As children transition from the early to later grades of elementary school, they become increasingly skilled at employing a variety of techniques -- such as rehearsal and organizational strategies -- for remembering information. Developmental changes in strategy use have been well documented, but little is known about the extent to which these…

As part of a graduate student internship, an alignment study was completed for Ignite™ by Hatch®, in partnership between The University of North Carolina at Charlotte's Center for Educational Measurement and Evaluation and Hatch®. Ignite™ has 341 Core games amongst 7 domains to assist early childhood learners: Mathematics, Language and…

One-to-one technology, which allows every student to receive equal access to learning tasks through a personal computing device, has shown increasing potential for self-directed learning in elementary schools. With computer-supported self-directed learning (CS-SDL), students may set their own learning goals through the suggestions of the system…

Building on longitudinal findings of linkages between aspects of teachers' language during instruction and children's use of mnemonic strategies, this investigation was designed to examine experimentally the impact of instruction on memory development. First and second graders ("N" = 54, "M"[subscript age] = 7 years)…

We examined children's development of strategic and conceptual knowledge for linear measurement. We conducted teaching experiments with eight students in grades 2 and 3, based on our hypothetical learning trajectory for length to check its coherence and to strengthen the domain-specific model for learning and teaching. We checked the hierarchical…

The purpose of this study was to determine whether patterns of strategy use in second, third and fourth grade children's arithmetic supported Steffe's model of numerical development. In addition to student-generated strategies, we looked at commonly taught algorithms not considered in Steffe's model to determine whether these algorithms reflected…

Analyzing student work can help teachers improve the teaching and learning of mathematics. Fortunately, the four authors have experienced professional development that supports teachers' professional growth and provides tools to begin the challenge of analyzing student work. However, as they began to assume leadership roles in their schools and…

Background: In the context of the British Government's policy directed on improving standards in schools, this paper presents research on the effects of a programme intended to promote the cognitive development of children in the first 2 years of primary school (Y1 & 2, aged 5-7 years). The programme is based on earlier work dealing with…

Background/Context: Metacognition has been a subject of study for cognitive theorists, behaviorists, educators, and others. The term metacognition has traditionally and simply been defined as "thinking about thinking," yet it describes a complex process that can result in a nuanced understanding of oneself as a thinker and a learner. Metacognition…

This study examined the effects of (a) interactive reading homework; and (b) parent involvement with children during homework on students' responses to inference questions. Interactive reading homework refers to homework designed to involve both parents and children and to facilitate student reasoning. The participants were 84 parents and 84…

One mathematics lesson was planned by two Grade 2 teachers together. Their separate teaching of it was videotaped, and each teacher was interviewed before and after her lesson. The "same" lesson resulted in different sets of worthwhile learning outcomes. In this research report, the notion of situated cognition is used as a tool for analysis of…