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Vysotskaya, Elena; Lobanova, Anastasia; Rekhtman, Iya; Yanishevskaya, Maria – Educational Studies in Mathematics, 2021
We are developing an approach to teaching important proportionality-based concepts to first grade students in a way that supports students' future progress in the domain. We consider the proportionality between magnitudes as a basic relationship behind multiple cases, usually described mathematically as ratio or rate. The core of our strategy is…
Descriptors: Elementary School Students, Grade 1, Mathematics Instruction, Mathematical Concepts
Rolph, Chris – Education Sciences, 2021
This research investigates the potential for a one-to-one coaching tool used by adults other than teachers to be able to deliver greater mathematics progress for primary school children without adding significantly to school costs. Plus 1 and Power of 2 (+1 and Po2) are workbooks designed to be used by adults other than teachers working on a…
Descriptors: Elementary School Mathematics, Foreign Countries, Coaching (Performance), Individual Instruction
Samantha Heller – ProQuest LLC, 2021
Educators and policymakers advocate for the implementation of problem-based approaches to STEM education in K-12 classrooms to help students develop 21st-century skills such as the ability to think critically, collaborate, and problem-solve. The first exploratory case study in this three-article dissertation examines how students engage in…
Descriptors: Problem Based Learning, STEM Education, Elementary School Teachers, Elementary School Students
Edward Liu – ProQuest LLC, 2021
For many years, mathematics research has focused on finding ways to help students improve their math performance. These efforts have led to the conclusion that building a strong mathematics foundation is associated with greater achievement across time. Students who develop number sense and learn to use efficient strategies at an early age are more…
Descriptors: Elementary School Mathematics, Multiplication, Elementary School Students, Learning Strategies
Adriana Wiegerová; Anna Tirpáková; Barbora Petru Puhrová; Beáta Deutscherová – Teacher Development, 2025
This study explores the resilience of preschool and elementary school teachers (ISCED Level 1) in the Czech Republic. The data were gathered from a sample of 476 preschool teachers and 193 elementary school teachers using The Sense of Coherence Scale, a 29-item measure developed by Antonovsky. This scale consists of three dimensions, specifically…
Descriptors: Foreign Countries, Resilience (Psychology), Preschool Teachers, Elementary School Teachers
Katarzyna Rakowska – Globalisation, Societies and Education, 2025
In 2019, Poland experienced a massive teachers' strike that lasted three weeks. Although the strike had a great impact on many teachers, in the end, this three-week action failed to obtain any of its demands. Using the concepts of workers' associational power and union legitimacy, I argue that one of the reasons for the loss was a crisis of…
Descriptors: Teacher Strikes, Foreign Countries, Unions, Elementary School Teachers
Lei Liu; Yan Huang; Xudong Liu; Li Zhang – Social Psychology of Education: An International Journal, 2025
This empirical study examined how subjective norms (SNs) and perceived severity affected teachers' intention to intervene and their intervention behaviors in real-life bullying incidents in primary and secondary schools. A total of 362 teachers who witnessed or were told about bullying incidents participated in this study by completing related…
Descriptors: Intervention, Bullying, Behavior Standards, Social Behavior
Brittany N. Zakszeski; Elizabeth Banks; Timothy Parks – School Psychology Review, 2025
The Calm Cat Program was developed in response to the need for intervention approaches that target internalizing symptoms, are developmentally appropriate for early elementary students, and are feasible for school-based implementation by staff without specialized training. The Calm Cat Program is a brief Tier 2 intervention combining behavioral…
Descriptors: Elementary School Students, Stress Management, Anxiety, Intervention
Holly B. Lane; Valentina A. Contesse; Nicholas A. Gage; Matthew K. Burns – Reading Research Quarterly, 2025
Research has demonstrated the positive effects of systematically teaching phonemic awareness and phonics in kindergarten and first grade, but many commonly used reading curricula do not adequately incorporate these foundational skills. In this study, we examined the efficacy of an instructional program ("UFLI Foundations") in…
Descriptors: Reading Instruction, Reading Skills, Phonemic Awareness, Phonics
Brendefur, Jonathan; Champion, Joe; Strother, Sam; Thiede, Keith W.; Osguthorpe, Richard D. – International Journal of Science and Mathematics Education, 2022
Using a cluster randomized trial, we investigated the effects of mathematics professional development on student achievement in elementary schools. Pairs of schools were matched on prior mathematics; percentage of students receiving free or reduced-price lunch and percentage of limited English proficient students were randomly assigned to two…
Descriptors: Mathematics Teachers, Elementary School Teachers, Faculty Development, Mathematics Achievement
Wanzek, Jeanne; Wood, Carla; Schatschneider, Christopher – Remedial and Special Education, 2022
This study aimed to examine language at the teacher/classroom level among second-grade classrooms that differ in socioeconomic backgrounds. Measures of teachers' vocabulary input across the school day throughout the school year were examined. There was a significant difference in the proportion of academic word use between classes that differed in…
Descriptors: Elementary School Teachers, Elementary School Students, Grade 2, Academic Language
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
Lilly, Sarah; McAlister, Anne M.; Fick, Sarah J.; Chiu, Jennifer L.; McElhaney, Kevin W. – Journal of Research in Science Teaching, 2022
Contemporary science education frameworks identify computational thinking as an essential science and engineering practice that supports scientific sense-making and engineering design. Despite national emphasis on teaching science, engineering, and computational thinking (NGSS Lead States, 2013), little research has investigated the ways that…
Descriptors: Elementary School Teachers, Science Activities, Engineering Education, Elementary School Students
Abdulla, Azeema; Whipp, Peter R.; Teo, Timothy – European Physical Education Review, 2022
Despite the temperate climate, surrounded by pristine oceans, children in the Maldives do not meet the minimum daily physical activity (PA) requirements. Maldives is a resource inhibited country within the Indian rim. Generalist teachers are required to deliver primary physical education (PE). There is a paucity of information about Maldivian PE,…
Descriptors: Physical Education, Foreign Countries, Physical Activity Level, Elementary School Students
Zhang, Yanchen; Cook, Clayton R.; Lyon, Aaron R. – School Mental Health, 2022
Treatment integrity is critical to realizing the effects of evidence-based programs and practices (EBPPs) that aim to promote student mental and behavioral health. Across disciplines, time is consistently referenced as one of the most significant barriers to successful implementation outcomes (e.g., treatment integrity) of EBPPs. However, there is…
Descriptors: Evidence Based Practice, Mental Health, Time Management, Barriers