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Hediyah Al-Amin – ProQuest LLC, 2024
The steady increase in English language learners (ELLs) in United States schools has affected instructional approaches. Culturally responsive education (CRE) is one approach to addressing diverse learners' needs. The problem was many elementary school educators have not received professional development in the application of culturally responsive…
Descriptors: English Language Learners, Culturally Relevant Education, Elementary School Teachers, Faculty Development
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Eeva S. H. Haataja; Markku Niemivirta; Marja E. Holm; Pia Ilomanni; Anu Laine – European Journal of Psychology of Education, 2024
The learning context, consisting of the school children's families, teachers, and peers, has effect on their mathematics learning. The concern of students' socioeconomic status (SES) affecting negatively their learning outcomes is increasing worldwide. This study investigates whether Finnish elementary school students' SES affects their…
Descriptors: Socioeconomic Status, Elementary School Students, Mathematics Achievement, Student Attitudes
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Äli Leijen; Aleksandar Baucal; Kristi Pikk; Krista Uibu; Liisi Pajula; Maarja Sõrmus – European Journal of Psychology of Education, 2024
Teacher beliefs and practices related to them could provide varying opportunities for students to develop their agency related to learning math. The aim of the current paper is to explore how different math teacher beliefs (concerning the nature of mathematics, constructivist beliefs, and self-efficacy) relate to different dimensions of student…
Descriptors: Mathematics Teachers, Beliefs, Self Efficacy, Teacher Attitudes
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Erin Smith – Research in Mathematics Education, 2024
Positioning theory [van Langenhove and Harré (1999). Introducing positioning theory. In R. Harre, & L. van Langenhove (Eds.), "Positioning theory: Moral contexts of intentional action" (pp. 14-31). Blackwell Publishers] provides a useful analytical lens to examine how teachers' positioning in moment-to-moment interactions can expand…
Descriptors: Grade 3, Elementary School Teachers, White Teachers, Monolingualism
Trisha L. Neibert Reed – ProQuest LLC, 2024
This study explored the phenomenon of teacher retention and sought to glean reasons why teachers remain in the teaching profession. Teacher turnover not only puts financial strain on school districts, but high levels of turnover also reduce levels of student achievement (Carver-Thomas & Darling-Hammond, 2017; Fuller, 2023; Perrachione et al.,…
Descriptors: Faculty Mobility, Teacher Persistence, Teaching (Occupation), Labor Turnover
Allison W. Kenney; Susan Dulong Langley; Vonna Hemmler; Carolyn M. Callahan; E. Jean Gubbins; Del Siegle – Educational Policy, 2024
Differentiation is an instructional practice teachers employ to modify their classroom content, process, and products based on student readiness, interest, and learning profile. Many school districts recognize the benefits of differentiated instruction and thus mandate allotted classroom time for its implementation. In this article, we investigate…
Descriptors: Individualized Instruction, Board of Education Policy, Theory Practice Relationship, Accountability
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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
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Edith Debrenti – International Journal for Technology in Mathematics Education, 2024
Using game-based learning (GBL) and digital game-based learning (DGBL) as a teaching and learning environment can be a pedagogical resource and a good strategy in the classroom to support mathematical learning (Santos et al., 2023). Even though primary school teachers are demonstrating strong preferences for using non-digital games instead of…
Descriptors: Preservice Teachers, Elementary School Mathematics, Elementary School Teachers, Game Based Learning
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Jessica A. Byrne; Laura H. Clark – Child & Youth Care Forum, 2024
Background: Parental anxiety and over-involved parenting behaviour are consistently associated with an increase in child anxiety symptoms. Primary school aged children also often develop a strong and influential relationship with their class teacher and how educators respond to anxiety therefore warrants investigation. Preliminary research has…
Descriptors: Foreign Countries, Elementary School Teachers, Teacher Student Relationship, Anxiety
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Danielle Sirek; Terry G. Sefton – International Journal of Music Education, 2024
Teacher preparation for generalist (non-specialist) elementary teachers in Ontario typically comprises one compulsory music class. In entry surveys, many generalists describe themselves as highly apprehensive about and unconfident in their ability to teach music, confirming previous research. Using narrative inquiry, we explore the stories of both…
Descriptors: Foreign Countries, Preservice Teachers, Elementary Schools, Elementary School Teachers
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Qiong Yu; Yi Ding; Yifan Wang; Chun Zhang; Akane Zusho – AERA Online Paper Repository, 2024
This study investigated the effects of working memory load (WML) and automaticity on mental addition through an examination of both task and individual characteristics within the framework of cognitive load theory. Results from 73 fourth graders showed that WML, automaticity, and their interaction had significant effects on mental addition.…
Descriptors: Short Term Memory, Mental Computation, Addition, Elementary School Students
Diana Sisson; Betsy Sisson – Eye on Education, 2024
Many literacy experts believe close reading has the power to create strong, independent readers, but what does that really mean, and how does it work in the classroom? This book is your must-have guide to getting started! It provides step-by-step strategies and scaffolds for teaching close reading and improving students' comprehension of complex…
Descriptors: Elementary School Students, Reading, Literacy Education, Reading Comprehension
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Tytler, Russell; Prain, Vaughan; Kirk, Melinda; Mulligan, Joanne; Nielsen, Chris; Speldewinde, Chris; White, Peta; Xu, Lihua – International Journal of Science and Mathematics Education, 2023
Growing research evidence indicates student learning gains from guided representation construction/invention in school science and mathematics. In this inquiry approach, students address challenges around what features of a phenomenon/problem to attend to, what data to collect, how and why, and make collective judgments about multimodal accounts…
Descriptors: Integrated Curriculum, Science Education, Mathematics Education, Elementary School Curriculum
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Young, Terrell A.; Ricks, Paul H.; MacKay, Kathryn Lake – Reading Teacher, 2023
Many elementary teachers shy away from using expository literature for interactive read-alouds in their classrooms, preferring and privileging narrative texts over this type of nonfiction. This article first shares the complementary benefits of moving beyond fiction and narrative nonfiction in educators' read-aloud practices. Affordances include…
Descriptors: Oral Reading, Reading Aloud to Others, Elementary School Teachers, Program Effectiveness
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Bradbury, Alice; Braun, Annette; Duncan, Sam; Harmey, Sinéad; Levy, Rachael; Moss, Gemma – Journal of Education Policy, 2023
This paper explores the enactment of government policy during the COVID pandemic in primary schools in England. Based on interviews with school leaders and teachers across the period 2020-21 (n = 66), drawn from two major studies of primary schools' priorities during the crisis, we argue that school leaders' responses can be understood as a…
Descriptors: Policy Formation, Educational Policy, COVID-19, Pandemics
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