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Timothy W. Curby; Katherine M. Zinsser; Rachel A. Gordon; Emma G. Casey – AERA Open, 2024
This study explores how observed emotion-focused teaching in preschool classrooms differs across classroom activity settings. Forty-three teachers were observed across several mornings. A total of 1,604 video cycles were coded for levels of emotion-focused teaching (e.g., total, modeling, responding, and instructing) and their activity settings…
Descriptors: Social Emotional Learning, Differences, Preschools, Learning Activities
Sarah Beth Crebs – ProQuest LLC, 2024
This research delves into the critical and often underexplored nexus of race and elementary reading instruction and assessment, with a focus on teacher discourse. While the significance of addressing racial equity in education is widely acknowledged, the ways elementary teachers engage in discussions about race within the context of reading…
Descriptors: Elementary School Teachers, Reading Instruction, Intersectionality, Racial Factors
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Leigh McLean; Catherine Corbin – Grantee Submission, 2025
Barriers to well-being detract from teachers' effectiveness, however there is limited understanding of exactly how this occurs. We explored whether fourth grade teachers' (N=65) burnout symptoms related to their lesson length in mathematics, science, and English Language Arts, and to time in each of three classroom groupings. Multiple regression…
Descriptors: Elementary School Teachers, Teacher Burnout, Time Factors (Learning), Mathematics Instruction
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Rita DiLeo – International Journal on Social and Education Sciences, 2024
Diverse student populations with varying learning skills and linguistic barriers exist throughout elementary and higher education settings. Poorer learning outcomes are observed when students are not engaged or motivated to learn. This study aimed to determine techniques used in the classroom such as discussion and debate, research and inquiry or…
Descriptors: Individualized Instruction, Teaching Methods, Student Diversity, Small Group Instruction
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Denise N. Morgan; Meghan Valerio; Kristen I. Evans – Literacy Research and Instruction, 2024
Guided reading is a teaching practice many teachers utilize to provide differentiated reading instruction to small groups of learners. During guided reading, students read instructional leveled texts with teacher support. This research synthesis examines student-centered outcomes resulting from guided reading instruction over 20 years spanning…
Descriptors: Reading Instruction, Small Group Instruction, Individualized Instruction, Student Centered Learning
Katie Smith – Online Submission, 2025
The purpose or this study, is to help ELA educators understand the most accurate way to help their students improve their comprehension skills. Methods: The method of assessment that was utilized for this study is the Measures of Academic Progress Assessment (MAP). This study followed ELA students during the 2024-2025 school year on beginning of…
Descriptors: Reading Comprehension, English Instruction, Reading Skills, Grade 4
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Diana Muela-Bermejo; Laura Pérez-Martínez – Environmental Education Research, 2025
This research explores how picturebooks can enhance ecocritical awareness and sustainable attitudes among 97 primary school children aged 8-9 in a Spanish school. The study includes 24 reading sessions in three formats: individual, small group, and adult-mediated. The selection of the corpus for children's readings aligns with theoretical studies…
Descriptors: Critical Reading, Environmental Education, Elementary School Students, Teaching Methods
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Hope Kitts – Professional Development in Education, 2024
As part of a larger critical discourse study, I share how engaging with critical texts and discussion was personally and professionally meaningful for participants, despite perceived limitations. To understand how critical pedagogy overlaps and conflicts with contexts of teaching in public schools, I facilitated discussion with teachers in…
Descriptors: Group Instruction, Study Skills, Faculty Development, Critical Theory
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Lisa M. Domke; Matthew Kaplan; Gary E. Bingham – Reading Teacher, 2024
Culturally sustaining pedagogy (CSP) that builds on and sustains students' cultural and linguistic practices is important for students' academic achievement and identities. While CSP is applicable to any content area, a critical time to incorporate it is during differentiated reading groups--small-group contexts that provide explicit code-based…
Descriptors: Literacy Education, Culturally Relevant Education, Cultural Background, Small Group Instruction
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Alexandra M. Flathers; Lauren R. Paternostro; Sydney B. Resnick; Tutita M. Casa – Mathematics Teacher: Learning and Teaching PK-12, 2024
Over three decades ago, National Council of Teachers of Mathematics (NCTM, 1991) proposed that "for students to develop the ability to formulate problems, to explore, conjecture, and reason logically, to evaluate whether something makes sense, classroom discourse must be founded on mathematical evidence" (p. 34). As math interventionists…
Descriptors: Mathematics Instruction, Teaching Methods, Classroom Techniques, Number Concepts
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Lindsay Hastings; Hannah Sunderman; Nick Knopik – Journal of Leadership Education, 2024
Purpose: The purpose of the current application paper is to integrate previous literature with recent results from practitioners on effective practices for utilizing small groups in the leadership classroom. Design/methodology/approach: We use these integrated findings to innovate practice on maximizing the role of undergraduate teaching…
Descriptors: Undergraduate Students, Teaching Assistants, Leadership Training, Small Group Instruction
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Lan Hong – Education and Information Technologies, 2024
Educational robots have unrivaled advantages and value in developing students' computational thinking. Currently, there are fewer studies on the overall effects of educational robots on K12 students' computational thinking, especially at the instructional style and cross-grade level. In order to investigate the overall effect of educational robots…
Descriptors: Robotics, Computation, Thinking Skills, Elementary Secondary Education
Amanda R. Berg – ProQuest LLC, 2024
The purpose of this qualitative phenomenological research study was to examine if utilizing performing arts elements as teaching tools in large-group professional development (PD) sessions for K-12 educators increased educator engagement during PD. The problem of practice was the lack of K-12 educator engagement during large-group PD sessions. The…
Descriptors: Elementary School Teachers, Secondary School Teachers, Faculty Development, Learner Engagement
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Yanhua Shen; Benedict Dyson; Seunghyun Baek; Donal Howley; Fan Zhang – Journal of Teaching in Physical Education, 2025
Purpose: This study aimed to investigate the student's experiences of social and emotional learning in a community-based youth soccer program grounded in the hybridization of the teaching personal and social responsibility model and the cooperative learning model. Methods: This research was guided by a case study design. Qualitative data were…
Descriptors: Social Emotional Learning, Athletics, Youth Programs, Team Sports
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Ying-Chih Chen – International Journal of Science Education, 2025
In a traditional lecturing environment, students possess limited agency in accepting or rejecting information provided by teachers. A higher level of student agency involves opportunities and actively identifying uncertainties and collaborating with peers to deepen understanding within the classroom community. Teachers play a crucial role in…
Descriptors: Discussion (Teaching Technique), Large Group Instruction, Science Teachers, Teaching Methods
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