K. Smolkowski, L. Strycker, L. Anderson, Peggy Marconi, Lisa Abia-Smith
This pilot study evaluated a novel professional development (PD) model designed to prepare K–12 educators in high-need rural school districts to teach evidence-based argument writing. The PD model showed teachers how to engage students in discussions about visual art using Visual Thinking Strategies (VTS) to enhance students’ argumentation writing. Twenty intervention teachers completed the PD program and conducted lessons in VTS and argument writing. Intervention teachers, compared with 34 comparison teachers, improved their perceived knowledge of critical thinking concepts, ability to teach critical thinking concepts, knowledge of concepts related to argument writing, and actual ability to perceive and analyze artistic work and understand characteristics used to convey intent and meaning (Hedges’s g > 0.50). Students in the intervention condition (N = 210 in K–11) improved their argument writing skills. Given the quasi-experimental design and small sample size, these findings should be viewed with caution but suggest promise.
本试点研究评估了一种新的专业发展(PD)模式，该模式旨在为高需求农村学区的K-12教育工作者准备以证据为基础的论证写作。PD模型向教师展示了如何使用视觉思维策略(VTS)让学生参与关于视觉艺术的讨论，以提高学生的议论文写作能力。20名干预教师完成了PD计划，并进行了VTS和论点写作的课程。与34名对照教师相比，干预教师对批判性思维概念的感知知识、教授批判性思维概念的能力、论证写作相关概念的知识、感知和分析艺术作品的实际能力以及理解用于传达意图和意义的特征的能力都有所提高(Hedges 's g > 0.50)。干预组学生(K-11班N = 210)的论文写作能力有所提高。考虑到准实验设计和小样本量，这些发现应该谨慎看待，但暗示着希望。
{"title":"The Visual Thinking Strategies Approach to Teaching Argument Writing","authors":"K. Smolkowski, L. Strycker, L. Anderson, Peggy Marconi, Lisa Abia-Smith","doi":"10.1086/709984","DOIUrl":"https://doi.org/10.1086/709984","url":null,"abstract":"This pilot study evaluated a novel professional development (PD) model designed to prepare K–12 educators in high-need rural school districts to teach evidence-based argument writing. The PD model showed teachers how to engage students in discussions about visual art using Visual Thinking Strategies (VTS) to enhance students’ argumentation writing. Twenty intervention teachers completed the PD program and conducted lessons in VTS and argument writing. Intervention teachers, compared with 34 comparison teachers, improved their perceived knowledge of critical thinking concepts, ability to teach critical thinking concepts, knowledge of concepts related to argument writing, and actual ability to perceive and analyze artistic work and understand characteristics used to convey intent and meaning (Hedges’s g > 0.50). Students in the intervention condition (N = 210 in K–11) improved their argument writing skills. Given the quasi-experimental design and small sample size, these findings should be viewed with caution but suggest promise.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"100 - 124"},"PeriodicalIF":1.7,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/709984","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42155342","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":"121 1","pages":"34 - 51"},"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 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":"121 1","pages":"154 - 178"},"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}
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":"120 1","pages":"636 - 666"},"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}
Pub Date : 2020-06-01Epub Date: 2019-12-02DOI: 10.1177/1060028019892643
Tim J Peterson, Jennifer Orozco, Michael Buege
Objective: To review the pharmacology, pharmacokinetics, efficacy, and safety of selinexor for management of relapsed multiple myeloma (MM). Data Sources: A literature search was performed of PubMed and MEDLINE databases (January 1, 2000, to November 14, 2019), abstracts from the American Society of Hematology and the American Society of Clinical Oncology, and ongoing studies from US National Institutes of Health ClinicalTrials.gov. Queries were performed using key words selinexor, SINE, XPO1, and Xpovio.Study Selection/Data Extraction: Human and animal studies related to the pharmacology, pharmacokinetics, efficacy, and safety of selinexor were identified. Data Synthesis: Although numerous advances have been made in MM management, there remains an unmet need for treatment of heavily relapsed/refractory disease. Selinexor is a first-in-class selective inhibitor of nuclear export, which, through inhibition of exportin-1, causes accumulation of tumor suppressor proteins, reduction in oncoproteins, and apoptosis of plasma cells. Selinexor exhibited an overall response in 26% of patients with multiply relapsed MM. Median progression-free survival was 3.7 months, and overall survival was 8.6 months. Common adverse effects include thrombocytopenia, neutropenia, fatigue, and nausea. Ongoing studies are investigating combination therapies utilizing selinexor. Relevance to Patient Care and Clinical Practice: This review describes the efficacy, safety, and clinical applicability of selinexor, a novel agent with potential to meet an unmet need in refractory MM. Conclusion: Selinexor has demonstrated activity in a heavily refractory patient population. Given the adverse effect profile and associated costs, additional studies are needed to further elucidate the appropriate clinical scenario and combinations for selinexor use.
目的回顾西利昔洛治疗复发性多发性骨髓瘤（MM）的药理学、药代动力学、疗效和安全性。数据来源：对PubMed和MEDLINE数据库（2000年1月1日至2019年11月14日）、美国血液学会和美国临床肿瘤学会的摘要以及美国国立卫生研究院ClinicalTrials.gov正在进行的研究进行了文献检索。使用关键词selinexor、SINE、XPO1和Xpovio进行查询：确定了与 selinexor 的药理学、药动学、疗效和安全性相关的人类和动物研究。数据综合：尽管在 MM 的治疗方面取得了许多进展，但治疗严重复发/难治性疾病的需求仍未得到满足。Selinexor 是第一类核输出选择性抑制剂，它通过抑制 exportin-1，导致肿瘤抑制蛋白的积累、肿瘤蛋白的减少以及浆细胞的凋亡。26%的复发性 MM 患者对 Selinexor 产生了总体反应。无进展生存期中位数为3.7个月，总生存期为8.6个月。常见的不良反应包括血小板减少、中性粒细胞减少、疲劳和恶心。目前正在进行的研究正在探讨利用西利奈德进行联合治疗。与患者护理和临床实践的相关性：本综述介绍了西利奈索的疗效、安全性和临床适用性，西利奈索是一种新型药物，有望满足难治性 MM 的未满足需求。结论：Selinexor已在重度难治性患者中显示出活性。鉴于其不良反应和相关费用，还需要进行更多的研究，以进一步阐明使用 selinexor 的适当临床方案和组合。
{"title":"Selinexor: A First-in-Class Nuclear Export Inhibitor for Management of Multiply Relapsed Multiple Myeloma.","authors":"Tim J Peterson, Jennifer Orozco, Michael Buege","doi":"10.1177/1060028019892643","DOIUrl":"10.1177/1060028019892643","url":null,"abstract":"<p><p><b>Objective:</b> To review the pharmacology, pharmacokinetics, efficacy, and safety of selinexor for management of relapsed multiple myeloma (MM). <b>Data Sources:</b> A literature search was performed of PubMed and MEDLINE databases (January 1, 2000, to November 14, 2019), abstracts from the American Society of Hematology and the American Society of Clinical Oncology, and ongoing studies from US National Institutes of Health ClinicalTrials.gov. Queries were performed using key words <i>selinexor, SINE, XPO1</i>, and <i>Xpovio.</i><b>Study Selection/Data Extraction:</b> Human and animal studies related to the pharmacology, pharmacokinetics, efficacy, and safety of selinexor were identified. <b>Data Synthesis:</b> Although numerous advances have been made in MM management, there remains an unmet need for treatment of heavily relapsed/refractory disease. Selinexor is a first-in-class selective inhibitor of nuclear export, which, through inhibition of exportin-1, causes accumulation of tumor suppressor proteins, reduction in oncoproteins, and apoptosis of plasma cells. Selinexor exhibited an overall response in 26% of patients with multiply relapsed MM. Median progression-free survival was 3.7 months, and overall survival was 8.6 months. Common adverse effects include thrombocytopenia, neutropenia, fatigue, and nausea. Ongoing studies are investigating combination therapies utilizing selinexor. <b>Relevance to Patient Care and Clinical Practice:</b> This review describes the efficacy, safety, and clinical applicability of selinexor, a novel agent with potential to meet an unmet need in refractory MM. <b>Conclusion:</b> Selinexor has demonstrated activity in a heavily refractory patient population. Given the adverse effect profile and associated costs, additional studies are needed to further elucidate the appropriate clinical scenario and combinations for selinexor use.</p>","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"73 1","pages":"577-582"},"PeriodicalIF":2.9,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1060028019892643","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82196420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","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":"120 1","pages":"555 - 579"},"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":"120 1","pages":"715 - 749"},"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":"120 1","pages":"692 - 714"},"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":"120 1","pages":"611 - 635"},"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":"120 1","pages":"580 - 610"},"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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：