This study examined what factors might have a positive impact on students' learning outcomes in mathematical understanding and computational thinking skills. Specifically, whether the proposed instructional design combining computational perspectives and an embodied approach in mathematics learning improves (a) mathematics learning, (b)…

During 2012-2016, students with disabilities (SWDs) in Grades 3-5 in an urban elementary school in New York City did not meet the New York State English Language Arts (ELA) standards. The scores had been consistently low for SWDs when compared to their nondisabled peers. SWDs are placed in the inclusion classrooms with an Individual Education Plan…

Students' academic achievement is the result of the interplay between person-level and contextual factors (R. R: Greene, 2014; D. E. Hunt, 1975). Students perform better when classroom characteristics support their characteristics. The authors examine whether student perceptions of two classroom characteristics (care and control) fit with two…

The purpose of this qualitative phenomenological study was to ascertain the perceptions of second- through fourth-grade teachers' knowledge of inference, strategies used by teachers for developing inference, and the instructional tools that teachers use to teach their students to make inferences. The participants in this study were eight…

Feedback is crucial to students' growth as musicians. Fortunately, the teacher is not the sole source of feedback in the music classroom. Under the right conditions, students can provide actionable feedback to themselves and each other. This article showcases the work of three elementary music specialists who have innovatively incorporated…

This case study is one of five publications from the larger study, "Teaching for a Changing World: The Graduates of Bank Street College of Education." Established in 1989, Midtown West is a New York City public elementary school serving approximately 350 students from kindergarten through grade five. With the support of Tony Alvarado,…

The purpose of this study was to examine the impact of the Everyday Arts for Special Education (EASE) program on elementary special education students' academic achievement (reading and math) and social-emotional learning. EASE was a 5-year program providing professional development and instruction in the arts in 10 New York City special education…