This study investigated the role of early general knowledge in English reading growth of bilingual and monolingual students in the elementary years by using the Early Childhood Longitudinal Study, Kindergarten Class data set. The analyses of latent growth models showed that the estimated gap in English reading between students who started school with higher general knowledge and students who started school with lower general knowledge increased throughout the elementary years in both language groups. Early general knowledge consistently predicted English reading growth in the subsample of bilingual students even after accounting for early decoding skills and English proficiency. The findings on the role of early general knowledge in English reading growth are discussed in relation to research and practice.
{"title":"Early General Knowledge Predicts English Reading Growth in Bilingual and Monolingual Students throughout the Elementary Years","authors":"HyeJin Hwang","doi":"10.1086/709857","DOIUrl":"https://doi.org/10.1086/709857","url":null,"abstract":"This study investigated the role of early general knowledge in English reading growth of bilingual and monolingual students in the elementary years by using the Early Childhood Longitudinal Study, Kindergarten Class data set. The analyses of latent growth models showed that the estimated gap in English reading between students who started school with higher general knowledge and students who started school with lower general knowledge increased throughout the elementary years in both language groups. Early general knowledge consistently predicted English reading growth in the subsample of bilingual students even after accounting for early decoding skills and English proficiency. The findings on the role of early general knowledge in English reading growth are discussed in relation to research and practice.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/709857","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48085807","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}
Using a sample of pre-K attendees from 11 states in the United States (n = 2,966), we examined whether early childhood educational experiences contribute positively or negatively to later preschool absences. Although some of the most important predictors of absences were factors external to the school and classroom environment (e.g., poverty and household structure), there was some evidence to suggest that children who received any out-of-home care at age 3 had fewer absences during the following year with small to moderate effect sizes. However, experiencing multiple care arrangements or multiple years of the same care did not confer any additional benefits. Children who were exposed to higher quality instructional environments and more academic activities were also absent less frequently, although the effect sizes were small in magnitude. These results highlight malleable early educational experiences that can be targeted to help address the absenteeism epidemic.
{"title":"Early Childhood Educational Experiences and Preschool Absenteeism","authors":"Arya Ansari, Michael A. Gottfried","doi":"10.1086/709832","DOIUrl":"https://doi.org/10.1086/709832","url":null,"abstract":"Using a sample of pre-K attendees from 11 states in the United States (n = 2,966), we examined whether early childhood educational experiences contribute positively or negatively to later preschool absences. Although some of the most important predictors of absences were factors external to the school and classroom environment (e.g., poverty and household structure), there was some evidence to suggest that children who received any out-of-home care at age 3 had fewer absences during the following year with small to moderate effect sizes. However, experiencing multiple care arrangements or multiple years of the same care did not confer any additional benefits. Children who were exposed to higher quality instructional environments and more academic activities were also absent less frequently, although the effect sizes were small in magnitude. These results highlight malleable early educational experiences that can be targeted to help address the absenteeism epidemic.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/709832","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44884512","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 study explored the role of students’ externalizing, internalizing, and prosocial behavior and classroom climate in their mental representations of student-teacher relationships. In total, 266 third to sixth graders and 35 teachers participated. Teachers completed questionnaires about students’ social-emotional behavior and student-teacher relationships. Relationship perceptions were aggregated to form a classroom climate measure. Students made drawings of themselves with the teacher, which were scored by independent coders on 8 dimensions. Multilevel models indicated that children with externalizing behavior depicted more tension/anger, bizarreness/dissociation, and emotional distance/isolation, and less pride/happiness in their drawings. Internalizing behavior was not associated with their mental relationship representations. Children with prosocial behavior depicted more creativity/vitality and less role reversal and global pathology than less prosocial counterparts. Classroom climate did not moderate linkages between child behavior and mental representations. These findings suggest that overt, rather than covert, behaviors play a role in students’ mental relationship representations.
{"title":"“Draw Me a Picture”","authors":"Marjolein Zee, K. Rudasill, D. Roorda","doi":"10.1086/708661","DOIUrl":"https://doi.org/10.1086/708661","url":null,"abstract":"This study explored the role of students’ externalizing, internalizing, and prosocial behavior and classroom climate in their mental representations of student-teacher relationships. In total, 266 third to sixth graders and 35 teachers participated. Teachers completed questionnaires about students’ social-emotional behavior and student-teacher relationships. Relationship perceptions were aggregated to form a classroom climate measure. Students made drawings of themselves with the teacher, which were scored by independent coders on 8 dimensions. Multilevel models indicated that children with externalizing behavior depicted more tension/anger, bizarreness/dissociation, and emotional distance/isolation, and less pride/happiness in their drawings. Internalizing behavior was not associated with their mental relationship representations. Children with prosocial behavior depicted more creativity/vitality and less role reversal and global pathology than less prosocial counterparts. Classroom climate did not moderate linkages between child behavior and mental representations. These findings suggest that overt, rather than covert, behaviors play a role in students’ mental relationship representations.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/708661","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42748128","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 study examined teachers’ spontaneous low-level comprehension questions in script-supported informational read alouds, with a secondary analysis on the relationship between low- and high-level comprehension questions. Participants came from a predetermined subsample of 34 teachers and 824 third-grade students. Results revealed notable variation in the type and function of low-level questions, with some offering support for high-level questions or content learning. Although the predominance of low-level questioning patterns continues to be a challenge in many elementary classrooms, this study’s findings suggest some low-level questions play important, complementary functions in text discussions, particularly with informational text.
{"title":"Providing Platforms","authors":"Elizabeth L. Hale, James S. Kim","doi":"10.1086/708665","DOIUrl":"https://doi.org/10.1086/708665","url":null,"abstract":"This study examined teachers’ spontaneous low-level comprehension questions in script-supported informational read alouds, with a secondary analysis on the relationship between low- and high-level comprehension questions. Participants came from a predetermined subsample of 34 teachers and 824 third-grade students. Results revealed notable variation in the type and function of low-level questions, with some offering support for high-level questions or content learning. Although the predominance of low-level questioning patterns continues to be a challenge in many elementary classrooms, this study’s findings suggest some low-level questions play important, complementary functions in text discussions, particularly with informational text.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/708665","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45715657","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}
J. Goodrich, Michael A. Hebert, Mackenzie E. Savaiano, Tim T. Andress
Research indicates that sentence-combining instruction is effective for improving writing outcomes; however, no studies to date have examined the effects of sentence-combining instruction on the writing skills of Spanish-speaking language-minority (LM) students. Therefore, the purpose of this study was to examine the effects of explicit sentence-combining instruction that focused on correct adjective use when used with Spanish-speaking LM students with poor sentence construction skills. Across two studies, seven Spanish-speaking LM children in third to fifth grade participated in sentence-combining interventions designed to teach adjective placement. Results indicated that there was a functional relation between the introduction of sentence-combining instruction and student performance on sentence-writing probes. In addition, the intervention led to an improvement in number of correct writing sequences on the sentence-writing probe.
{"title":"Effects of Sentence-Combining Instruction for Spanish-Speaking Language-Minority Students","authors":"J. Goodrich, Michael A. Hebert, Mackenzie E. Savaiano, Tim T. Andress","doi":"10.1086/708641","DOIUrl":"https://doi.org/10.1086/708641","url":null,"abstract":"Research indicates that sentence-combining instruction is effective for improving writing outcomes; however, no studies to date have examined the effects of sentence-combining instruction on the writing skills of Spanish-speaking language-minority (LM) students. Therefore, the purpose of this study was to examine the effects of explicit sentence-combining instruction that focused on correct adjective use when used with Spanish-speaking LM students with poor sentence construction skills. Across two studies, seven Spanish-speaking LM children in third to fifth grade participated in sentence-combining interventions designed to teach adjective placement. Results indicated that there was a functional relation between the introduction of sentence-combining instruction and student performance on sentence-writing probes. In addition, the intervention led to an improvement in number of correct writing sequences on the sentence-writing probe.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/708641","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49335159","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}
Sarah B. Bush, Kristin L. Cook, Daniel Edelen, Richard Cox
The inclusion of the arts into science, technology, engineering, the arts, and mathematics (STEAM) has recently gained much national attention. The purpose of this qualitative study was to conduct a thematic analysis of student STEAM survey open responses to provide the field with an examination of grades 3–5 elementary students’ perceptions of their STEAM learning experiences. Grounded in transformative learning theory, a systematic and iterative thematic analysis of 1,572 student-written open responses to six prompts by 262 student participants revealed three primary themes: (1) extent of identification of science and mathematics learning in STEAM; (2) STEAM progression of activities, authentic problems, and empathetic problem solving; and (3) the presence of metacognition in STEAM. Our findings revealed that students’ STEAM perceptions provide strong support for STEAM learning experiences as a space for implementing the instructional practices important and central to reform efforts in science and mathematics education in the elementary grades.
{"title":"Elementary Students’ STEAM Perceptions","authors":"Sarah B. Bush, Kristin L. Cook, Daniel Edelen, Richard Cox","doi":"10.1086/708642","DOIUrl":"https://doi.org/10.1086/708642","url":null,"abstract":"The inclusion of the arts into science, technology, engineering, the arts, and mathematics (STEAM) has recently gained much national attention. The purpose of this qualitative study was to conduct a thematic analysis of student STEAM survey open responses to provide the field with an examination of grades 3–5 elementary students’ perceptions of their STEAM learning experiences. Grounded in transformative learning theory, a systematic and iterative thematic analysis of 1,572 student-written open responses to six prompts by 262 student participants revealed three primary themes: (1) extent of identification of science and mathematics learning in STEAM; (2) STEAM progression of activities, authentic problems, and empathetic problem solving; and (3) the presence of metacognition in STEAM. Our findings revealed that students’ STEAM perceptions provide strong support for STEAM learning experiences as a space for implementing the instructional practices important and central to reform efforts in science and mathematics education in the elementary grades.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/708642","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48155749","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}
Separating students into homogeneous groups is a common instructional practice used by elementary teachers during reading instruction. Although researchers have been studying the effects of homogeneous grouping for many decades, there is little consensus on whether grouping is an effective or equitable instructional practice. The central challenge in estimating the effects of grouping is determining an appropriate comparison case for homogeneously grouped students. Using data from the 2010 cohort of the Early Childhood Longitudinal Study, this study uses student fixed effects to compare the reading growth of students who have different grouping experiences during reading instruction over their first 3 years of schooling. This study finds that, on average, homogeneously grouped students have slightly higher reading growth than students who are not grouped but also finds that this association between homogeneous grouping and reading growth depends on students’ reading group placement and initial reading skills.
{"title":"Homogeneous Grouping in Early Elementary Reading Instruction","authors":"Susan Kemper Patrick","doi":"10.1086/708666","DOIUrl":"https://doi.org/10.1086/708666","url":null,"abstract":"Separating students into homogeneous groups is a common instructional practice used by elementary teachers during reading instruction. Although researchers have been studying the effects of homogeneous grouping for many decades, there is little consensus on whether grouping is an effective or equitable instructional practice. The central challenge in estimating the effects of grouping is determining an appropriate comparison case for homogeneously grouped students. Using data from the 2010 cohort of the Early Childhood Longitudinal Study, this study uses student fixed effects to compare the reading growth of students who have different grouping experiences during reading instruction over their first 3 years of schooling. This study finds that, on average, homogeneously grouped students have slightly higher reading growth than students who are not grouped but also finds that this association between homogeneous grouping and reading growth depends on students’ reading group placement and initial reading skills.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/708666","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47032582","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}
Macarena Santana, Verónica Cabezas, M. Nussbaum, Tania Cabello-Hutt, Magdalena Claro, Luis Maldonado
Although prior knowledge is an important predictor of future performance in mathematics, few studies have analyzed which areas of the subject are most critical. Most evidence is based on small- and medium-scale studies from developed countries, with results that cannot be generalized. We explore which areas of mathematics are the most important predictors of future performance by considering the sociodemographic and academic factors of Chile. Scores from a standardized test for eighth-grade mathematics and fourth-grade language arts were analyzed for a sample of 158,818 students, together with data on different areas of fourth-grade mathematics. The results reveal that the association of future performance in mathematics with number skills is as strong as the association of future performance in mathematics with attending an elite private school, in comparison to attending a state-subsidized school. Literacy skills also proved to be an important predictor of future performance in mathematics.
{"title":"How Prioritizing Number Skills Can Act as a Mediator for Socioeconomic Inequality within a National Math Compulsory Curriculum","authors":"Macarena Santana, Verónica Cabezas, M. Nussbaum, Tania Cabello-Hutt, Magdalena Claro, Luis Maldonado","doi":"10.1086/708667","DOIUrl":"https://doi.org/10.1086/708667","url":null,"abstract":"Although prior knowledge is an important predictor of future performance in mathematics, few studies have analyzed which areas of the subject are most critical. Most evidence is based on small- and medium-scale studies from developed countries, with results that cannot be generalized. We explore which areas of mathematics are the most important predictors of future performance by considering the sociodemographic and academic factors of Chile. Scores from a standardized test for eighth-grade mathematics and fourth-grade language arts were analyzed for a sample of 158,818 students, together with data on different areas of fourth-grade mathematics. The results reveal that the association of future performance in mathematics with number skills is as strong as the association of future performance in mathematics with attending an elite private school, in comparison to attending a state-subsidized school. Literacy skills also proved to be an important predictor of future performance in mathematics.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/708667","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49337373","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}
D. Anagnostopoulos, Jillian M. Cavanna, Sian Charles-Harris
Beginning teachers (BTs) are increasingly expected to teach ambitiously from day one. However, they continue to face classroom management challenges. This study presents case studies of two elementary BTs that explore (1) the relationship between BTs’ management and instructional practices in mathematics and English language arts and (2) its consequences for the ambitiousness of their teaching. Drawing on cultural historical activity theory, the cases highlight (1) the limits of a hierarchical model that positions classroom management as foundational to BTs’ subject-matter instruction, (2) the potential of a polymotivated model of ambitious instruction for supporting BTs’ development, and (3) the role of race in mediating this development. Implications for research and for efforts to support ambitious teaching among elementary BTs are explored.
{"title":"Managing to Teach Ambitiously in the First Year?","authors":"D. Anagnostopoulos, Jillian M. Cavanna, Sian Charles-Harris","doi":"10.1086/708660","DOIUrl":"https://doi.org/10.1086/708660","url":null,"abstract":"Beginning teachers (BTs) are increasingly expected to teach ambitiously from day one. However, they continue to face classroom management challenges. This study presents case studies of two elementary BTs that explore (1) the relationship between BTs’ management and instructional practices in mathematics and English language arts and (2) its consequences for the ambitiousness of their teaching. Drawing on cultural historical activity theory, the cases highlight (1) the limits of a hierarchical model that positions classroom management as foundational to BTs’ subject-matter instruction, (2) the potential of a polymotivated model of ambitious instruction for supporting BTs’ development, and (3) the role of race in mediating this development. Implications for research and for efforts to support ambitious teaching among elementary BTs are explored.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/708660","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43527557","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}
In this study, we decomposed the broad practice of deciphering multiple solution strategies. We conducted interviews with 11 preservice elementary teachers, in which we asked teachers to decipher students’ standard and nonstandard strategies to multiplication and division problems. We examined what teachers said and did—what we refer to as “subpractices”—as they engaged in the broad practice of deciphering multiple strategies. Inductive analysis revealed the presence of 10 subpractices. The subpractice of comparing and contrasting nonstandard methods was associated with success in deciphering students’ strategies, whereas two other subpractices—identifying number decompositions and relating nonstandard methods to the standard algorithm—were at times associated with success but at other times with a lack thereof. This study adds to a growing body of work seeking to support preservice teachers in learning the complex practices of reform-oriented mathematics teaching by decomposing these practices into their component parts.
{"title":"What Preservice Teachers Say and Do When Deciphering Students’ Multiple Solution Strategies","authors":"Michael Jarry-Shore, Marta Kobiela","doi":"10.1086/707104","DOIUrl":"https://doi.org/10.1086/707104","url":null,"abstract":"In this study, we decomposed the broad practice of deciphering multiple solution strategies. We conducted interviews with 11 preservice elementary teachers, in which we asked teachers to decipher students’ standard and nonstandard strategies to multiplication and division problems. We examined what teachers said and did—what we refer to as “subpractices”—as they engaged in the broad practice of deciphering multiple strategies. Inductive analysis revealed the presence of 10 subpractices. The subpractice of comparing and contrasting nonstandard methods was associated with success in deciphering students’ strategies, whereas two other subpractices—identifying number decompositions and relating nonstandard methods to the standard algorithm—were at times associated with success but at other times with a lack thereof. This study adds to a growing body of work seeking to support preservice teachers in learning the complex practices of reform-oriented mathematics teaching by decomposing these practices into their component parts.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/707104","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45979030","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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