Meghan D. Liebfreund, Stephen R. Porter, Steven J. Amendum, Matthew Starcke
The present study employed a difference-in-difference approach to determine the impact of a technologically enhanced diagnostic and formative assessment system implemented in one US state in kindergarten through third grade on school-level end-of-year third-grade reading test scores and percentage of students receiving special education services. Data were obtained for 795 elementary schools that implemented the assessment system in a staggered progression across multiple years. The analysis estimated the effect of the assessment system on the entire third-grade sample, and by selected demographic characteristics. Results showed no effect of the assessment system on average end-of-year reading scores or school-level percentage of students receiving special education services. Follow-up models including time and fidelity information also obtained null results overall. Given the null, schools should consider modifications to the ways they obtain, manage, and use assessment data.
{"title":"Using an Assessment System for Data-Driven Reform","authors":"Meghan D. Liebfreund, Stephen R. Porter, Steven J. Amendum, Matthew Starcke","doi":"10.1086/717952","DOIUrl":"https://doi.org/10.1086/717952","url":null,"abstract":"The present study employed a difference-in-difference approach to determine the impact of a technologically enhanced diagnostic and formative assessment system implemented in one US state in kindergarten through third grade on school-level end-of-year third-grade reading test scores and percentage of students receiving special education services. Data were obtained for 795 elementary schools that implemented the assessment system in a staggered progression across multiple years. The analysis estimated the effect of the assessment system on the entire third-grade sample, and by selected demographic characteristics. Results showed no effect of the assessment system on average end-of-year reading scores or school-level percentage of students receiving special education services. Follow-up models including time and fidelity information also obtained null results overall. Given the null, schools should consider modifications to the ways they obtain, manage, and use assessment data.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"341 - 360"},"PeriodicalIF":1.7,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43490592","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}
Spelling is a significant parameter in establishing text quality. This study aims to describe the developmental path of spelling errors in expository texts, argumentative and descriptive—written by Hebrew speaking children from second through fifth grades. Bearing in mind different genre requirements, we aimed to determine whether genre type elicits differences in terms of spelling errors. To this end, spelling errors were identified and classified in both genres. Results showed that with few exceptions, the proportion of clauses with spelling errors decreases with grade in both genres. Regarding genre differences, children made more spelling errors in argumentative texts compared with descriptive texts. Nevertheless, some internal spelling consistency was found, as revealed in the total types of spelling errors that were strongly correlated in both texts. An educational implication is that the ability to spell should be considered differentially and as part of the processing cost involved in text production.
{"title":"Spelling Errors in Expository Texts Written in Hebrew at the Elementary School Level","authors":"Sara Zadunaisky Ehrlich, A. Stavans, B. Seroussi","doi":"10.1086/718074","DOIUrl":"https://doi.org/10.1086/718074","url":null,"abstract":"Spelling is a significant parameter in establishing text quality. This study aims to describe the developmental path of spelling errors in expository texts, argumentative and descriptive—written by Hebrew speaking children from second through fifth grades. Bearing in mind different genre requirements, we aimed to determine whether genre type elicits differences in terms of spelling errors. To this end, spelling errors were identified and classified in both genres. Results showed that with few exceptions, the proportion of clauses with spelling errors decreases with grade in both genres. Regarding genre differences, children made more spelling errors in argumentative texts compared with descriptive texts. Nevertheless, some internal spelling consistency was found, as revealed in the total types of spelling errors that were strongly correlated in both texts. An educational implication is that the ability to spell should be considered differentially and as part of the processing cost involved in text production.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"361 - 377"},"PeriodicalIF":1.7,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48719984","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 describes the challenges and triumphs in introducing music in the primary division of a private elementary school in Riyadh, Saudi Arabia. Data sources included classroom observations, field notes, lesson plans, professional development materials, photographs, audio-recordings, videos, surveys, and interviews. Data were analyzed using standard qualitative protocols. Most of the teachers who were new to music teaching (both Saudi and non-Saudi) were eager to begin teaching music. They took advantage of professional development opportunities offered by an expatriate curriculum consultant. A school improvement team, made up of expatriate and Saudi teachers, guided the school-based music activities as well as professional development in the broader community. By the end of the year, music was present in all primary classes. The article closes with implications for the evolution of music teaching in Saudi Arabia, as well as how lessons learned through the Saudi experience might enrich music teaching in other settings.
{"title":"Introducing Music in a Saudi Arabian Elementary School","authors":"R. Upitis, Maresa Donaldson, Fathiah Osman","doi":"10.1086/718046","DOIUrl":"https://doi.org/10.1086/718046","url":null,"abstract":"This article describes the challenges and triumphs in introducing music in the primary division of a private elementary school in Riyadh, Saudi Arabia. Data sources included classroom observations, field notes, lesson plans, professional development materials, photographs, audio-recordings, videos, surveys, and interviews. Data were analyzed using standard qualitative protocols. Most of the teachers who were new to music teaching (both Saudi and non-Saudi) were eager to begin teaching music. They took advantage of professional development opportunities offered by an expatriate curriculum consultant. A school improvement team, made up of expatriate and Saudi teachers, guided the school-based music activities as well as professional development in the broader community. By the end of the year, music was present in all primary classes. The article closes with implications for the evolution of music teaching in Saudi Arabia, as well as how lessons learned through the Saudi experience might enrich music teaching in other settings.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"433 - 451"},"PeriodicalIF":1.7,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49077209","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}
Research on elementary schoolteachers’ beliefs about dual language development and its relation to English learners’ (ELs) achievement is scant, despite the increasing representation of ELs in US classrooms. To address this gap, this study investigates: (1) teacher beliefs about ELs’ dual language development and (2) associations between teacher beliefs about ELs’ dual language development and ELs’ English reading comprehension achievement. Principal component analyses revealed six teacher belief factors about dual language learning, and multilevel analyses suggested that teachers’ asset view and bilingual development understanding of dual language learning and development positively predicted English reading comprehension, whereas lenient expectations and English-only achievement showed an opposite relation.
{"title":"Elementary Schoolteachers’ Bilingual Development Beliefs and English Learners’ English Reading Comprehension Achievement","authors":"Min Hyun Oh, Jeannette Mancilla‐Martinez","doi":"10.1086/716899","DOIUrl":"https://doi.org/10.1086/716899","url":null,"abstract":"Research on elementary schoolteachers’ beliefs about dual language development and its relation to English learners’ (ELs) achievement is scant, despite the increasing representation of ELs in US classrooms. To address this gap, this study investigates: (1) teacher beliefs about ELs’ dual language development and (2) associations between teacher beliefs about ELs’ dual language development and ELs’ English reading comprehension achievement. Principal component analyses revealed six teacher belief factors about dual language learning, and multilevel analyses suggested that teachers’ asset view and bilingual development understanding of dual language learning and development positively predicted English reading comprehension, whereas lenient expectations and English-only achievement showed an opposite relation.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"165 - 190"},"PeriodicalIF":1.7,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46278945","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}
Colby Hall, Tricia A. Zucker, J. Montroy, Katlynn Dahl‐Leonard
This study piloted a reading comprehension instruction professional development intervention for teachers of upper elementary grade students (Unlocking Understanding), exploring the relative effects of two versions of the intervention that varied the degree of lesson scripting. Results indicated a statistically significant difference between the fully scripted and partially scripted (i.e., increasingly teacher-planned) groups on one of three student outcome measures. Specifically, students in classrooms with partially scripted lessons performed better on a statewide reading test (ES = 0.42) than did students in classrooms where teachers used fully scripted lessons. However, there were no significant group differences on two other reading comprehension measures. Teachers reported a high degree of satisfaction with the training, although they stated a preference for fully scripted lessons compared with partially scripted ones. Teachers in both conditions were able to deliver the lessons with acceptable fidelity. Implications for professional development are discussed.
{"title":"Pilot Study of Unlocking Understanding Professional Development to Support Grade 3 Reading Comprehension","authors":"Colby Hall, Tricia A. Zucker, J. Montroy, Katlynn Dahl‐Leonard","doi":"10.1086/716638","DOIUrl":"https://doi.org/10.1086/716638","url":null,"abstract":"This study piloted a reading comprehension instruction professional development intervention for teachers of upper elementary grade students (Unlocking Understanding), exploring the relative effects of two versions of the intervention that varied the degree of lesson scripting. Results indicated a statistically significant difference between the fully scripted and partially scripted (i.e., increasingly teacher-planned) groups on one of three student outcome measures. Specifically, students in classrooms with partially scripted lessons performed better on a statewide reading test (ES = 0.42) than did students in classrooms where teachers used fully scripted lessons. However, there were no significant group differences on two other reading comprehension measures. Teachers reported a high degree of satisfaction with the training, although they stated a preference for fully scripted lessons compared with partially scripted ones. Teachers in both conditions were able to deliver the lessons with acceptable fidelity. Implications for professional development are discussed.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"278 - 313"},"PeriodicalIF":1.7,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48247742","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}
Homework is considered a major means for connecting learning processes at school with the home/family sphere. This qualitative study illuminates parents’ engagement in their children’s homework by exploring (1) parents’ and teachers’ perceptions of homework goals and characteristics and (2) the types of parental help-giving with homework. Using a snowballing sample, 24 participants, 13 parents and 11 teachers from Jewish and Arab elementary schools, were interviewed. Grounded theory was used based on identification and coding of relevant categories. Three main themes were identified regarding homework goals and characteristics: homework as (1) establishing partnership; (2) raising doubts about teachers’ professionalism; and (3) increasing tension and conflict between teachers, parents, and children. In addition, three themes of dependent help-giving were found: parent as reminder, parent as partner, and parent as student. The meaning and implications of the extensive use of dependent help-giving will be further discussed.
{"title":"Whose Homework Is It?","authors":"Yael Grinshtain, Gal Harpaz","doi":"10.1086/716639","DOIUrl":"https://doi.org/10.1086/716639","url":null,"abstract":"Homework is considered a major means for connecting learning processes at school with the home/family sphere. This qualitative study illuminates parents’ engagement in their children’s homework by exploring (1) parents’ and teachers’ perceptions of homework goals and characteristics and (2) the types of parental help-giving with homework. Using a snowballing sample, 24 participants, 13 parents and 11 teachers from Jewish and Arab elementary schools, were interviewed. Grounded theory was used based on identification and coding of relevant categories. Three main themes were identified regarding homework goals and characteristics: homework as (1) establishing partnership; (2) raising doubts about teachers’ professionalism; and (3) increasing tension and conflict between teachers, parents, and children. In addition, three themes of dependent help-giving were found: parent as reminder, parent as partner, and parent as student. The meaning and implications of the extensive use of dependent help-giving will be further discussed.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"233 - 256"},"PeriodicalIF":1.7,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44995422","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}
Jill V. Hamm, Kerrylin Lambert, T. Little, Thomas W. Farmer, Mallory V. Harris
This study examines the ties of sixth-grade teachers to their interdisciplinary team colleagues and explores the dimensions of their efficacy beliefs for their own and their colleagues’ teaching. Teachers (n = 238; 83% female, 88% White) from 26 middle schools completed surveys about the relational aspects of ties to team colleagues, the dimensions of their sense of efficacy for teaching, and their perceptions of team members’ collective efficacy at fall, winter, and spring of one school year. Greater tie strength in fall predicted greater relational trust at winter and spring. Tie strength to teammates in fall predicted greater efficacy beliefs for classroom management and collective efficacy across the year, through greater relational trust midway through the year. The findings expand theorizing and reveal organizational processes that may be used to leverage teacher efficacy beliefs.
{"title":"A Longitudinal Study of Interdisciplinary Team Relational Supports of Sixth-Grade Teachers’ Sense of Efficacy and Perceived Collective Efficacy of Team Members","authors":"Jill V. Hamm, Kerrylin Lambert, T. Little, Thomas W. Farmer, Mallory V. Harris","doi":"10.1086/716898","DOIUrl":"https://doi.org/10.1086/716898","url":null,"abstract":"This study examines the ties of sixth-grade teachers to their interdisciplinary team colleagues and explores the dimensions of their efficacy beliefs for their own and their colleagues’ teaching. Teachers (n = 238; 83% female, 88% White) from 26 middle schools completed surveys about the relational aspects of ties to team colleagues, the dimensions of their sense of efficacy for teaching, and their perceptions of team members’ collective efficacy at fall, winter, and spring of one school year. Greater tie strength in fall predicted greater relational trust at winter and spring. Tie strength to teammates in fall predicted greater efficacy beliefs for classroom management and collective efficacy across the year, through greater relational trust midway through the year. The findings expand theorizing and reveal organizational processes that may be used to leverage teacher efficacy beliefs.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"141 - 164"},"PeriodicalIF":1.7,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48306588","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}
Erin A. Chaparro, Michelle M. Massar, Allison W. Blakely
This article describes the professional development initiative called Effective Behavioral and Instructional Support Systems (EBISS). The initiative focuses on an integrated, multitiered framework that provides literacy and behavioral supports based on students’ needs. Systems coaching can be an implementation driver, but little is known related to the most effective methods of training and supporting systems-level coaches. The present study examines coaches’ (n = 30) responses on the EBISS Coach Self-Assessment, measuring the extent to which coaches agreed that they were (a) fluent with the knowledge of the core features of the EBISS framework and (b) skilled to coach others in each of the core features. Results indicate significant differences between self-reported levels of knowledge of the core features of EBISS and the extent to which coaches felt skilled to coach others. Implications are that professional development of coaches should focus on how to coach and not just what to coach.
{"title":"Exploring the Knowledge and Skills of Systems-Level Coaches within Elementary Schools Implementing Multitiered Systems of Support","authors":"Erin A. Chaparro, Michelle M. Massar, Allison W. Blakely","doi":"10.1086/716909","DOIUrl":"https://doi.org/10.1086/716909","url":null,"abstract":"This article describes the professional development initiative called Effective Behavioral and Instructional Support Systems (EBISS). The initiative focuses on an integrated, multitiered framework that provides literacy and behavioral supports based on students’ needs. Systems coaching can be an implementation driver, but little is known related to the most effective methods of training and supporting systems-level coaches. The present study examines coaches’ (n = 30) responses on the EBISS Coach Self-Assessment, measuring the extent to which coaches agreed that they were (a) fluent with the knowledge of the core features of the EBISS framework and (b) skilled to coach others in each of the core features. Results indicate significant differences between self-reported levels of knowledge of the core features of EBISS and the extent to which coaches felt skilled to coach others. Implications are that professional development of coaches should focus on how to coach and not just what to coach.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"191 - 207"},"PeriodicalIF":1.7,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48310391","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}
R. Silverman, C. P. Proctor, Jeffrey R. Harring, Karen S. Taylor, E. Johnson, Renata Love Jones, Yewon Lee
Writing is a critical dimension of literacy that is grounded in language and intimately connected to reading. However, instruction to support writing remains understudied, particularly among bilingual students. The purpose of this study was to examine the effects of the CLAVES intervention specifically on argument writing. The CLAVES intervention is a multicomponent, small-group intervention focused on language and literacy that was designed with bilingual learners in mind. CLAVES is an acronym for comprehension, linguistic awareness, and vocabulary in English and Spanish and means keys or clues in Spanish. It includes text-based discussions, explicit language instruction, and support for argument writing. The study was conducted with 239 Spanish-English or Portuguese-English students in grades 4 and 5. There were 120 students in the intervention and 119 students in the business as usual control group. Findings showed positive effects of the intervention on two identified aspects of argument writing: argument and counterargument.
{"title":"The Effect of a Language and Literacy Intervention on Upper Elementary Bilingual Students’ Argument Writing","authors":"R. Silverman, C. P. Proctor, Jeffrey R. Harring, Karen S. Taylor, E. Johnson, Renata Love Jones, Yewon Lee","doi":"10.1086/716897","DOIUrl":"https://doi.org/10.1086/716897","url":null,"abstract":"Writing is a critical dimension of literacy that is grounded in language and intimately connected to reading. However, instruction to support writing remains understudied, particularly among bilingual students. The purpose of this study was to examine the effects of the CLAVES intervention specifically on argument writing. The CLAVES intervention is a multicomponent, small-group intervention focused on language and literacy that was designed with bilingual learners in mind. CLAVES is an acronym for comprehension, linguistic awareness, and vocabulary in English and Spanish and means keys or clues in Spanish. It includes text-based discussions, explicit language instruction, and support for argument writing. The study was conducted with 239 Spanish-English or Portuguese-English students in grades 4 and 5. There were 120 students in the intervention and 119 students in the business as usual control group. Findings showed positive effects of the intervention on two identified aspects of argument writing: argument and counterargument.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"208 - 232"},"PeriodicalIF":1.7,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46310030","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}
{"title":"“It’s Not Just about Listening to the Teacher”","authors":"B. Dyson, Donal Howley, Yanhua Shen","doi":"10.1086/716713","DOIUrl":"https://doi.org/10.1086/716713","url":null,"abstract":"","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43162382","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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