School systems have taken on greater roles in guiding and supporting classroom instruction by redesigning their educational infrastructure—the coordinated resources, structures, and norms that support teachers’ work and drive instructional improvement. However, teachers often adapt or resist common instructional approaches, citing students’ unique needs. Drawing on data from a qualitative, comparative study, I examine how different types of public school systems (charter, suburban, and urban) redesigned their educational infrastructures and how teachers used system-provided educational infrastructure when constructing their practice. I found that teachers experienced their educational infrastructure as providing both affordances and constraints around their instructional decisions, particularly how they responded to their perceptions of students’ needs. Despite differences in each system’s educational infrastructure arrangements, teachers faced a common challenge related to differentiating instruction in diverse classrooms. Findings suggest the need for educational infrastructure redesign efforts to include professional learning around asset-based differentiation strategies and culturally responsive pedagogy.
{"title":"“It’s Just Something That You Have to Do as a Teacher”","authors":"Naomi L. Blaushild","doi":"10.1086/727432","DOIUrl":"https://doi.org/10.1086/727432","url":null,"abstract":"School systems have taken on greater roles in guiding and supporting classroom instruction by redesigning their educational infrastructure—the coordinated resources, structures, and norms that support teachers’ work and drive instructional improvement. However, teachers often adapt or resist common instructional approaches, citing students’ unique needs. Drawing on data from a qualitative, comparative study, I examine how different types of public school systems (charter, suburban, and urban) redesigned their educational infrastructures and how teachers used system-provided educational infrastructure when constructing their practice. I found that teachers experienced their educational infrastructure as providing both affordances and constraints around their instructional decisions, particularly how they responded to their perceptions of students’ needs. Despite differences in each system’s educational infrastructure arrangements, teachers faced a common challenge related to differentiating instruction in diverse classrooms. Findings suggest the need for educational infrastructure redesign efforts to include professional learning around asset-based differentiation strategies and culturally responsive pedagogy.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135967739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Neugebauer, Lia E. Sandilos, J. DiPerna, Leah J. Hunter, S. Hart, Emmaline Ellis
Schools are increasingly adopting universal social-emotional learning (SEL) programs to support students’ prosocial development and academic success. When adopted across contexts and student populations, SEL interventions can be implemented in different ways, particularly under typical classroom conditions that are not part of research efficacy trials. This study, situated across 13 elementary schools, examined 41 primary teachers’ use of a popular universal SEL program with their 811 students, with attention to the prevalence and nature of teachers’ program changes to standard program practices. In addition, this study explored whether and how teachers’ changes were associated with instructional quality more broadly. Results from 221 lesson observations revealed that teachers’ instructional expertise in areas closely aligned with the program’s target intervention skills was positively associated with higher levels of program fidelity. Expertise was also related to program changes that honored students’ outside of school experiences, supported moment-to-moment decision-making, and centered on students’ interests.
{"title":"41 Teachers, 41 Different Ways","authors":"S. Neugebauer, Lia E. Sandilos, J. DiPerna, Leah J. Hunter, S. Hart, Emmaline Ellis","doi":"10.1086/725675","DOIUrl":"https://doi.org/10.1086/725675","url":null,"abstract":"Schools are increasingly adopting universal social-emotional learning (SEL) programs to support students’ prosocial development and academic success. When adopted across contexts and student populations, SEL interventions can be implemented in different ways, particularly under typical classroom conditions that are not part of research efficacy trials. This study, situated across 13 elementary schools, examined 41 primary teachers’ use of a popular universal SEL program with their 811 students, with attention to the prevalence and nature of teachers’ program changes to standard program practices. In addition, this study explored whether and how teachers’ changes were associated with instructional quality more broadly. Results from 221 lesson observations revealed that teachers’ instructional expertise in areas closely aligned with the program’s target intervention skills was positively associated with higher levels of program fidelity. Expertise was also related to program changes that honored students’ outside of school experiences, supported moment-to-moment decision-making, and centered on students’ interests.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42416392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lisa B. Hsin, Luke W. Miratrix, Ha Yeon Kim, Maria D. LaRusso, C. Snow
Understanding the factors associated with variation in the implementation of educational programs has emerged as a key research focus, in an effort to identify how promising programs can be scaled up across their targeted contexts. The current study explored demographic-related variation in program dosage using a novel source of implementation data from the treatment group in a randomized controlled trial (RCT) of Word Generation, a curriculum designed to support deep reading comprehension and academic language. Both student- and teacher/classroom-level predictors were associated with variation in the proportion of curricular activities students completed. We also evaluated how variation in treatment-group program dosage distinctively predicted growth on the RCT’s key outcome measures of taught vocabulary words, academic language, and deep reading comprehension. We conclude that design and evaluation of future RCTs would benefit from procedures to predict implementation variation and its consequences prior to randomization.
{"title":"Predictable Variation in the Implementation of a Curricular Intervention—and Why it Matters","authors":"Lisa B. Hsin, Luke W. Miratrix, Ha Yeon Kim, Maria D. LaRusso, C. Snow","doi":"10.1086/725765","DOIUrl":"https://doi.org/10.1086/725765","url":null,"abstract":"Understanding the factors associated with variation in the implementation of educational programs has emerged as a key research focus, in an effort to identify how promising programs can be scaled up across their targeted contexts. The current study explored demographic-related variation in program dosage using a novel source of implementation data from the treatment group in a randomized controlled trial (RCT) of Word Generation, a curriculum designed to support deep reading comprehension and academic language. Both student- and teacher/classroom-level predictors were associated with variation in the proportion of curricular activities students completed. We also evaluated how variation in treatment-group program dosage distinctively predicted growth on the RCT’s key outcome measures of taught vocabulary words, academic language, and deep reading comprehension. We conclude that design and evaluation of future RCTs would benefit from procedures to predict implementation variation and its consequences prior to randomization.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46770252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article reports on findings from an ethnographic and comparative study examining interactions between educational systems and mutual respect in classrooms. I define mutual respect as the work of intervening on power asymmetries typically found in classrooms—both between teachers and students, and among students—by way of according children increased equality, autonomy, and equity. I partnered with four elementary schools, situated across two systems (i.e., International Baccalaureate [IB] and Montessori) and two national contexts (i.e., Washington, DC, and Toronto). Analysis of observation and video-cued focus group data revealed the following: IB and Montessori teachers differed in how they attempted equity in practice, and, relatedly, they differed in how they understood equity to interact with other dimensions of mutual respect (i.e., equality, autonomy). These differences between the systems held constant across two national contexts. This study contributes to ongoing conceptualizations of equity, educational systems, and the potential relationship between the two.
{"title":"Attempting Equity in Classroom Practice","authors":"Whitney Hegseth","doi":"10.1086/725728","DOIUrl":"https://doi.org/10.1086/725728","url":null,"abstract":"This article reports on findings from an ethnographic and comparative study examining interactions between educational systems and mutual respect in classrooms. I define mutual respect as the work of intervening on power asymmetries typically found in classrooms—both between teachers and students, and among students—by way of according children increased equality, autonomy, and equity. I partnered with four elementary schools, situated across two systems (i.e., International Baccalaureate [IB] and Montessori) and two national contexts (i.e., Washington, DC, and Toronto). Analysis of observation and video-cued focus group data revealed the following: IB and Montessori teachers differed in how they attempted equity in practice, and, relatedly, they differed in how they understood equity to interact with other dimensions of mutual respect (i.e., equality, autonomy). These differences between the systems held constant across two national contexts. This study contributes to ongoing conceptualizations of equity, educational systems, and the potential relationship between the two.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42987546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. Stevens, Philip Capin, Alicia A. Stewart, Elizabeth A. Swanson, S. Vaughn
Providing academic feedback is strongly related to student achievement, yet there is little observational research examining the feedback provided by elementary classroom teachers. Informed by Hattie and Timperley’s model of feedback, we conducted an observation study examining the type and direction of feedback provided in 33 teachers’ fourth-grade social studies classrooms. Results showed teachers primarily repeated students’ answers (39.8%), followed by providing positive feedback (32.2%), praise (15.6%), and corrective feedback (11.8%). Most feedback was directed at the task. Teachers rarely provided combined positive and corrective feedback (0.5%) and infrequently directed feedback at the process or students’ self-regulation. These findings suggest teachers would benefit from support in providing effective feedback that is specific and supports students’ use of learning strategies and self-regulatory behavior. Implications for preservice and in-service teacher training related to providing effective feedback are discussed.
{"title":"Examining the Type and Direction of Teacher Feedback Provided In Fourth-Grade Classrooms to Inform Teacher Preparation","authors":"E. Stevens, Philip Capin, Alicia A. Stewart, Elizabeth A. Swanson, S. Vaughn","doi":"10.1086/725668","DOIUrl":"https://doi.org/10.1086/725668","url":null,"abstract":"Providing academic feedback is strongly related to student achievement, yet there is little observational research examining the feedback provided by elementary classroom teachers. Informed by Hattie and Timperley’s model of feedback, we conducted an observation study examining the type and direction of feedback provided in 33 teachers’ fourth-grade social studies classrooms. Results showed teachers primarily repeated students’ answers (39.8%), followed by providing positive feedback (32.2%), praise (15.6%), and corrective feedback (11.8%). Most feedback was directed at the task. Teachers rarely provided combined positive and corrective feedback (0.5%) and infrequently directed feedback at the process or students’ self-regulation. These findings suggest teachers would benefit from support in providing effective feedback that is specific and supports students’ use of learning strategies and self-regulatory behavior. Implications for preservice and in-service teacher training related to providing effective feedback are discussed.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48772609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kristina J. Running, Robin S. Codding, S. Varma, V. N. V. Rao, Alisha K. Wackerle-Hollman
Conceptual and procedural instruction order may affect students’ learning and generalization of math skills. This study compared two instruction sequences, concepts-first and iterative, and their effect on fraction performance through a class-wide intervention. Fourth-grade students (N = 114) were randomly assigned to the concepts-first, iterative, or control group. The primary conceptual assessment showed that the iterative and concepts-first groups performed similarly, demonstrating medium effect sizes compared with control. The primary procedural assessment again demonstrated that both intervention groups outperformed the control, this time with large to very large effects. In addition, the iterative group outscored the concepts-first group with a medium effect size, though it was not statistically significant. Generalization assessments measuring skill transfer found no differential effects. Overall, iterative instruction was at least as effective as a concepts-first sequence during a fraction intervention.
{"title":"Comparing the Effects of Concepts-First and Iterative Fraction Instruction Sequences","authors":"Kristina J. Running, Robin S. Codding, S. Varma, V. N. V. Rao, Alisha K. Wackerle-Hollman","doi":"10.1086/725730","DOIUrl":"https://doi.org/10.1086/725730","url":null,"abstract":"Conceptual and procedural instruction order may affect students’ learning and generalization of math skills. This study compared two instruction sequences, concepts-first and iterative, and their effect on fraction performance through a class-wide intervention. Fourth-grade students (N = 114) were randomly assigned to the concepts-first, iterative, or control group. The primary conceptual assessment showed that the iterative and concepts-first groups performed similarly, demonstrating medium effect sizes compared with control. The primary procedural assessment again demonstrated that both intervention groups outperformed the control, this time with large to very large effects. In addition, the iterative group outscored the concepts-first group with a medium effect size, though it was not statistically significant. Generalization assessments measuring skill transfer found no differential effects. Overall, iterative instruction was at least as effective as a concepts-first sequence during a fraction intervention.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44178658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
John McKirahan, A. M. Lease, Stacey Neuharth‐Pritchett, Kyongboon Kwon
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 fifth graders who belonged in peer-reported affiliation groups at school were used. Peer reports assessed the degree to which participants’ affiliation groups were characterized as anxious-withdrawn, fun, and agreeable along with individual levels of anxious-withdrawal. Students also self-reported social dissatisfaction, and teachers reported students’ internalizing problems. Results indicate the impact of poor person-group fit on distress. For children with higher levels of anxious-withdrawal, affiliating with peers who have perceived socially desirable characteristics is associated with more internalizing distress and social dissatisfaction. In contrast, affiliating with anxious-withdrawn peers predicts increased distress only for those with low to average levels of anxious-withdrawal. Implications for peer-partnering in classrooms are discussed.
{"title":"Role of the Match Between Individual Levels of Anxious-Withdrawal and Affiliation Group Characteristics in Predicting Distress","authors":"John McKirahan, A. M. Lease, Stacey Neuharth‐Pritchett, Kyongboon Kwon","doi":"10.1086/725729","DOIUrl":"https://doi.org/10.1086/725729","url":null,"abstract":"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 fifth graders who belonged in peer-reported affiliation groups at school were used. Peer reports assessed the degree to which participants’ affiliation groups were characterized as anxious-withdrawn, fun, and agreeable along with individual levels of anxious-withdrawal. Students also self-reported social dissatisfaction, and teachers reported students’ internalizing problems. Results indicate the impact of poor person-group fit on distress. For children with higher levels of anxious-withdrawal, affiliating with peers who have perceived socially desirable characteristics is associated with more internalizing distress and social dissatisfaction. In contrast, affiliating with anxious-withdrawn peers predicts increased distress only for those with low to average levels of anxious-withdrawal. Implications for peer-partnering in classrooms are discussed.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42993376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Implementation fidelity is often thought of as a necessary condition to achieve internal validity and as having a relation to student outcomes. This relation is increasingly modeled; we reviewed reading intervention studies for students in pre-K–12 in which measures of implementation fidelity were included in final data analysis. A systematic search yielded 50 studies using mostly measures of dosage, adherence, and quality. We provide a detailed, narrative description of the construction of the measures, revealing a wide variety of conceptualizations of implementation fidelity, in terms of content, measurement approaches, and variable construction. The original studies reported varied estimates of the relation between implementation fidelity and student outcomes. To better study the relation in the future, we recommend researchers incorporate measurement of implementation fidelity in the design phase of research projects.
{"title":"How Do Intervention Studies Measure the Relation between Implementation Fidelity and Students’ Reading Outcomes?","authors":"W. van Dijk, Holly B. Lane, Nicholas A. Gage","doi":"10.1086/725672","DOIUrl":"https://doi.org/10.1086/725672","url":null,"abstract":"Implementation fidelity is often thought of as a necessary condition to achieve internal validity and as having a relation to student outcomes. This relation is increasingly modeled; we reviewed reading intervention studies for students in pre-K–12 in which measures of implementation fidelity were included in final data analysis. A systematic search yielded 50 studies using mostly measures of dosage, adherence, and quality. We provide a detailed, narrative description of the construction of the measures, revealing a wide variety of conceptualizations of implementation fidelity, in terms of content, measurement approaches, and variable construction. The original studies reported varied estimates of the relation between implementation fidelity and student outcomes. To better study the relation in the future, we recommend researchers incorporate measurement of implementation fidelity in the design phase of research projects.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46094091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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