This study explores how three widely used US kindergarten mathematics textbooks, each written to align with the Common Core State Standards for Mathematics (CCSSM), vary in terms of content coverage, instructional grouping, and use of representational strategies. Results show that all textbooks (i) primarily emphasize math practices related to…

Separating students into homogeneous groups is a common instructional practice used by elementary teachers during reading instruction. Although researchers have been studying the effects of homogeneous grouping for many decades, there is little consensus on whether grouping is an effective or equitable instructional practice. The central challenge…

In this case study, we investigate upper elementary teachers' decision-making practices regarding grouping configurations and purposes set for small group instruction (SGI) across content areas. Five experienced teachers working in linguistically and culturally diverse settings participated in this study. Data analyses with regard to student…

The quality of classroom interactions has typically been studied using aggregates of ratings over time. However, within-day ratings may contain important variability. This study investigated within-day variability using the NICHD Study of Early Childcare and Youth Development's observational data during grades 3 and 5. The first question examined…

This study contributes a novel perspective on grade retention by empirically examining how classroom composition relates to the standardized-testing performance of grade-retained students in their post-retained years. This evaluation employed a sample of entire cohorts of urban elementary school children in the Philadelphia School District over 6…

Using a nationally representative sample of over 12,000 children and nearly 750 schools from the Early Childhood Longitudinal Study--kindergarten cohort and hierarchical linear modeling, we investigated the association between literacy and mathematics learning and grade configuration. Preprimary schools--those spanning only preschool through…

A primary school teacher discusses three major areas that are important to consider in creating an open classroom: instructional grouping, social interaction, and responsible freedom. (CS)

We examined the challenges faced by 4 high-need urban schools when trying to implement Success for All (SFA). We wanted to understand SFA instruction as well as how SFA fit into the larger school context. Over a span of almost 2 years, we observed 45 SFA lessons (21 complete and 24 partial) across the 4 schools, taught by 30 teachers. We analyzed…

The effects of teacher expectations and behavior on children's motivation to learn are explored. (BRT)

Examines the issue of whether mathematical content should influence the use of small group instruction. Concludes that the choice to use small group instruction depends not only on content, but also on the type of lesson and the dimension of learning. (PCB)

The school-based planning process often exacerbates efforts to improve instructional effectiveness. The importance of addressing strategic instructional issues in planning is emphasized. To ensure more positive outcomes, six important guidelines are offered. (Author/JS)

This paper investigates the effect of multiage groupings on children's self concepts, their attitudes toward school, and their academic achievement in reading and mathematics. Results indicate that, in general, multiage groupings produced better self concepts and attitudes, though no significant academic differences were found. (SB)

Argues that educators must move away from a computation-dominated curriculum to a curriculum that stresses problem solving and understanding. States that small group instruction is appropriate for this type of curriculum. (PCB)