES intervention specifically on argument writing. The CLAVES intervention…
Descriptors: Literacy Education, Intervention, Elementary School Students, Bilingual Students
Bush, Sarah B.; Cook, Kristin L.; Edelen, Daniel; Cox, Richard, Jr. – Elementary School Journal, 2020
The inclusion of the arts into science, technology, engineering, the arts, and mathematics (STEAM) has recently gained much national attention. The purpose of this qualitative study was to conduct a thematic analysis of student STEAM survey open responses to provide the field with an examination of grades 3-5 elementary students' perceptions of…
Descriptors: Elementary School Students, STEM Education, Art Education, Grade 3
Garrett J. Roberts; Senaida Mehmedovic; Brooke Cote; Jade Wexler; Phil Strain – Elementary School Journal, 2023
The present multiprobe single-case design study investigated the impact of integrating evidence-based behavioral supports into a small-group reading intervention on student engagement and disruptive behavior for six upper elementary students with co-occurring reading difficulties and inattention. Visual analysis suggested a functional relation for…
Descriptors: Elementary School Students, Reading Difficulties, Attention Control, Learner Engagement
Goodrich, J. Marc; Hebert, Michael; Savaiano, Mackenzie; Andress, Tim T. – Elementary School Journal, 2020
Research indicates that sentence-combining instruction is effective for improving writing outcomes; however, no studies to date have examined the effects of sentence-combining instruction on the writing skills of Spanish-speaking language-minority (LM) students. Therefore, the purpose of this study was to examine the effects of explicit…
Descriptors: Teaching Methods, Sentences, Writing Skills, Spanish Speaking
Wilson, Joshua; Wen, Huijing – Elementary School Journal, 2022
This study investigated fourth and fifth graders' metacognitive knowledge about writing and its relationship to writing performance to help identify areas that might be leveraged when designing effective writing instruction. Students' metacognitive knowledge was probed using a 30-minute informative writing prompt requiring students to teach their…
Descriptors: Elementary School Students, Metacognition, Writing Attitudes, Writing (Composition)
Spichtig, Alexandra N.; Gehsmann, Kristin M.; Pascoe, Jeffrey P.; Ferrara, John D. – Elementary School Journal, 2019
This randomized controlled trial examined the impact of adaptive, web-based, scaffolded silent reading instruction on 426 fourth- and fifth-grade students in an urban US school district. Reading proficiency was evaluated in the fall and spring using the Group Reading Assessment Diagnostic Evaluation (GRADE) and an eye movement recording system…
Descriptors: Teaching Methods, Web Based Instruction, Scaffolding (Teaching Technique), Grade 4
Guo, Daibao; Wright, Katherine Landau; McTigue, Erin M. – Elementary School Journal, 2018
Although visual complexity is increasing and graphics are essential to support readers' comprehension of disciplinary texts, visual literacy receives scant attention. Research suggests that effectively instructing students to interpret discipline-specific graphics would yield better comprehension. However, before this line of inquiry can be…
Descriptors: Content Analysis, Textbooks, Elementary School Students, Science Instruction
Wasserberg, Martin J. – Elementary School Journal, 2018
This study used a theoretical framework rooted in student voice to explore the perceptions, experiences, and recommendations of African American students at an elementary school that had implemented a test-centered curriculum. The study used data from focus group interviews conducted with a purposefully selected group of fourth- and fifth-grade…
Descriptors: African American Students, Student Attitudes, Elementary School Students, Grade 4