Ashley Hunt, S. Rimm-Kaufman, Eileen G. Merritt, N. Bowers
Little is known about the integration of social-emotional learning (SEL) with science instruction. We used a sequential mixed-methods design to examine (1) how fourth graders use argumentation practices and social gestures in science class and (2) how argumentation practices and social gestures differ between intervention and comparison classrooms. Intervention classrooms implemented Connect Science. Fourteen student conversations in seven classrooms were coded for argumentation practices (i.e., claims, evidence, and questions) and social gestures (i.e., agreement, disagreement, assertive speech, and prosocial speech). Across all classrooms, science conversations were most productive when students used social gestures to support use of argumentation practices. Without social gestures, conversations were disconnected or highly assertive. Proportionally, Connect Science students discussed science content more and discussed logistics less than comparison students. Findings include recommendations for conditions (i.e., SEL instruction, science reference materials, and time) to enhance scientific discourse and argumentation in elementary school classrooms.
{"title":"“Because the Sun Is Really Not That Big”","authors":"Ashley Hunt, S. Rimm-Kaufman, Eileen G. Merritt, N. Bowers","doi":"10.1086/711297","DOIUrl":"https://doi.org/10.1086/711297","url":null,"abstract":"Little is known about the integration of social-emotional learning (SEL) with science instruction. We used a sequential mixed-methods design to examine (1) how fourth graders use argumentation practices and social gestures in science class and (2) how argumentation practices and social gestures differ between intervention and comparison classrooms. Intervention classrooms implemented Connect Science. Fourteen student conversations in seven classrooms were coded for argumentation practices (i.e., claims, evidence, and questions) and social gestures (i.e., agreement, disagreement, assertive speech, and prosocial speech). Across all classrooms, science conversations were most productive when students used social gestures to support use of argumentation practices. Without social gestures, conversations were disconnected or highly assertive. Proportionally, Connect Science students discussed science content more and discussed logistics less than comparison students. Findings include recommendations for conditions (i.e., SEL instruction, science reference materials, and time) to enhance scientific discourse and argumentation in elementary school classrooms.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"256 - 282"},"PeriodicalIF":1.7,"publicationDate":"2020-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/711297","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48996001","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}
Given the current climate of immigration discourse and proposed changes to US immigration policies, it is critical to examine how immigration is presented to society’s youngest readers. Because racial tension is embedded in immigration policies, children’s picture books with anthropomorphic characters offer the possibility of learning about immigration as a phenomenon removed from master narratives. We focus on five picture books with anthropomorphic characters and explore the portrayal of immigrants and their stories. Using critical multicultural analysis, we unpack stereotypes, storylines, relationships between characters, messages about different lifestyles, creators’ backgrounds and perspectives, and loaded words. Cultural character traits were used purposefully to unpack messages about acceptance or the lack thereof. The storylines emphasize the characters’ traits, agency, and strategies of inclusion. Parallels can be drawn between the current immigration discourse and the books’ storylines, making the books appropriate resources to address immigration topics in the elementary education classroom.
{"title":"Anthropomorphic Characters in Children’s Literature","authors":"Vera Sotirovska, J. Kelley","doi":"10.1086/711054","DOIUrl":"https://doi.org/10.1086/711054","url":null,"abstract":"Given the current climate of immigration discourse and proposed changes to US immigration policies, it is critical to examine how immigration is presented to society’s youngest readers. Because racial tension is embedded in immigration policies, children’s picture books with anthropomorphic characters offer the possibility of learning about immigration as a phenomenon removed from master narratives. We focus on five picture books with anthropomorphic characters and explore the portrayal of immigrants and their stories. Using critical multicultural analysis, we unpack stereotypes, storylines, relationships between characters, messages about different lifestyles, creators’ backgrounds and perspectives, and loaded words. Cultural character traits were used purposefully to unpack messages about acceptance or the lack thereof. The storylines emphasize the characters’ traits, agency, and strategies of inclusion. Parallels can be drawn between the current immigration discourse and the books’ storylines, making the books appropriate resources to address immigration topics in the elementary education classroom.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"337 - 355"},"PeriodicalIF":1.7,"publicationDate":"2020-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/711054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42300810","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}
A small proportion of students do not benefit sufficiently from standard intervention protocols and require more intensive, individualized instruction. Data-based instruction (DBI) has a strong evidence base for addressing students’ intensive academic needs, yet it is not widely implemented. In this study, we explored the usability and feasibility of a professional development system to support teachers’ use of DBI in writing. Data analyzed using a mixed-methods design revealed that teachers perceived supports such as coaching as facilitators of DBI implementation, whereas access to materials and external factors such as time conflicts presented challenges. Teachers made statistically significant growth from pretest to posttest on a measure of DBI knowledge and skills, implemented DBI components with fidelity, and reported that time spent on DBI activities decreased each week, supporting its usability and feasibility. Findings suggest that DBI is usable and feasible when teachers are provided ongoing professional development supports.
{"title":"Usability and Feasibility of Data-Based Instruction for Students with Intensive Writing Needs","authors":"Apryl L. Poch, Kristen L. McMaster, E. Lembke","doi":"10.1086/711235","DOIUrl":"https://doi.org/10.1086/711235","url":null,"abstract":"A small proportion of students do not benefit sufficiently from standard intervention protocols and require more intensive, individualized instruction. Data-based instruction (DBI) has a strong evidence base for addressing students’ intensive academic needs, yet it is not widely implemented. In this study, we explored the usability and feasibility of a professional development system to support teachers’ use of DBI in writing. Data analyzed using a mixed-methods design revealed that teachers perceived supports such as coaching as facilitators of DBI implementation, whereas access to materials and external factors such as time conflicts presented challenges. Teachers made statistically significant growth from pretest to posttest on a measure of DBI knowledge and skills, implemented DBI components with fidelity, and reported that time spent on DBI activities decreased each week, supporting its usability and feasibility. Findings suggest that DBI is usable and feasible when teachers are provided ongoing professional development supports.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"197 - 223"},"PeriodicalIF":1.7,"publicationDate":"2020-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/711235","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47144827","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 convergent mixed-methods study investigated what urban fourth-grade students self-reported for navigating multimodal science books. Reported strategies included general reading processes, clarifying understanding, selecting portions to read, choosing an order to read the text, and interpreting the process in the text. A range of metacognitive awareness in navigating multimodal science books included categories of Limited, Novice, Competent, and Expert. Using Epistemic Network Analysis to visually map the cognitive processes students reported, we found urban students within this study relied on general literacy strategies including comprehension strategies, traditional text directionality, and identifying informational text features. Fewer students reported using more sophisticated strategies for interpreting multimodal science books, such as previewing or integrating written text and visual representations. This study provides evidence that disciplinary literacy instruction should go beyond general literacy strategies to equip students with more specific strategies for integrating the written text and visual representations in multimodal science texts.
{"title":"Using Epistemic Network Analysis to Visually Map a Metacognitive Continuum of Urban Fourth Graders’ Strategies for Navigating Multimodal Science Texts","authors":"Sharon M. Pratt, Julianne Coleman","doi":"10.1086/711296","DOIUrl":"https://doi.org/10.1086/711296","url":null,"abstract":"This convergent mixed-methods study investigated what urban fourth-grade students self-reported for navigating multimodal science books. Reported strategies included general reading processes, clarifying understanding, selecting portions to read, choosing an order to read the text, and interpreting the process in the text. A range of metacognitive awareness in navigating multimodal science books included categories of Limited, Novice, Competent, and Expert. Using Epistemic Network Analysis to visually map the cognitive processes students reported, we found urban students within this study relied on general literacy strategies including comprehension strategies, traditional text directionality, and identifying informational text features. Fewer students reported using more sophisticated strategies for interpreting multimodal science books, such as previewing or integrating written text and visual representations. This study provides evidence that disciplinary literacy instruction should go beyond general literacy strategies to equip students with more specific strategies for integrating the written text and visual representations in multimodal science texts.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"224 - 255"},"PeriodicalIF":1.7,"publicationDate":"2020-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/711296","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41572946","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}
P. Bishop, John M. Downes, Steven Netcoh, Katy Farber, Jessica DeMink-Carthew, T. Brown, Rachel Mark
As school districts, major cities, and entire states in the United States adopt personalized learning as a reform strategy focused on the co-construction of learning opportunities between teachers and students, educators face shifting roles. This study examined the roles of teachers in personalized learning environments within a policy context of statewide legislation of personalized learning plans, flexible educational pathways, and proficiency-based assessment. The study used data from interviews with a purposefully selected group of 20 elementary and middle school teachers from 11 schools. Findings revealed teachers’ perceptions of their roles as (a) empowerers, (b) scouts, (c) scaffolders, and (d) assessors, as well as associated strategies within each role that participants perceived to be constructive. The use of role theory illuminated the potential for intrarole conflict and role strain between and among these roles along with the cultural dimensions of the shift to personalized learning.
{"title":"Teacher Roles in Personalized Learning Environments","authors":"P. Bishop, John M. Downes, Steven Netcoh, Katy Farber, Jessica DeMink-Carthew, T. Brown, Rachel Mark","doi":"10.1086/711079","DOIUrl":"https://doi.org/10.1086/711079","url":null,"abstract":"As school districts, major cities, and entire states in the United States adopt personalized learning as a reform strategy focused on the co-construction of learning opportunities between teachers and students, educators face shifting roles. This study examined the roles of teachers in personalized learning environments within a policy context of statewide legislation of personalized learning plans, flexible educational pathways, and proficiency-based assessment. The study used data from interviews with a purposefully selected group of 20 elementary and middle school teachers from 11 schools. Findings revealed teachers’ perceptions of their roles as (a) empowerers, (b) scouts, (c) scaffolders, and (d) assessors, as well as associated strategies within each role that participants perceived to be constructive. The use of role theory illuminated the potential for intrarole conflict and role strain between and among these roles along with the cultural dimensions of the shift to personalized learning.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"311 - 336"},"PeriodicalIF":1.7,"publicationDate":"2020-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/711079","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49398821","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 suggests that elementary school absenteeism can contribute to deficits in achievement. It is less clear how the timing and growth in rates of attendance shape early elementary school achievement. The present study examined the role of absenteeism in pre-K and early elementary school in the context of third-grade achievement, along with differences based on gender and socioeconomic status. Aims were examined with a sample from an urban school district (N = 854). Overall, attendance rates were stable across early elementary school. Neither initial days attended nor changes over time were significantly associated with reading achievement in third grade for the sample as a whole. Among boys and low-income children, more days attended in pre-K was significantly associated with higher reading scores in third grade. Results are discussed in terms of early elementary attendance policies and practices for working with students who miss days of school.
{"title":"Absenteeism across the Early Elementary Grades","authors":"S. Anderson, Katelyn F. Romm","doi":"10.1086/711053","DOIUrl":"https://doi.org/10.1086/711053","url":null,"abstract":"Research suggests that elementary school absenteeism can contribute to deficits in achievement. It is less clear how the timing and growth in rates of attendance shape early elementary school achievement. The present study examined the role of absenteeism in pre-K and early elementary school in the context of third-grade achievement, along with differences based on gender and socioeconomic status. Aims were examined with a sample from an urban school district (N = 854). Overall, attendance rates were stable across early elementary school. Neither initial days attended nor changes over time were significantly associated with reading achievement in third grade for the sample as a whole. Among boys and low-income children, more days attended in pre-K was significantly associated with higher reading scores in third grade. Results are discussed in terms of early elementary attendance policies and practices for working with students who miss days of school.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"179 - 196"},"PeriodicalIF":1.7,"publicationDate":"2020-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/711053","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42914764","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}
Emily M. Hodge, Rachael E. Gabriel, Susan Chenelle
The Common Core State Standards (CCSS) were released in 2010 with an appendix that claimed to outline a research-based case for the standards. In this article, we examine the CCSS Appendix A as a case of research use in policy by analyzing the type of sources the document cites, the accuracy of its claim-citation relationships, and the frames its authors used in arguing for the standards. The 59 claims in Appendix A were supported by 112 citations to 97 unique sources. Reports and peer-reviewed articles were the most commonly cited sources, but about a third of claims made did not have a close relationship to the cited material. This analysis raises questions about the use of research evidence in influential policy documents, suggesting that critical consumers scrutinize the content of policy documents and their relationship to the research used to authorize their claims.
{"title":"Beyond Fact-Checking","authors":"Emily M. Hodge, Rachael E. Gabriel, Susan Chenelle","doi":"10.1086/709982","DOIUrl":"https://doi.org/10.1086/709982","url":null,"abstract":"The Common Core State Standards (CCSS) were released in 2010 with an appendix that claimed to outline a research-based case for the standards. In this article, we examine the CCSS Appendix A as a case of research use in policy by analyzing the type of sources the document cites, the accuracy of its claim-citation relationships, and the frames its authors used in arguing for the standards. The 59 claims in Appendix A were supported by 112 citations to 97 unique sources. Reports and peer-reviewed articles were the most commonly cited sources, but about a third of claims made did not have a close relationship to the cited material. This analysis raises questions about the use of research evidence in influential policy documents, suggesting that critical consumers scrutinize the content of policy documents and their relationship to the research used to authorize their claims.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"75 - 99"},"PeriodicalIF":1.7,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/709982","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43880057","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}
Neshat Yazdani, Karen L. Siedlecki, Zihuan Cao, Heining Cham
Extensive literature highlights positive outcomes experienced by students whose parents and teachers have strong relationships, but less is known about the factors that influence parent-teacher relationship strength. Using data from The Impact of Grade Retention: A Developmental Approach, we identify parent-level predictors of the developmental trajectories of seven dimensions of parent and teacher ratings of relationship strength and evaluate the association between relationship strength and students’ academic performance in grades 1–8. Results show that parent acculturation, parent-teacher ethnic concordance, and beliefs about children’s educational attainment predict trajectories of parent and teacher ratings of relationship strength. Relationship strength is both positively and negatively related to student reading and math performance. Results identify unique patterns of predictors for parent and teacher ratings of relationship strength and suggest that strong relationships can be related to student academic success or underperformance. Implications of these findings for researchers and practitioners are discussed.
{"title":"Longitudinal Impact of Sociocultural Factors and Parent Beliefs on Parent-Teacher Relationship Strength","authors":"Neshat Yazdani, Karen L. Siedlecki, Zihuan Cao, Heining Cham","doi":"10.1086/709881","DOIUrl":"https://doi.org/10.1086/709881","url":null,"abstract":"Extensive literature highlights positive outcomes experienced by students whose parents and teachers have strong relationships, but less is known about the factors that influence parent-teacher relationship strength. Using data from The Impact of Grade Retention: A Developmental Approach, we identify parent-level predictors of the developmental trajectories of seven dimensions of parent and teacher ratings of relationship strength and evaluate the association between relationship strength and students’ academic performance in grades 1–8. Results show that parent acculturation, parent-teacher ethnic concordance, and beliefs about children’s educational attainment predict trajectories of parent and teacher ratings of relationship strength. Relationship strength is both positively and negatively related to student reading and math performance. Results identify unique patterns of predictors for parent and teacher ratings of relationship strength and suggest that strong relationships can be related to student academic success or underperformance. Implications of these findings for researchers and practitioners are discussed.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"1 - 33"},"PeriodicalIF":1.7,"publicationDate":"2020-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/709881","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42386552","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}
Early literacy research links children’s interest in writing to early literacy development. It is unclear, however, what kind of learning activities related to writing are interesting to young children. Existing studies primarily rely on an adult-report approach to capture children’s interest. This study used picture-based assessment and structured interview and interviewed 55 preschool children (29 girls, 26 boys, M = 51 months, SD = 6.70) to capture children’s perspectives about their writing experiences. Children’s responses were transcribed and coded for data analysis. Chi-square analyses showed that children exhibited significantly stronger interest in nonwriting activities involving meaningful themes and artistic learning materials than in transcription-focused writing activities. Children showed strong interest in digital writing (i.e., iPad and computer writing), although most children did not consider digital writing a writing activity. Children’s responses demonstrated their developing perception of and positive experiences with writing processes, materials, and interactions. Classroom implications are discussed.
{"title":"Preschool Children’s Interest in Early Writing Activities and Perceptions of Writing Experience","authors":"Chenyi Zhang, Margaret F. Quinn","doi":"10.1086/709979","DOIUrl":"https://doi.org/10.1086/709979","url":null,"abstract":"Early literacy research links children’s interest in writing to early literacy development. It is unclear, however, what kind of learning activities related to writing are interesting to young children. Existing studies primarily rely on an adult-report approach to capture children’s interest. This study used picture-based assessment and structured interview and interviewed 55 preschool children (29 girls, 26 boys, M = 51 months, SD = 6.70) to capture children’s perspectives about their writing experiences. Children’s responses were transcribed and coded for data analysis. Chi-square analyses showed that children exhibited significantly stronger interest in nonwriting activities involving meaningful themes and artistic learning materials than in transcription-focused writing activities. Children showed strong interest in digital writing (i.e., iPad and computer writing), although most children did not consider digital writing a writing activity. Children’s responses demonstrated their developing perception of and positive experiences with writing processes, materials, and interactions. Classroom implications are discussed.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"52 - 74"},"PeriodicalIF":1.7,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/709979","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43734056","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}
Ben Clarke, Christian T. Doabler, Jessica E. Turtura, K. Smolkowski, Derek B. Kosty, Marah Sutherland, E. Kurtz-Nelson, Hank Fien, S. Baker
This study examined whether the efficacy of ROOTS, a 50-lesson mathematics intervention program focused on whole number concepts for at-risk kindergarten students, differed by group size and whether initial skill moderated intervention effects by group size. The study utilized a randomized block design with at-risk students (n = 1,251) within classrooms (n = 138) randomly assigned to one of two treatment conditions (a small group of two or five students) or the control condition. Proximal and distal measures were collected in the fall (pretest), spring (posttest), and winter of first grade (follow-up). Results indicated that students who participated in ROOTS performed better at posttest than control students (Hedges’s g from 0.09 to 0.81), that impact did not vary by group size, and that initial skill moderated the impact of ROOTS compared with control student outcomes but likely was not due to differences in group size.
{"title":"Examining the Efficacy of a Kindergarten Mathematics Intervention by Group Size and Initial Skill","authors":"Ben Clarke, Christian T. Doabler, Jessica E. Turtura, K. Smolkowski, Derek B. Kosty, Marah Sutherland, E. Kurtz-Nelson, Hank Fien, S. Baker","doi":"10.1086/710041","DOIUrl":"https://doi.org/10.1086/710041","url":null,"abstract":"This study examined whether the efficacy of ROOTS, a 50-lesson mathematics intervention program focused on whole number concepts for at-risk kindergarten students, differed by group size and whether initial skill moderated intervention effects by group size. The study utilized a randomized block design with at-risk students (n = 1,251) within classrooms (n = 138) randomly assigned to one of two treatment conditions (a small group of two or five students) or the control condition. Proximal and distal measures were collected in the fall (pretest), spring (posttest), and winter of first grade (follow-up). Results indicated that students who participated in ROOTS performed better at posttest than control students (Hedges’s g from 0.09 to 0.81), that impact did not vary by group size, and that initial skill moderated the impact of ROOTS compared with control student outcomes but likely was not due to differences in group size.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"125 - 153"},"PeriodicalIF":1.7,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/710041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41542268","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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