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Scaffolding English Language Learners' Mathematical Talk in the Context of Calendar Math
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Banse, Holland W.; Palacios, Natalia A.; Merritt, Eileen G.; Rimm-Kaufman, Sara E. – Journal of Educational Research, 2017
Teachers of elementary mathematics face multiple, convergent demands. These demands include supporting the growing population of English language learners (ELLs) and facilitating mathematical discussions across relevant curricular contexts. The authors used a comparative case study to examine how two teachers attempt to facilitate discussions…
Descriptors: Scaffolding (Teaching Technique), English Language Learners, Comparative Analysis, Case Studies
The Challenge of Promoting Self-Regulated Learning among Primary School Children with a Low Socioeconomic and Immigrant Background
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Vandevelde, Sabrina; Van Keer, Hilde; Merchie, Emmelien – Journal of Educational Research, 2017
The authors explore the effects of student tutoring as an approach to provide support on self-regulated learning (SRL) to fifth- and sixth-grade students with a low socioeconomic or immigrant background. In total, 401 Flemish (Belgium) students participated. A quasi-experimental study with pretest, posttest, and retention test control group design…
Descriptors: Socioeconomic Background, Immigrants, Intervention, Elementary School Students
Effects of Writing Instruction on Kindergarten Students' Writing Achievement: An Experimental Study
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Jones, Cindy D'On – Journal of Educational Research, 2015
This full-year experimental study examined how methods of writing instruction contribute to kindergarten students' acquisition of foundational and compositional early writing skills. Multiple regression with cluster analysis was used to compare 3 writing instructional groups: an interactive writing group, a writing workshop group, and a…
Descriptors: Writing Instruction, Kindergarten, Writing Achievement, Teaching Methods
The Impact of Supplemental Instruction on Low-Achieving Adolescents' Reading Engagement
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Cantrell, Susan Chambers; Almasi, Janice F.; Rintamaa, Margaret; Carter, Janis C.; Pennington, Jessica; Buckman, D. Matt – Journal of Educational Research, 2014
The authors examined the impact of a supplemental reading course on 462 sixth-grade students' reading engagement and performance as compared with 389 students in a control group. They further explored students' cognitive strategy use through think aloud processes with a subset of students who participated in the intervention.…
Descriptors: Intervention, Supplementary Education, Self Efficacy, Grade 6
Effects of Direct Instruction on Ninth Graders' Understanding of Unreliable Narrators.
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Smith, Michael W. – Journal of Educational Research, 1992
Reports a study which examined the effects of direct instruction on the think-aloud protocols of ninth grade readers. Students made think-aloud protocols on two stories before and after instruction. Although the instruction did not substantially affect students' interpretive operations in reading, some students were less submissive to the text.…
Descriptors: Grade 9, Interpretive Skills, Narration, Protocol Analysis
Relation between Intellectual Ability and Working Method as Predictors of Learning.
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Elshout, Jan J.; Veenman, Marcel V. J. – Journal of Educational Research, 1992
The relationship between intellectual ability, working method, and learning was investigated with simulations in both structured and unstructured learning environments. High- and low-intelligence college students' thinking-aloud protocols were analyzed on quality of working method. Results indicated that both intellectual ability and working…
Descriptors: Cognitive Ability, Cognitive Style, College Students, Computer Simulation