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Pavešic, Barbara Japelj, Ed.; Koršnáková, Paulína, Ed.; Meinck, Sabine, Ed. – International Association for the Evaluation of Educational Achievement, 2022
This open access book brings together national experts from across the Dinaric region to rigorously review IEA's Trends in International Mathematics and Science Study (TIMSS) 2019 grade four data to develop a multidimensional and culturally sensitive perspective on their TIMSS 2019 primary-level results. The Dinaric region, named after the Dinaric…
Descriptors: Foreign Countries, Elementary Secondary Education, Science Achievement, International Assessment
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Han, Jinjoo; O'Connor, Erin E.; McCormick, Meghan P. – Journal of Educational Psychology, 2020
Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD), we used 2-level random effects models to examine whether the quality of school and home environments during elementary school moderated associations between pre-K quality and math, reading, and vocabulary…
Descriptors: Elementary Education, Elementary Schools, Educational Quality, Family Life
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Hooper, Alison – Early Child Development and Care, 2018
There is considerable variation in state policies related to the certification required for teachers in kindergarten and first grade, and relatively little is known about these policies' effects on student learning. This study considers whether children who have kindergarten and first-grade teachers with certification in early childhood education…
Descriptors: Preschool Teachers, Teacher Certification, Kindergarten, Grade 1
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Ha, Cheyeon – Cambridge Journal of Education, 2023
This study aims to underline the importance of school-based social-emotional learning (SEL) by exploring the relationship between self-regulated learning (SRL) strategies and science achievement with a moderator of students' emotional skills. In previous studies, SEL scholars have paid attention to explaining the complicated relationships among…
Descriptors: Elementary Education, Grade 6, Foreign Countries, Social Emotional Learning
Ian M. Daecher – ProQuest LLC, 2022
The purpose of this non-experimental, quantitative study was to investigate the relationship between Acadience reading curriculum-based measures (CBMs) and the Pennsylvania System of School Assessment (PSSA) mathematics assessment for students in grades three, four, five, and six. Furthermore, multiple linear regression equations were created from…
Descriptors: Predictor Variables, Scores, Mathematics, Reading Instruction
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Hooper, Alison – AERA Online Paper Repository, 2016
This study considers whether children who have kindergarten and first grade teachers with certification in early childhood education experience greater gains in reading and math achievement compared to children whose teachers have only elementary education certification. Using data from the Early Childhood Longitudinal Study (ECLS-K), the study…
Descriptors: Preschool Teachers, Elementary School Teachers, Teacher Certification, Early Childhood Education
Lyons, Josh D. P. – ProQuest LLC, 2019
Expectations for reading achievement in the state of Iowa require all students to be proficient by the end of third grade (ELI, 2012). This requires both teachers and principals serving elementary schools to improve reading achievement. Although teachers are proven to have the most immediate impact on student achievement, it is principals'…
Descriptors: Reading Achievement, Elementary Education, Administrator Role, Principals
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Park, Yujeong; Kiely, Mary Theresa; Brownell, Mary T.; Benedict, Amber – Learning Disabilities Research & Practice, 2019
The purpose of this study was to explore the relationships among (1) special education teachers' knowledge for teaching reading fluency, (2) the specific instructional practices they used in fluency instruction, and (3) gains of students with specific learning disabilities (SLD) on a performance measure of oral reading fluency (ORF). Analyses…
Descriptors: Special Education Teachers, Knowledge Level, Teaching Methods, Reading Instruction
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Rittle-Johnson, Bethany; Fyfe, Emily R.; Hofer, Kerry G.; Farran, Dale C. – Child Development, 2017
Early mathematics knowledge is a strong predictor of later academic achievement, but children from low-income families enter school with weak mathematics knowledge. An early math trajectories model is proposed and evaluated within a longitudinal study of 517 low-income American children from ages 4 to 11. This model includes a broad range of math…
Descriptors: Predictor Variables, Mathematics Skills, Knowledge Level, Academic Achievement
Little, Michael H. – ProQuest LLC, 2018
This study examines whether the physical location of Pre-K programs--whether in elementary school buildings or stand-alone centers--leads to differences in student outcomes in elementary school. Over the past several decades, public investment in Pre-K programming has burgeoned. According to the National Institute for Early Education Research, 32…
Descriptors: Preschool Education, Kindergarten, School Buildings, Educational Facilities
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Strand, Steve – Review of Education, 2016
Relatively little research has explored whether schools differ in their effectiveness for different group of pupils (e.g. by ethnicity, poverty or gender), for different curriculum subjects (e.g. English, mathematics or science) or over time (different cohorts). This paper uses multilevel modelling to analyse the national test results at age 7 and…
Descriptors: School Effectiveness, Hierarchical Linear Modeling, Children, Elementary School Students
Mallett, Jan Davis – ProQuest LLC, 2014
Elementary education has theoretical underpinnings based on cognitive psychology. Ideas from cognitive psychologists such as James, Dewey, Piaget, and Vygotsky coalesce to form constructivism (Cooper, 1993; Yager, 2000; Yilmaz, 2011). Among others, the Montessori Method (1912/1964) is an exemplar of constructivism. Currently, public education in…
Descriptors: Academic Achievement, Montessori Schools, Montessori Method, Elementary School Students
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Sharp, Kristin; Sanders, Kari; Noltemeyer, Amity; Hoffman, Jessica L.; Boone, William J. – Preventing School Failure, 2016
This study examined the relationship between response to intervention (RTI) implementation integrity in reading and student reading outcomes. Data were collected from 64 principals and school psychologists at 43 elementary schools. Hierarchical linear regression was used to examine the degree to which implementation of RTI tiers and key components…
Descriptors: Response to Intervention, Reading Achievement, Correlation, Program Implementation
Mitchell, Tamarra L. – ProQuest LLC, 2017
The purpose of this study was to examine the relationship between technology and engineering instruction and technology and engineering literacy in grades K-8. The factors identified and used for the purpose of this study were gender, socioeconomic status, race/ethnicity, and important modes of technology and engineering instruction. These factors…
Descriptors: Correlation, Technology Education, Engineering Education, Technological Literacy
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Lincove, Jane Arnold; Osborne, Cynthia; Dillon, Amanda; Mills, Nicholas – Journal of Teacher Education, 2014
Despite questions about validity and reliability, the use of value-added estimation methods has moved beyond academic research into state accountability systems for teachers, schools, and teacher preparation programs (TPPs). Prior studies of value-added measurement for TPPs test the validity of researcher-designed models and find that measuring…
Descriptors: Teacher Education Programs, Accountability, Politics of Education, School Statistics
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