This study explores how observed emotion-focused teaching in preschool classrooms differs across classroom activity settings. Forty-three teachers were observed across several mornings. A total of 1,604 video cycles were coded for levels of emotion-focused teaching (e.g., total, modeling, responding, and instructing) and their activity settings…

Journey with a third-grade community of writers as they develop their writing identities and abilities in a responsive approach to writers' workshop. Instruction is framed around the writers' workshop approach, where students' choice and voice are centered within extended periods of time for writing, alongside daily mini-lessons addressing the…

Barriers to well-being detract from teachers' effectiveness, however there is limited understanding of exactly how this occurs. We explored whether fourth grade teachers' (N=65) burnout symptoms related to their lesson length in mathematics, science, and English Language Arts, and to time in each of three classroom groupings. Multiple regression…

There is little evidence of how differentiated instruction is being implemented, if at all, in low- and middle-income contexts, which often have unique challenges such as availability of resources and large class sizes. In this paper, we present the results of a qualitative study in eight multigrade preprimary classrooms in Kenya. We used…

Diverse student populations with varying learning skills and linguistic barriers exist throughout elementary and higher education settings. Poorer learning outcomes are observed when students are not engaged or motivated to learn. This study aimed to determine techniques used in the classroom such as discussion and debate, research and inquiry or…

Adaptive learning systems personalize instruction to students' individual learning needs and abilities. Such systems have shown positive impacts on learning. Many schools in the United States have adopted adaptive learning systems, and the rate of adoption in China is accelerating, reaching almost 2 million unique users for one product alone in…

Guided reading is a teaching practice many teachers utilize to provide differentiated reading instruction to small groups of learners. During guided reading, students read instructional leveled texts with teacher support. This research synthesis examines student-centered outcomes resulting from guided reading instruction over 20 years spanning…

This study investigated how 15 kindergarten teachers from one school district implemented small-group Guided Reading (GR). Analysis of video recordings indicates substantial differences in how GR was conducted, with none of the teachers fully implementing GR as conceptualized by Fountas and Pinnell (2012). Consistency across teachers was limited…

This research explores how picturebooks can enhance ecocritical awareness and sustainable attitudes among 97 primary school children aged 8-9 in a Spanish school. The study includes 24 reading sessions in three formats: individual, small group, and adult-mediated. The selection of the corpus for children's readings aligns with theoretical studies…

This study examined the remote learning activities children born very preterm (VPT; gestational age [less than or equal to] 30 weeks) received, compared with children born full term (FT; gestational age [more than or equal to] 37 weeks), during the COVID-19 pandemic. Parents of 5- to 6-year-olds born VPT (n = 33) and FT (n = 33) reported on the…

Culturally sustaining pedagogy (CSP) that builds on and sustains students' cultural and linguistic practices is important for students' academic achievement and identities. While CSP is applicable to any content area, a critical time to incorporate it is during differentiated reading groups--small-group contexts that provide explicit code-based…

Over the last three decades, educational researchers and policymakers have increasingly promoted instructional strategies that centralize group work in mathematics. One difficulty teachers face in implementing group-based instruction in mathematics involves facilitating meaningful group interaction amongst students. In this paper, we explore…

Over three decades ago, National Council of Teachers of Mathematics (NCTM, 1991) proposed that "for students to develop the ability to formulate problems, to explore, conjecture, and reason logically, to evaluate whether something makes sense, classroom discourse must be founded on mathematical evidence" (p. 34). As math interventionists…

Purpose: The purpose of the current application paper is to integrate previous literature with recent results from practitioners on effective practices for utilizing small groups in the leadership classroom. Design/methodology/approach: We use these integrated findings to innovate practice on maximizing the role of undergraduate teaching…

Educational robots have unrivaled advantages and value in developing students' computational thinking. Currently, there are fewer studies on the overall effects of educational robots on K12 students' computational thinking, especially at the instructional style and cross-grade level. In order to investigate the overall effect of educational robots…