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Gao, Niu; Semykina, Anastasia – Journal of Research on Educational Effectiveness, 2021
Inappropriate treatment of missing data may introduce bias into the value-added estimation. We consider a commonly used value-added model (VAM), which includes the past student test score as a covariate. We formulate a joint model of student achievement and missing data, in which the probability of observing a test score depends on observing the…
Descriptors: Value Added Models, Elementary School Teachers, Computation, Scores
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Zhang, Shuai; Wijekumar, Kausalai; Han, Bing – Technology, Knowledge and Learning, 2021
The current study focused on the required Grade 4 reading textbooks published by Mainland China's People's Education Press. Using the construction-integration model (C-I; Kintsch in Psychol Rev 95:163-182, 1988; Discourse Process 39:125-112, 2005) as the theoretical framework, we analyzed the texts and activities in the textbooks on the following…
Descriptors: Foreign Countries, Grade 4, Textbooks, Reading Instruction
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Olur, Burak; Ocak, Gürbüz – African Educational Research Journal, 2021
This study aims to develop a scale in order to determine the digital literacy self-efficacy level of primary school students. In line with this purpose, firstly, open-ended questions, which were created and asked for opinions on digital literacy, were directed to field experts and primary school teachers. The draft scale form was created as a…
Descriptors: Technological Literacy, Self Efficacy, Elementary School Students, Grade 4
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Erdogan, Erdi – Educational Policy Analysis and Strategic Research, 2021
The aim of this study is to explore the impact of digital storytelling (DST) on the academic achievement and democratic attitude of 4th-grade primary school students and to reveal their experiences in the DST process. The study was conducted with a mixed-method approach. The quantitative part of the study adopted a pretest and posttest…
Descriptors: Story Telling, Academic Achievement, Democratic Values, Student Attitudes
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Buehler, Florian J.; van Loon, Mariëtte H.; Bayard, Natalie S.; Steiner, Martina; Roebers, Claudia M. – Metacognition and Learning, 2021
Metacognitive monitoring is a significant predictor of academic achievement and is assumed to be related to language competencies. Hence, it may explain academic performance differences between native and non-native speaking students. We compared metacognitive monitoring (in terms of resolution) between native and non-native speaking fourth…
Descriptors: Metacognition, Academic Achievement, Native Speakers, Grade 4
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Harbour, Kristin E.; Saclarides, Evthokia S.; Adelson, Jill L.; Karp, Karen S. – International Electronic Journal of Mathematics Education, 2021
In this study, we used hierarchical linear modeling to examine restricted-use 2011 National Assessment of Educational Progress (NAEP) data to explore relationships between principal-reported time spent on the different NAEP responsibilities of mathematics coaches and specialists (MCSs) and the achievement scores of approximately 37,400…
Descriptors: Correlation, Responsibility, Specialists, Coaching (Performance)
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Spielvogel, Joanna H.; Ehren, Barbara J. – Language, Speech, and Hearing Services in Schools, 2021
Purpose: The purpose of this study was to determine if a direct, explicit method of teaching vocabulary with the Vocabulary Scenario Technique -- General Education 16 Encounter (VSTGE16) protocol would yield gains in the vocabulary knowledge of fourth grade students in a general education classroom. Two research questions examined whether fourth…
Descriptors: Vocabulary Development, Grade 4, Elementary School Students, Vignettes
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Frazee, Leah M.; Scharfenberger, Adam R. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2021
Research on elementary students' reasoning on patterning problems with pictorial representations has illustrated that students can visualize structure in patterns in different ways. In this paper, we offer a characterization of students' spatial structures and numerical structures and explain how the link between these two structures can support…
Descriptors: Elementary School Students, Thinking Skills, Mathematical Concepts, Grade 4
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Herro, Danielle; Quigley, Cassie; Abimbade, Oluwadara – Information and Learning Sciences, 2021
Purpose: The purpose of this study is to identify and assess collaborative problem solving (CPS) behaviors in elementary students in science, technology, engineering, arts/humanities and mathematics (STEAM)- related making and to garner students perspectives. We offer a valid way for researchers to understand collaborative processes and for…
Descriptors: Elementary School Students, Student Evaluation, Cooperative Learning, Problem Solving
Samosa, Resty C.; Sayong, Joevelyn M.; Gonzales, Mayden P.; Dacusan, Rizalie G.; Menguito, Vangilyn – Online Submission, 2021
Expressing a reaction through writing is difficult especially in primary grades. The elementary level needs to improve their writing skills to be able to express their viewpoint towards the story. The objective of this study is to improve the learner's writing a reaction from story read. This research aims to find out how the implementation of the…
Descriptors: Teaching Methods, Instructional Innovation, Writing Skills, Writing Improvement
Smith, Valencia M. – ProQuest LLC, 2021
This study aimed to analyze the lack of emotional intelligence in school-age children and how it affected them socially and academically in the school setting. Students with low EI could not recognize their emotions and how to deal with them properly, which caused social skill delays and low academic performance. The participants in the study were…
Descriptors: Emotional Intelligence, Social Emotional Learning, Grade 4, Elementary School Students
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Hans Bonesrønning; Henning Finseraas; Inés Hardoy; Jon Marius Vaag Iversen; Ole Henning Nyhus; Vibeke Opheim; Astrid Marie Jorde Sandsør – Society for Research on Educational Effectiveness, 2021
Background/context: Student heterogeneity is a persistent and fundamental challenge in all school systems. In many countries, including Norway, politicians and actors within the educational sector have increased the use of additional teachers, teacher assistants, and special education teachers to respond to this challenge (Bonesrønning, Iversen…
Descriptors: Small Group Instruction, Mathematics Instruction, Mathematics Achievement, Elementary Schools
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Kalchman, Mindy – Mathematics Teacher: Learning and Teaching PK-12, 2022
Reinhart's (2000) article "Never Say Anything a Kid Can Say!" shared the lessons he learned as he journeyed from a teacher-centered model of instruction to one that puts students at the center of the teaching and learning process. Within his narrative, he itemized the strategies he used and learned from, balanced recommendations with…
Descriptors: Mathematics Instruction, Teaching Methods, Educational Change, Student Centered Learning
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Demir-Kaçan, Sibel; Kaçan, Ahmet – International Journal of Psychology and Educational Studies, 2022
Students can develop their creative thinking processes and problem scenarios with robotic applications. Therefore, the research objective is that robotic applications can solve students' problem scenarios. This study was conducted in Samsun/Turkey in the Ministry of Education for 10 weeks and involved 8 elementary school students.. For this study,…
Descriptors: Foreign Countries, Creative Thinking, Problem Solving, Robotics
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Wang, Jue; Zhang, Yi; Hung, Cheng-Yu; Wang, Qiyun; Zheng, Ying – Educational Technology Research and Development, 2022
Existing computational thinking (CT) research focuses on programming in K-12 education; however, there are challenges in introducing it into the formal disciplines. Therefore, we propose the introduction of non-programming plugged learning in mathematics to develop students' CT. The research and teaching teams collaborated to develop an…
Descriptors: Thinking Skills, Computation, Mathematics Instruction, Elementary School Students
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