The rapidly changing landscape of instructional materials in elementary education has involved both a wider range of available materials, particularly online, as well as increasing use of materials provided to teachers by other teachers on sites such as Pinterest and Teachers Pay Teachers. In this commentary, I outline three key shifts in teacher-curriculum interactions associated with this changing landscape—shifts in the verbs used to describe teachers’ actions in choosing and using instructional materials as well as a shift in the preparation and support of teachers. I then share key implications of and questions raised by these shifts, particularly with respect to equity for teachers and students.
{"title":"Commentary: New Paradigms for Understanding Elementary Teachers’ Interactions with Instructional Materials","authors":"C. Drake","doi":"10.1086/715631","DOIUrl":"https://doi.org/10.1086/715631","url":null,"abstract":"The rapidly changing landscape of instructional materials in elementary education has involved both a wider range of available materials, particularly online, as well as increasing use of materials provided to teachers by other teachers on sites such as Pinterest and Teachers Pay Teachers. In this commentary, I outline three key shifts in teacher-curriculum interactions associated with this changing landscape—shifts in the verbs used to describe teachers’ actions in choosing and using instructional materials as well as a shift in the preparation and support of teachers. I then share key implications of and questions raised by these shifts, particularly with respect to equity for teachers and students.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"136 - 140"},"PeriodicalIF":1.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46008976","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}
M. Rehm, A. Daly, Peter Bjorklund, Yi-Hwa Liou, Miguel Del Fresno
Educational leadership is a widely discussed topic in educational science. However, although the study of social networks in (informal) educational settings is gaining interest in recent years, the intersection between leadership and online social networks has received limited attention. This article investigates the informal sets of networks in both social media and face-to-face spaces in which elementary principals engage in the access, use, and diffusion of information. We undertook an exploratory case study in an urban midsize public school district in the United States and collected online and face-to-face network data from a districtwide leadership team of 97 leaders. Our results shed some light on the underlying information exchange patterns and identify commonalities and differences that are useful to consider for practitioners and policy makers who would like to foster the (informal) professional development of educators, and particularly elementary principals, who often do not have access to more formalized forms of professional development or just-in-time access to resources.
{"title":"The Social Continuum of Educational Leadership","authors":"M. Rehm, A. Daly, Peter Bjorklund, Yi-Hwa Liou, Miguel Del Fresno","doi":"10.1086/715478","DOIUrl":"https://doi.org/10.1086/715478","url":null,"abstract":"Educational leadership is a widely discussed topic in educational science. However, although the study of social networks in (informal) educational settings is gaining interest in recent years, the intersection between leadership and online social networks has received limited attention. This article investigates the informal sets of networks in both social media and face-to-face spaces in which elementary principals engage in the access, use, and diffusion of information. We undertook an exploratory case study in an urban midsize public school district in the United States and collected online and face-to-face network data from a districtwide leadership team of 97 leaders. Our results shed some light on the underlying information exchange patterns and identify commonalities and differences that are useful to consider for practitioners and policy makers who would like to foster the (informal) professional development of educators, and particularly elementary principals, who often do not have access to more formalized forms of professional development or just-in-time access to resources.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"112 - 135"},"PeriodicalIF":1.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/715478","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43021223","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}
Kaitlin Torphy Knake, A. Daly, K. Frank, M. Rehm, Christine Greenhow
Since the coronavirus pandemic, the ability to reach others across virtual space has become a prominent, widespread phenomenon. Within social media, social and professional discourse extends across fields. Social media, considered by many as the Fifth Estate, redefines network influence and provides an outlet for historically underrepresented voices. Particularly in education, how educators relate within virtual space is a window into their thinking and often behavior online and offline. This issue will investigate the various forms of educators’ engagement within social media and its influence within elementary schools and classrooms. A confluence of Wall Street, Main Street, and community school, the Fifth Estate is at its core composed of humans interested in sharing their ideas, advice, and stories—building trust. This work presents computational social science applications across K-20 education, computer science, mathematics education, social network analysis, research on early elementary engagement within social media, and social media in education.
{"title":"Educators Meet the Fifth Estate: Social Media in Education","authors":"Kaitlin Torphy Knake, A. Daly, K. Frank, M. Rehm, Christine Greenhow","doi":"10.1086/715479","DOIUrl":"https://doi.org/10.1086/715479","url":null,"abstract":"Since the coronavirus pandemic, the ability to reach others across virtual space has become a prominent, widespread phenomenon. Within social media, social and professional discourse extends across fields. Social media, considered by many as the Fifth Estate, redefines network influence and provides an outlet for historically underrepresented voices. Particularly in education, how educators relate within virtual space is a window into their thinking and often behavior online and offline. This issue will investigate the various forms of educators’ engagement within social media and its influence within elementary schools and classrooms. A confluence of Wall Street, Main Street, and community school, the Fifth Estate is at its core composed of humans interested in sharing their ideas, advice, and stories—building trust. This work presents computational social science applications across K-20 education, computer science, mathematics education, social network analysis, research on early elementary engagement within social media, and social media in education.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"1 - 7"},"PeriodicalIF":1.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43553177","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}
Holly Marich, Diana L. Brandon, Christine Greenhow, Douglas K. Hartman
Information on children’s writing in online spaces is scarce. What young writers know or need to know to be effective communicators online can inform elementary writing instruction and technology integration in writing classrooms. This study adds to the nascent research on children’s online writing by reporting on the writing processes of eight second-grade children (“tweeters”) when composing short-form writing online for their class Twitter account. This multicase study, with data drawn from think-aloud transcripts, video-stimulated recall interview transcripts, and published tweets, suggests that young children’s short-form writing includes a motivation to tweet, goal setting, and writing schema knowledge specific to Twitter. On the other hand, children’s short-form online writing for Twitter shared attributes with traditional writing typically emphasized in school. We discuss how writing for social media can enhance children’s developing writing processes. Implications for elementary writing instruction and social media integration in similar classroom contexts are discussed.
{"title":"Eight Tweeters Tweeting","authors":"Holly Marich, Diana L. Brandon, Christine Greenhow, Douglas K. Hartman","doi":"10.1086/715481","DOIUrl":"https://doi.org/10.1086/715481","url":null,"abstract":"Information on children’s writing in online spaces is scarce. What young writers know or need to know to be effective communicators online can inform elementary writing instruction and technology integration in writing classrooms. This study adds to the nascent research on children’s online writing by reporting on the writing processes of eight second-grade children (“tweeters”) when composing short-form writing online for their class Twitter account. This multicase study, with data drawn from think-aloud transcripts, video-stimulated recall interview transcripts, and published tweets, suggests that young children’s short-form writing includes a motivation to tweet, goal setting, and writing schema knowledge specific to Twitter. On the other hand, children’s short-form online writing for Twitter shared attributes with traditional writing typically emphasized in school. We discuss how writing for social media can enhance children’s developing writing processes. Implications for elementary writing instruction and social media integration in similar classroom contexts are discussed.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"26 - 56"},"PeriodicalIF":1.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42772305","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}
Catharyn C. Shelton, Tray Geiger, Leanna M. Archambault
This study explored how online teacherpreneurs, or preschool to twelfth-grade teachers who market their classroom materials online, experience perceived improvements to classroom practice. Research has found that participating teachers believed teacherpreneurship motivated them to try unique classroom approaches, exposed them to new ways of thinking about education, and prompted pedagogical innovation. However, the factors influencing these reported teaching benefits were not explained. In this study, survey data from 226 TeachersPayTeachers.com (TpT) sellers were analyzed to understand what factors, if any, affected teacherpreneurs’ perceived teaching gains. Ordinary least squares regression and dominance analyses indicated that teaching gains were significantly predicted by collaborating with teachers, acting as a teacher leader, and taking part in enterprising actions. This was more evident for females, those without postgraduate degrees, and those with the most experience selling on TpT, respectively.
{"title":"Becoming a Better Teacher through Online Teacherpreneurship?","authors":"Catharyn C. Shelton, Tray Geiger, Leanna M. Archambault","doi":"10.1086/715521","DOIUrl":"https://doi.org/10.1086/715521","url":null,"abstract":"This study explored how online teacherpreneurs, or preschool to twelfth-grade teachers who market their classroom materials online, experience perceived improvements to classroom practice. Research has found that participating teachers believed teacherpreneurship motivated them to try unique classroom approaches, exposed them to new ways of thinking about education, and prompted pedagogical innovation. However, the factors influencing these reported teaching benefits were not explained. In this study, survey data from 226 TeachersPayTeachers.com (TpT) sellers were analyzed to understand what factors, if any, affected teacherpreneurs’ perceived teaching gains. Ordinary least squares regression and dominance analyses indicated that teaching gains were significantly predicted by collaborating with teachers, acting as a teacher leader, and taking part in enterprising actions. This was more evident for females, those without postgraduate degrees, and those with the most experience selling on TpT, respectively.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"8 - 25"},"PeriodicalIF":1.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48531668","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}
Kaitlin Torphy Knake, Zixi Chen, Xiuqian Yang, Jordan R. Tait
In an era of social media, and amid the coronavirus pandemic, teachers’ curation of instructional resources stands as an opportunity to observe teachers’ planning and conceptualization of their practice in real time. This work explores the resources teachers curate, their rigor, and the effects on students’ learning across years. Merging big data from Pinterest, a prominent social media platform, and administrative data from the Indiana Department of Education on 10,383 fourth- through sixth-grade students across 2010–2017, this study employed three-level hierarchical linear models to identify relationships between the inherent cognitive rigor in teachers’ curated instructional tasks and students’ achievement. Results indicate teachers curating resources focused on basic memorization and remembering negatively affected students’ learning, whereas higher-level tasks focused on understanding and applying had a positive impact on achievement. Identified effects were comparable to those related to student and teacher attributes, signaling the importance of teachers’ curation.
{"title":"Pinterest Curation and Student Achievement","authors":"Kaitlin Torphy Knake, Zixi Chen, Xiuqian Yang, Jordan R. Tait","doi":"10.1086/715480","DOIUrl":"https://doi.org/10.1086/715480","url":null,"abstract":"In an era of social media, and amid the coronavirus pandemic, teachers’ curation of instructional resources stands as an opportunity to observe teachers’ planning and conceptualization of their practice in real time. This work explores the resources teachers curate, their rigor, and the effects on students’ learning across years. Merging big data from Pinterest, a prominent social media platform, and administrative data from the Indiana Department of Education on 10,383 fourth- through sixth-grade students across 2010–2017, this study employed three-level hierarchical linear models to identify relationships between the inherent cognitive rigor in teachers’ curated instructional tasks and students’ achievement. Results indicate teachers curating resources focused on basic memorization and remembering negatively affected students’ learning, whereas higher-level tasks focused on understanding and applying had a positive impact on achievement. Identified effects were comparable to those related to student and teacher attributes, signaling the importance of teachers’ curation.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"57 - 85"},"PeriodicalIF":1.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41920396","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}
Pinterest, a prominent social media platform and facilitator of social networks within virtual spaces, provides individuals the ability to access an array of resources. Teachers may seek out and share instructional resources and professional support to one another across subjects and content. However, in an era of big data metrics, researchers must find meaningful approaches to characterize resources accessed and shared. Resources may represent teachers’ sense-making of content and/or be part of students’ curriculum within the classroom. This study investigates how we can leverage computational science through machine learning to characterize the rigor of educational resources teachers curate, using a revised Bloom’s taxonomy, at scale within Pinterest. Practically, characterizing the nature of resources shared could support teachers and educational leaders as they seek to improve the quality of instructional tasks within schools.
{"title":"Educational Research in the Twenty-First Century","authors":"Kaitlin Torphy Knake, Hamid Karimi, Sihua Hu, K. Frank, Jiliang Tang","doi":"10.1086/715482","DOIUrl":"https://doi.org/10.1086/715482","url":null,"abstract":"Pinterest, a prominent social media platform and facilitator of social networks within virtual spaces, provides individuals the ability to access an array of resources. Teachers may seek out and share instructional resources and professional support to one another across subjects and content. However, in an era of big data metrics, researchers must find meaningful approaches to characterize resources accessed and shared. Resources may represent teachers’ sense-making of content and/or be part of students’ curriculum within the classroom. This study investigates how we can leverage computational science through machine learning to characterize the rigor of educational resources teachers curate, using a revised Bloom’s taxonomy, at scale within Pinterest. Practically, characterizing the nature of resources shared could support teachers and educational leaders as they seek to improve the quality of instructional tasks within schools.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"86 - 111"},"PeriodicalIF":1.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44936541","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}
K. Lewis, Stefanie Holloway, Niloofar Bavarian, N. Silverthorn, D. DuBois, B. Flay, C. Siebert
The national conversation about the importance of social-emotional competencies, such as prosocial behaviors, responsible decision-making, and problem-solving, has increased greatly in the last 2 decades. There is, however, less robust evidence for social and emotional learning programs’ impact on social and emotional outcomes when implemented in low-income, minority populations. The purpose of the present study is to evaluate the effectiveness of a school-based, universal program targeting social-emotional skills in late elementary school (grades 3–5) in a low-income, urban, minority population. Data were collected from 930 students over five waves. Growth curve analyses revealed evidence of favorable program effects on positive youth development, emotional health, self-esteem, problem behaviors, health behaviors, environmental climate, and academics. The study provides evidence for universal school-based interventions in low-income, urban, minority contexts in elementary school grades.
{"title":"Effects of Positive Action in Elementary School on Student Behavioral and Social-Emotional Outcomes","authors":"K. Lewis, Stefanie Holloway, Niloofar Bavarian, N. Silverthorn, D. DuBois, B. Flay, C. Siebert","doi":"10.1086/714065","DOIUrl":"https://doi.org/10.1086/714065","url":null,"abstract":"The national conversation about the importance of social-emotional competencies, such as prosocial behaviors, responsible decision-making, and problem-solving, has increased greatly in the last 2 decades. There is, however, less robust evidence for social and emotional learning programs’ impact on social and emotional outcomes when implemented in low-income, minority populations. The purpose of the present study is to evaluate the effectiveness of a school-based, universal program targeting social-emotional skills in late elementary school (grades 3–5) in a low-income, urban, minority population. Data were collected from 930 students over five waves. Growth curve analyses revealed evidence of favorable program effects on positive youth development, emotional health, self-esteem, problem behaviors, health behaviors, environmental climate, and academics. The study provides evidence for universal school-based interventions in low-income, urban, minority contexts in elementary school grades.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"635 - 655"},"PeriodicalIF":1.7,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46411895","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}
H. Borko, Florencia Gomez Zaccarelli, E. Reigh, J. Osborne
This article reports on changes in science discourse practices of four teachers who participated in an extended professional development (PD) program. Teachers were selected for their different patterns of improvement in the quality of their classroom discourse during their participation in the program. Analyses of their practices to support student discourse focused on “talk structures” and “teacher talk moves,” identified through fine-grained coding of these lesson features in classroom videos. All teachers increased their use of interactive talk structures and the cognitive demand of the talk moves they used while facilitating discussion. At the same time, there was considerable diversity in their improvements. Analyses of interviews and surveys indicate that they adopted pedagogical tools introduced in the PD program. We discuss the relationship between changes in their practice and features of the PD and suggest implications for PD and research.
{"title":"Teacher Facilitation of Elementary Science Discourse after a Professional Development Initiative","authors":"H. Borko, Florencia Gomez Zaccarelli, E. Reigh, J. Osborne","doi":"10.1086/714082","DOIUrl":"https://doi.org/10.1086/714082","url":null,"abstract":"This article reports on changes in science discourse practices of four teachers who participated in an extended professional development (PD) program. Teachers were selected for their different patterns of improvement in the quality of their classroom discourse during their participation in the program. Analyses of their practices to support student discourse focused on “talk structures” and “teacher talk moves,” identified through fine-grained coding of these lesson features in classroom videos. All teachers increased their use of interactive talk structures and the cognitive demand of the talk moves they used while facilitating discussion. At the same time, there was considerable diversity in their improvements. Analyses of interviews and surveys indicate that they adopted pedagogical tools introduced in the PD program. We discuss the relationship between changes in their practice and features of the PD and suggest implications for PD and research.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"561 - 585"},"PeriodicalIF":1.7,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/714082","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48534586","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}
The purpose of this causal-comparative study was to gain insight into whether teaching fractions improves teachers’ understanding of fractions. University master’s students (n = 25) conducted tutoring on fraction magnitude in grades 3–5. The contrast condition, 17 master’s students drawn from the same pool of research assistant applicants, conducted tutoring to improve science and social studies text comprehension in grades 3–5. In the fractions condition, students were at risk for mathematics difficulty; in the text comprehension condition, at risk for reading difficulty. When tutoring ended, tutors’ accuracy of number line placement of single fractions and fraction sums as well as single whole numbers and whole number sums was assessed. Results indicated superior accuracy for fraction tutors over text comprehension tutors on fraction sums, with an effect size of 0.75. The effect size for placement of single fractions was 0.47. Implications are extrapolated to preservice and in-service teachers.
{"title":"Can Teaching Fractions Improve Teachers’ Fraction Understanding?","authors":"L. Fuchs, Amelia S. Malone","doi":"10.1086/713975","DOIUrl":"https://doi.org/10.1086/713975","url":null,"abstract":"The purpose of this causal-comparative study was to gain insight into whether teaching fractions improves teachers’ understanding of fractions. University master’s students (n = 25) conducted tutoring on fraction magnitude in grades 3–5. The contrast condition, 17 master’s students drawn from the same pool of research assistant applicants, conducted tutoring to improve science and social studies text comprehension in grades 3–5. In the fractions condition, students were at risk for mathematics difficulty; in the text comprehension condition, at risk for reading difficulty. When tutoring ended, tutors’ accuracy of number line placement of single fractions and fraction sums as well as single whole numbers and whole number sums was assessed. Results indicated superior accuracy for fraction tutors over text comprehension tutors on fraction sums, with an effect size of 0.75. The effect size for placement of single fractions was 0.47. Implications are extrapolated to preservice and in-service teachers.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"656 - 673"},"PeriodicalIF":1.7,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/713975","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46644033","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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