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Marcus W. Johnson; Daniel Thomas III – Education, Citizenship and Social Justice, 2024
Black experiences and discourse concerning citizenship are unique. Moreover, Black access to full citizenship is often a matter of life and death. The civic purposes driving this pursuit are often negated in conventional curriculum and pedagogy, especially in early childhood settings. Still, it is essential for educators and policymakers to…
Descriptors: Citizenship Education, Males, Grade 1, Grade 2
Kathy Swan; Laura Darolia; Nick Stamoulacatos – Social Studies and the Young Learner, 2024
In this article, the authors unveil the Trade Book Inquiry Design Model (IDM) blueprint. Anchored in a compelling question inspired by a trade book, the new blueprint is broken into two instructional blocks: "Reading and Comprehension" and "Living Social Studies." The inquiry template is designed to be instructionally efficient…
Descriptors: Elementary Education, Books, Inquiry, Social Studies
Curran, F. Chris; Kitchin, James – AERA Open, 2019
Recent evidence points to the early elementary grades as a pivotal point for the development of science learning trajectories and achievement gaps. Using data from the Early Childhood Longitudinal Study, this study estimates the degree to which time spent on science and the breadth of science topics/skills covered predict science achievement in…
Descriptors: Science Instruction, Elementary School Science, Science Achievement, Children
Ehm, Jan-Henning; Hasselhorn, Marcus; Schmiedek, Florian – Developmental Psychology, 2019
The association between academic self-concept and achievement is assumed to be reciprocal. Typically, the association is analyzed by variants of the classical cross-lagged panel model. Results with more recently developed methodological approaches, for example, the random intercept cross-lagged panel model, its continuous-time implementation, and…
Descriptors: Child Development, Self Concept, Elementary School Students, Children
Sanchez, Monika – John W. Gardner Center for Youth and Their Communities, 2014
This report is a longitudinal examination of "Preschool for All" (PFA) participants, tracking students' experiences across their first four years in elementary school. It builds upon a 2009 study that found that PFA graduates in San Mateo County were better prepared for kindergarten than their classmates who had not attended preschool…
Descriptors: Longitudinal Studies, School Districts, Urban Schools, Preschool Education
Miller, Emily; Januszyk, Rita; Lee, Okhee – Science and Children, 2015
The "Next Generation Science Standards" ("NGSS") shift what it means to teach and learn science. One significant change emerges from the central role of discourse. As the practices are language-intensive and the performance expectations explain what a student should be able to do in science, every student must learn the…
Descriptors: Science Education, Standards, Earth Science, English Language Learners
Teaching across the Lines: Adapting Scripted Programmes with Culturally Relevant/Responsive Teaching
Wyatt, Tasha R. – Pedagogy, Culture and Society, 2014
The American legislation of No Child Left Behind resulted in a boom in scripted, prepackaged curricula for improving student outcomes. At the same time, greater attention to the needs of diverse populations also took prominence, resulting in a new area of study, culturally relevant/responsive pedagogy. The current view is that scripted curriculum…
Descriptors: Culturally Relevant Education, Elementary School Teachers, Faculty Development, Curriculum Development
Rottmann, Thomas; Peter-Koop, Andrea – Mathematics Education Research Group of Australasia, 2016
This paper introduces a revised model for the development of basic computation skills. The model draws on four key phases, which have proven to be important for the development of calculation strategies and stresses the use of gestures and the verbalisation of concrete and mental images. This seems to be of crucial importance for children with…
Descriptors: Special Needs Students, Elementary School Students, Grade 2, Computation
Zvoch, Keith; Stevens, Joseph J. – Elementary School Journal, 2015
A one-group repeated-treatment design was used to examine the academic year and summer oral reading fluency outcomes for students attending a district-sponsored summer literacy program (N = 250). Piecewise growth models applied to longitudinal data obtained during the first and second grade and over the course of the intervening summer revealed…
Descriptors: Summer Schools, Summer Programs, Reading Difficulties, Grade 1
Sénéchal, Monique; LeFevre, Jo-Anne – Child Development, 2014
One hundred and ten English-speaking children schooled in French were followed from kindergarten to Grade 2 (M[subscript age]: T1 = 5;6, T2 = 6;4, T3 = 6;11, T4 = 7;11). The findings provided strong support for the Home Literacy Model (Sénéchal, M., 2002) because in this sample the home language was independent of the language of instruction. The…
Descriptors: English, French, Kindergarten, Grade 1
Conrad, Nicole J.; Deacon, S. Hélène – Scientific Studies of Reading, 2016
Prominent models of word reading concur that the development of efficient word reading depends on the establishment of lexical orthographic representations in memory. In turn, word reading skills are conceptualised as supporting the development of these orthographic representations. As such, models of word reading development make clear…
Descriptors: Elementary School Students, Grade 2, Grade 3, Orthographic Symbols
Beach, Kristen D.; O'Connor, Rollanda E. – Journal of Learning Disabilities, 2015
We explored the usefulness of first and second grade reading measures and responsiveness criteria collected within a response-to-intervention (RtI) framework for predicting reading disability (RD) in third grade. We used existing data from 387 linguistically diverse students who had participated in a longitudinal RtI study. Model-based predictors…
Descriptors: Response to Intervention, Reading Difficulties, Predictor Variables, Criteria
Shanahan, Lynn E.; Flury-Kashmanian, Caroline – Pedagogies: An International Journal, 2014
Research and pedagogical information provided to teachers on implementing explicit strategy instruction has primarily focused on teachers' speech, with limited attention to other modes of communication, such as gesture and artefacts. This interpretive case study investigates two teachers' use of different semiotic resources when introducing…
Descriptors: Semiotics, Reading Instruction, Reading Strategies, Elementary School Students
Torppa, Minna; Georgiou, George K.; Lerkkanen, Marja-Kristiina; Niemi, Pekka; Poikkeus, Anna-Maija – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2016
This study examined the dynamic relationships among the components of the Simple View of Reading (SVR) in a transparent orthography (Finnish) and the predictive value of cognitive skills (phonological awareness, letter knowledge, rapid naming, and vocabulary) on the SVR components. Altogether, 1,815 Finnish children were followed from kindergarten…
Descriptors: Longitudinal Studies, Kindergarten, Grade 1, Grade 2
Cooper, Susan M.; Wilkerson, Trena L.; Montgomery, Mark; Mechell, Sara; Arterbury, Kristin; Moore, Sherrie – Forum on Public Policy Online, 2012
In 2007, a group of mathematics educators and researchers met to examine rational numbers and why children have such an issue with them. An extensive review of the literature on fractional understanding was conducted. The ideas in that literature were then consolidated into a theoretical framework for examining fractions. Once that theoretical…
Descriptors: Mathematics, Numbers, Mathematics Instruction, Mathematical Concepts