This study looked at the effectiveness of differentiated learning in enhancing students' mathematical outcomes by incorporating varied content, processes, and products. Employing a mixed-methods experimental design, the research hypothesized that differentiated instruction significantly influences students' performance in mathematics exams. The…

Using an explanatory sequential mixed methods approach, this secondary analysis investigated the relations among classroom dialogic interaction, fifth-grade students' reading achievement, and teachers' dialogic stances. First, quantitative analyses of time-sampled lesson observations and state reading test scores suggested that the more class time…

The purpose of this study was to examine whether justifying one's own social knowledge (moral, societal, psychological) toward complex social-moral issues through collaborative argumentation was associated with the improvement of social perspective taking for elementary students. A total of 129 5th graders (52% female, Mage = 10.98) from six…

This dissertation investigates the potential of sustained use of academic vocabulary in reciprocal dialogue to improve educational equity for fifth-grade students with specific reading disabilities. Students with reading disabilities often struggle with acquiring academic vocabulary, which can hinder their overall academic performance and limit…

Dialogue has been characterised as a communicative pattern that supports critical learning in education. Seeking to analyse this relationship, we investigated the interaction between teachers and students in two classes, a Third Grade and a Fifth Grade of São Paulo State public school. During the interaction, we identified a variety of dialogic…

This paper explores how learning analytics data provided by a math problem-solving educational technology platform informed 5th and 6th grade teachers' instructional decisions around socioemotional learning (SEL). MathSpring is an educational technology tool that provides teachers with data on students' effort, progress, and emotions while…

Responsiveness to students' mathematical thinking is a characteristic of classroom discourse that reflects the extent to which students' mathematical ideas are present, attended to, and taken up as the basis for instruction. Using the Mathematically Responsive Interaction (MRI) Framework and data from 11 middle-grades classrooms, we illustrate…

Teaching and learning mathematics in an elementary classroom is a complex process in negotiating a balance in encouraging participation, responding to students, making connections between interactions, and planning for upcoming interactions. In a search for instructional models and structures that support and encourage student engagement in…

Teachers can use literature written for the young adolescent as a powerful tool for establishing and enhancing the community in the classroom that is arguably a necessity for learning to occur. In order for the young adolescent to be successful in the school classroom, a shared sense of community must exist. The students must feel connected to,…

At schools in the Unites States, English-centric hegemonic policies often hinder emergent bilingual students from fully applying their linguistic skills to read non-fiction texts. This phenomenon necessitates investigation into how culturally sustaining pedagogy (CSP) can be utilized to support fifth-grade bilingual students' understanding of…

The authors share an activity in which two fifth-grade teachers and one sixth-grade teacher received book talk videos via Flipgrid from preservice literacy teachers and watched the videos with their students. Students responded with feedback and suggestions for how to better represent each book. The authors compiled and coded students' comments…

The use of open problem-solving tasks in mathematics education challenges teachers' beliefs, knowledge and practices. This article examines the practices of two primary teachers and their 3rd to 5th grade classes during a three-year in-service teacher training project aiming to increase mathematical problem-solving in class. Three lesson videos…

The "Next Generation Science Standards" ("NGSS") call for a high level of classroom discourse (Lee, Quinn, and Valdés 2013). To engage all students, including English learners (ELs), in this form of discourse, educators have turned to talk moves (e.g., "Say more about that"), defined as general-purpose tools for…

In science classrooms, the epistemic practices of explanation building and argumentation often extend over multiple episodes of talk during a single lesson or across several lessons. Analyzing this kind of discourse requires a way to identify patterns that emerge over time to better understand student participation and how teachers support…

Background: Students may exhibit growth mindsets, where intelligence is seen as malleable and failures prompt more effort and new approaches, or fixed mindsets, where intelligence is seen as immutable and failures indicate lack of intelligence. One's mindset in general may be different from that for a particular domain such as engineering. Having…