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Download full textJulia Shields Chrestay; Kyra Atterbury, Contributor; Janet Chance, Contributor; Stecy Mbemba, Contributor; Helena Miller, Contributor; Joe Alberti, Contributor; Sara Caselle, Contributor; Suzanne Cilli, Contributor; Katherine Collier, Contributor; Erica Darken, Contributor; Emily Goedde, Contributor; Rochelle Krauss, Contributor; Bernadine Magee, Contributor; Noga Newberg, Contributor; An Nguyen, Contributor; Candice Smith, Contributor – Penn GSE Perspectives on Urban Education, 2024
Need in Deed's work with Philadelphia public school teachers and their students centers empathy, informed investigation, and civic action. Bolstered by these values and with the support of the My Voice framework and dedicated Need in Deed staff, educators are equipped to co-create authentic classroom communities with their students. In Need in…
Descriptors: Intelligence, Citizen Participation, Public School Teachers, Empathy
Direct linkKristie J. Napolitano – ProQuest LLC, 2023
Teachers in my school district observed students struggling with their social and emotional skills in the classroom and on the playground; therefore, a group of teachers and administrators began to search for programs to help the school district strengthen student social and emotional skills prior to the COVID-19 global pandemic. The team…
Descriptors: Elementary School Teachers, Grade 3, Social Emotional Learning, Intervention
Jacob, Sharin Rawhiya; Montoya, Jonathan; Nguyen, Ha; Richardson, Debra; Warschauer, Mark – ACM Transactions on Computing Education, 2022
Developing student interest is critical to supporting student learning in computer science. Research indicates that student interest is a key predictor of persistence and achievement. While there is a growing body of work on developing computing identities for diverse students, little research focuses on early exposure to develop multilingual…
Descriptors: Multilingualism, Student Development, Self Concept, Computer Science
Joshua B. Gilbert; James S. Kim; Luke W. Miratrix – Annenberg Institute for School Reform at Brown University, 2024
Longitudinal models of individual growth typically emphasize between-person predictors of change but ignore how growth may vary "within" persons because each person contributes only one point at each time to the model. In contrast, modeling growth with multi-item assessments allows evaluation of how relative item performance may shift…
Descriptors: Vocabulary Development, Item Response Theory, Test Items, Student Development
Joshua B. Gilbert; James S. Kim; Luke W. Miratrix – Applied Measurement in Education, 2024
Longitudinal models typically emphasize between-person predictors of change but ignore how growth varies "within" persons because each person contributes only one data point at each time. In contrast, modeling growth with multi-item assessments allows evaluation of how relative item performance may shift over time. While traditionally…
Descriptors: Vocabulary Development, Item Response Theory, Test Items, Student Development
Martin A. Simon – Journal for Research in Mathematics Education, 2024
Students' ability to operate with increasingly more complex units has been shown to be a key factor in their conceptual development. These abilities have been characterized as "stages of units coordination." This article focuses on the domain of composing and decomposing composite units. Using data from a teaching experiment with a…
Descriptors: Numbers, Mathematics Education, Concept Formation, Academic Ability
Mehmet Ali Kandemir; Zeki Apaydin – Journal of Theoretical Educational Science, 2024
The aim of this longitudinal research is to examine the development process of scientific and consistent knowledge structures of first, second, and third-grade students in middle school within the concepts of melting and dissolution according to conceptual change theories at the end of the education and training processes carried out in…
Descriptors: Middle School Students, Foreign Countries, Scientific Concepts, Scientific Literacy
Chang Xu; Hongxia Li; Sabrina Di Lonardo Burr; Jiwei Si; Jo-Anne LeFevre; Xinfeng Zhuo – Journal of Cognition and Development, 2024
Students' understanding of the meaning of the equal sign develops slowly over the primary grades. In addition to updating their representations of equations to recognize that the equal sign represents an equivalence relation rather than signaling an operation, students need to move beyond full computation to efficiently solve equivalence problems.…
Descriptors: Mathematics Achievement, Grade 3, Grade 4, Elementary School Students
NaYoung Hwang; Cory Koedel – Educational Evaluation and Policy Analysis, 2025
We evaluate the effects of grade retention on students' academic, attendance, and disciplinary outcomes in Indiana. Using a regression discontinuity design, we show that third-grade retention increases achievement in English Language Arts (ELA) and math immediately and substantially, and the effects persist into middle school. We find no evidence…
Descriptors: Elementary School Students, Grade 3, Grade Repetition, Low Achievement
Scott J. Peters; Meredith Langi; Megan Kuhfeld; Karyn Lewis – Journal for the Education of the Gifted, 2025
The COVID-19 pandemic resulted in substantial unfinished learning for U.S. students, but to differing degrees for various subgroups. Students of color, from low-income families, or who attended high-poverty schools experienced greater unfinished learning. In this study, we examined the degree of unfinished learning for students who went into the…
Descriptors: Achievement Gains, COVID-19, Pandemics, Student Development
Johnson, Angela – Center for School and Student Progress at NWEA, 2022
This study reports achievement and growth from kindergarten to 4th grade for three groups of English Learners (ELs): (a) ever-ELs; (b) ELs consistently eligible for service; and (c) EL and Special Education dually-identified students. All three EL groups had lower test scores than never-ELs throughout K-4. In math, ELs grew more than never-ELs…
Descriptors: English Language Learners, Primary Education, Grade 4, Eligibility
Meghan D. Liebfreund; Melissa J. Wrenn – Elementary School Journal, 2024
This case study investigates how teachers supported below-level readers who made reading comprehension gains in a virtual reading clinic during the COVID-19 pandemic. Data sources included case reports, lesson plans with reflections, and recorded instructional sessions for 10 participants--5 teachers and 5 students. All student participants were…
Descriptors: Reading Centers, Electronic Learning, Reading Difficulties, Grade 3
Low, Sabina; Smolkowski, Keith; Cook, Clayton; Desfosses, Danielle – Developmental Psychology, 2019
This study examined the impact of a commonly adopted elementary universal social-emotional learning program, Second Step, on student social-emotional and academic outcomes following 2 years of implementation. The cluster-randomized wait-list control trial included 61 schools, 321 teachers, and 8,941 early elementary students across 2 states, with…
Descriptors: Social Development, Emotional Development, Elementary School Teachers, Elementary School Students
Dong, Yixiao; Dumas, Denis; Clements, Douglas H.; Sarama, Julie – Journal of Experimental Education, 2023
Dynamic Measurement Modeling (DMM) is a recently-developed measurement framework for gauging developing constructs (e.g., learning capacity) that conventional single-timepoint tests cannot assess. The current project developed a person-specific DMM Trajectory Deviance Index (TDI) that captures the aberrance of an individual's growth from the…
Descriptors: Measurement Techniques, Simulation, Student Development, Educational Research
Bustamante, Andres S.; Bermudez, Vanessa N.; Ochoa, Karlena D.; Belgrave, Ashlee B.; Vandell, Deborah Lowe – Developmental Psychology, 2023
High-quality early childcare and education (ECE) has demonstrated long-term associations with positive educational and life outcomes and can be particularly impactful for children from low-income backgrounds. This study extends the literature on the long-term associations between high-quality caregiver sensitivity and responsiveness and cognitive…
Descriptors: Early Childhood Education, Child Care, Educational Quality, Predictor Variables
