Showing papers in "Elementary School Journal in 1994"
TL;DR: In this article, a model for supporting teachers focuses on a dynamic interplay of collaboration, enactment, and reflection, and teachers collaborate with peers, university personnel and experts in content and technology to discuss information and ideas.
Abstract: We describe our collaborative work on project-based instruction with middle school teachers. Grounded in constructivist theory, project-based instruction affords many possibilities for transforming classrooms into active learning environments. To make the theory concrete and accessible to teachers, we delineate features. Students' investigations are organized around a driving question, which is authentic and encompasses substantial content. In attempts to find answers to the questions, students collaborate with each other, develop artifacts, and use technological tools. Because project-based instruction entails considerable changes in classroom practices, we detail associated challenges in enactment. Derived from the teacher development literature, our model for supporting teachers focuses on a dynamic interplay of collaboration, enactment, and reflection. Teachers collaborate with peers, university personnel, and experts in content and technology to discuss information and ideas. They plan and enact proj...
480 citations
TL;DR: In this paper, case studies demonstrate how 4 middle grade teachers addressed the challenges and dilemmas of enacting project-based science in their classrooms, including student collaboration and ownership and the use of technology.
Abstract: The case studies in this article demonstrate how 4 middle grade teachers addressed the challenges and dilemmas of enacting project-based science in their classrooms. The teachers attempted to enact several common features of project-based science, including student collaboration and ownership and the use of technology. The 4 teachers faced dilemmas with respect to balancing their use of time and content coverage with granting students autonomy. They also needed to solve the problems of addressing their district's curriculum while engaging their students in project-based science and of maintaining order as they attempted this new approach to teaching science. Project-based science was presented as a way to think about innovative instruction by providing a possible means of enactment and not a method. We found that the potential of project-based science could be realized through teachers' collaborative work with peers, enacting projects in their classrooms, and reflecting on their enactments. We also found ...
183 citations
TL;DR: In this paper, the authors describe how teachers learn to enact an instructional program based on constructivist theory in their classrooms, project-based science, and how these activities contributed to a change in teachers' understanding and practice.
Abstract: We draw conclusions regarding how 5 teachers learned to enact an instructional program based on constructivist theory in their classrooms, project-based science. We describe how the teacher-researcher collaborative activities unfolded, based on a model of teacher change that focused on cycles of collaboration, enactment, and reflection and how these activities contributed to a change in teachers' understanding and practice. Collaboration developed slowly and was successful when both teachers and researchers benefited with respect to their different needs and concerns. Successful collaboration required that participants see themselves as a community with a shared investment in the endeavor. Enactment proved crucial to developing teachers' understanding of project-based science instruction and advancing collaborative conversations. Teachers' foci changed from concerns with fidelity of enactments, to strategies for dealing with challenges of implementing project-based science, to beginning exploration of und...
158 citations
TL;DR: In this paper, a middle school science teacher's attempts to understand and enact project-based instruction-a non-prescriptive, nonlinear approach grounded in constructivist theory-were described.
Abstract: This article provides an in-depth examination of 1 middle school science teacher's attempts to understand and enact project-based instruction-a nonprescriptive, nonlinear approach grounded in constructivist theory. The teacher is a member of our research team. We focus on her emerging visions of project-based instruction and describe some of her beliefs about teaching, learning, and the nature of science that influenced her learning to enact project-based instruction. We detail the challenges the teacher faced in enacting 2 projects, as well as the dilemmas she faced as some of her previous beliefs about teaching and learning came into conflict with her emerging understanding of the premises underlying project-based instruction. Throughout, we discuss how the dynamic interplay of collaboration, enactment, and reflection and the teacher's role as a respected collaborator with other teachers and university staff influenced her learning. We suggest that the teacher's role as a collaborator and multiple oppor...
100 citations
TL;DR: For example, this paper found that "giving explanations", "receiving explanations", as well as "giving and receiving other help" positively correlated with achievement gains in a 3-week unit.
Abstract: Students (N = 101) in 3 classrooms in grades 3-5 were taught math concepts in cooperative learning groups of 5-6 students for a 3-week unit. The 3 teachers involved received 9 2-hour training sessions on using cooperative learning during the 5 months prior to the study. Pre- and posttests of achievement were administered. Helping behaviors were taught to students for 3 weeks before the math unit and continued to be reinforced during the ensuing 3 weeks. Each student team was videotaped for 30 minutes over the 3-week period while it was engaged in math teamwork. The helping behaviors of each student were coded into 8 categories. Results showed that "giving explanations," "receiving explanations," as well as "giving and receiving other help" positively correlated with achievement gains. There was a negative correlation between "receiving no help after requesting it" and achievement. These results held for both boys and girls in all 3 grades. High achievers gave more explanations and other help than middle o...
96 citations
TL;DR: In this article, the mathematical beliefs and achievement of 62 students in grades 1-6 from 1 school where teachers were participating in a project to improve mathematics teaching were investigated, most of whom were from lower and lower-middle socioeconomic families.
Abstract: In this study we considered the mathematical beliefs and achievement of 62 students in grades 1-6 from 1 school where teachers were participating in a project to improve mathematics teaching. Students, most of whom were from lower and lower-middle socioeconomic families, were interviewed about whether they liked school and mathematics, whether their parents helped them with schoolwork, whether they were confident of their abilities in mathematics, whether they felt mathematics was useful, and whether they felt all children had the ability to learn mathematics. Students were also tested for computation and problem-solving ability. Trends that emerged for this sample included (a) students in the upper-elementary grades were able to articulate their beliefs more clearly than students in the lower grades, (b) students who enjoyed mathematics were also confident of their ability in mathematics, (c) students with moderate achievement were just as confident of their abilities as high achievers, (d) most students...
81 citations
TL;DR: In this article, a theory of developmental spelling that has evolved from qualitative research on children's invented spelling is presented, and an alternative approach to spelling instruction, called word study, is discussed within the context of several minilessons about examining words by sound, within-word patterns, and meaning.
Abstract: This article outlines a theory of developmental spelling that has evolved from qualitative research on children's invented spelling. We show how an analysis of students' invented spellings can inform teachers when to teach what. Examples of 3 students' (ages 6, 8, and 14) invented spellings are provided, and an alternative approach to spelling instruction, called word study (word sorting, picture sorting, word hunting), is discussed within the context of several minilessons about examining words by sound, within-word patterns, and meaning.
78 citations
TL;DR: In this paper, student-teacher interactions were recorded, and teachers' rankings of students' predicted achievement, as well as students' achievement test scores, were obtained, and 32 "silent" students were identified and interviewed.
Abstract: This exploratory study examined student-teacher interactions in a team of 4 sixth-grade teachers and their 101 students in 1 middle school. Student-teacher interactions were recorded, and teachers' rankings of students' predicted achievement, as well as students' achievement test scores, were obtained. 32 "silent" students were identified and interviewed. Results indicated that silent students were not significantly different from other students with respect to gender, race, or achievement. Although teachers tended to distribute their questions equitably across all students, silent students attempted to avoid classroom interactions whenever possible. Silent students appeared to use their silence as a means to control the classroom environment and avoid taking risks.
60 citations
TL;DR: This paper examined a third-grade teacher's portfolio, along with her reflections on how the project influenced her teaching and thinking, and used self-report data from 18 other teachers to extend this teacher's reflections on the pedagogical and non-pedagogical effects of the teacher portfolio.
Abstract: 24 third- and fourth-grade teachers constructed portfolios of their literacy teaching for a school year, documenting, among other things, their literature and writing instruction and their student assessment practices, then convened in June for 2 days of portfolio follow-up exercises at an assessment center. This article examines 1 third-grade teacher's portfolio, along with her reflections on how the project influenced her teaching and thinking. I use self-report data from 18 other teachers to extend this teacher's reflections on the pedagogical and nonpedagogical effects of the teacher portfolio. Teachers reported using more varied strategies for assessing student progress and improvement in planning and adapting literature-based language arts instruction. They also reported enhanced reflection about teaching, self-confidence, and sense of collegiality. The collection and construction of instructional artifacts, along with opportunities for social interaction in the project, appear to have promoted teac...
56 citations
TL;DR: This article examined the relation between teachers' beliefs about the importance of good student work habits and teachers' reports of their responsiveness to student academic performance during planning and the academic growth of 2 students at different achievement levels within each classroom.
Abstract: The purpose of this study was to examine the relation between teachers' beliefs about the importance of good student work habits and (a) teachers' reports of their responsiveness to student academic performance during planning and (b) the academic growth of 2 students at different achievement levels within each classroom. Teachers' beliefs were measured (using a 9-item scale) among 121 general educators (grades 1-6), each of whom taught reading or math to a group of students that included at least 1 student with a learning disability. Teachers who scored .99 standard deviations above the mean (N = 24) were designated as having strong beliefs about the importance of good work habits; teachers scoring .99 standard deviations below the mean (N = 18) constituted a group with less strong beliefs. For these 42 teachers, we measured teacher responsiveness to student performance during planning (using 5 scale items) as well as the academic achievement of 1 learning-disabled and 1 average-achieving student in thei...
45 citations
TL;DR: In this paper, the authors describe their experiences using the project-based science approach with two groups of seventh-grade students and analyze how successfully the implementation of the units exemplified the projectbased model.
Abstract: This article describes my experiences using the project-based science approach with 2 groups of seventh-grade students. I explain why I joined 10 veteran teachers and a group of university researchers in an effort to enhance the teaching of science. After identifying the key features of project-based science and describing the content and activities of the 2 project-based science units I taught, I discuss challenges I faced in implementing this approach. Time management presented the greatest difficulty. This included constraints imposed by district curriculum requirements, class period length, planning preparations, technology and telecommunication problems, and unit deadlines. Student collaboration and team cohesiveness also posed problems. I analyze how successfully the implementation of the units exemplified the project-based model. In the final sections I compare the strengths and weaknesses of my project-based and traditional science instruction. I decide that the "dividends" of project-based scienc...
TL;DR: For instance, the authors found that students' reported personal experiences changed with increased exposure to their small group and were differently-adaptively-reconstructed upon delayed reflection, and that group gender configuration emerged as an important dimension in student's reported helping behavior and affective experiences.
Abstract: Fourth graders (N = 112; 50 boys and 62 girls) from 4 classrooms participated in research on students' affective experiences and achievement outcomes in small-group learning in mathematics. Teachers designed and implemented a study that examined students' reported affective experiences in small groups associated with individual gender and group gender configuration. Students' reported experiences and achievement were assessed after each of 6 lessons and again after a 10-day delay. In general, students' reported personal experiences changed with increased exposure to their small group and were differently-adaptively-reconstructed upon delayed reflection. There were no results associated with individual student gender; group gender configuration emerged as an important dimension in students' reported helping behavior and affective experiences. Considerations based upon these and other results are offered that might be useful for teachers as they plan, enact, or reflect on their experiences with small-group ...
TL;DR: The authors examined 6 aspects of the vocabulary instruction presented prior to reading in 2 basal reading series, published by D. C. Heath and Silver Burdett and Ginn, including the importance of the words taught, the relative difficulty of those taught and some of those not taught, and the extent to which context revealed the meaning of words taught.
Abstract: This study examined 6 aspects of the vocabulary instruction presented prior to reading in 2 basal reading series, published by D. C. Heath and Silver Burdett and Ginn. We examined the following aspects: (1) the goals and the general description of the vocabulary instruction the basals gave; (2) the importance of the words taught, the relative difficulty of those taught and some of those not taught, and the extent to which context revealed the meaning of the words taught; (3) the difficulty of the words identified for instruction as indicated by the performance of 59 fourth graders and 57 sixth graders on a vocabulary test; (4) the difficulty of these same words as suggested by their frequency; (5) the methods of vocabulary instruction used in the basals; and (6) 4 teachers' ability to predict students' knowledge of the vocabulary identified for instruction. Results indicated that the Silver Burdett and Ginn series provides a reasonable but brief rationale and general description of its vocabulary instruct...
TL;DR: In this article, a knowledge-utilization framework was adapted and guided collection and analysis of data from 72 interviews with 7 school administrators and 31 teachers in 3 exemplary Canadian elementary schools.
Abstract: We sought to understand in teachers' words the nature and consequences of joint work. A knowledge-utilization framework was adapted and guided collection and analysis of data from 72 interviews with 7 school administrators and 31 teachers in 3 exemplary Canadian elementary schools. The schools were considered exemplary because each had scored high on a previous inservice project on enhancing students' decision-making skills. Our interviews confirmed that they were exemplary schools. Findings suggest that instrumental use of knowledge and support for teacher decision making tended to be limited to information exchange, joint planning, and participatory interactions. Conceptual advantages were also derived from such encounters but were more strongly associated with deeper levels of joint work. Salient examples included more efficient communication and development of shared meaning about program implementation, improved teacher efficacy, a sense of belonging, and enhanced understanding of students. We conclu...
TL;DR: This paper examined 16 kindergartners' attitudes and beliefs concerning gender-appropriate roles and career aspirations and found that even as young children, the girls selected traditional female careers, while the boys selected traditional male careers.
Abstract: This article describes 2 qualitative action research studies in which I examined 16 kindergartners' attitudes and beliefs concerning gender-appropriate roles and career aspirations. The first study involved 8 of my own students from an upper-middle-class neighborhood; students in the second study were from lower-middle-to lower-class families. In both studies students answered a series of interview questions related to their gender beliefs and attitudes; designated 7 occupations on a pictorial chart as appropriate for males, females, or both; and drew pictures of themselves in a uniform depicting their career choices. Results indicated that even as kindergartners, the girls selected traditional female careers. Activities and ideas are suggested for classroom teachers who want to create gender-equitable environments that might allow girls a vision of themselves in a wide variety of careers.
TL;DR: The Success for All (SFA) program as discussed by the authors was designed to bring every student to grade level in reading by third grade, including individualized tutoring, regrouping across grades into homogeneous reading classes, smaller reading classes and family support.
Abstract: The Success for All (SFA) program is designed to bring every student to grade level in reading by third grade. Key elements include individualized tutoring, regrouping across grades into homogeneous reading classes, smaller reading classes, family support, and a comprehensive reading program incorporating phonics and whole-language methods. In the present study, first-year influences of the program on the reading achievement of 109 students in kindergarten through second grade relative to 111 matched control students in 1 school were evaluated. Individual reading test results for the SFA students indicated significant advantages on 2 out of 3 tests (word identification and word attack) at the kindergarten level. First-grade SFA students in the lowest-achieving 25% surpassed their control counterparts on silent reading tests but not on other tests. No differences were found for second graders, and there were no program effects on standardized achievement test scores. Surveys, interviews, and classroom obse...
TL;DR: In this paper, the authors examined the effects of a multicomponent school reform process, where 12 elementary school principals received instruction in using a participatory change process with their schools' staff, along with a host of strategies for instructing and organizing services for remedial and special education students.
Abstract: In this study we examined the effects of a multicomponent school reform process. In the first stage, 12 elementary school principals received instruction in using a participatory change process with their schools' staff, along with a host of strategies for instructing and organizing services for remedial and special education students. In the second stage principals (1) led their schools' staff in an assessment of students' needs and worked with teachers in decision making and planning to redesign services for low-achieving students, until (2) school staff reached consensus on a reform plan, and then (3) obtained assistance and training requested by their staffs. In the third stage, schools implemented the new program for 1 year. Measures of teachers' perceptions, students' achievement, and teachers' ratings of student behavior were obtained from 72 teachers and 1,362 students in 12 experimental schools and from 76 teachers and 1,062 students in 10 control schools. Results indicated that the intervention ...
TL;DR: In this paper, a tracking system in a large urban school system was examined with respect to how classroom conditions, resources, and teaching methods compared in 20 remedial and 20 regular tracked first-grade classes.
Abstract: A tracking system in a large urban school system was examined with respect to how classroom conditions, resources, and teaching methods compared in 20 remedial and 20 regular tracked first-grade classes. An assumption of the program was that the smaller size (17.9 vs. 20.5) of remedial classes and greater instructional time for math and reading would facilitate use of individualized and adaptive teaching methods. Using a systematic observation procedure, 160 1-hour observations were made using the following design: 20 schools × 2 tracks × 2 subjects (reading and math) × 2 visits (per subject, for each teacher). In addition, a 61-item survey of the 40 teachers of the observed classes was used to compare teachers' attitudes toward teaching, perceptions of the effectiveness of different teaching methods, and attributions for students' success or failure. Findings showed that teaching methods (e. g., direct instruction, cooperative learning, work centers, tutoring) and activities frequently varied across math...
TL;DR: In this article, the authors consider the various meanings of action research both historically and as it is currently manifested and draw parallels between this lack of voice and the "silencing" some researchers have witnessed in adolescent girls.
Abstract: In this article I consider the various meanings of action research both historically and as it is currently manifested. In attempting to define action research and to use it for the diverse goals of teacher professionalization, improved knowledge, and social justice, university researchers have sometimes overlooked teachers' struggles with implementation and outside expectations. In particular, in action research efforts there is often a lack of teacher "voice," a term others have used metaphorically to describe women's ways of knowing. I draw parallels between this lack of voice and the "silencing" some researchers have witnessed in adolescent girls. I refer to a National Science Foundation project on enhancing teacher professionalism on which I worked and to my own struggle in guest editing this special issue for examples to support my claims.
TL;DR: This paper described and categorized the ways in which 4 first graders (2 good and 2 poor spellers) from 2 classrooms used and talked about their spelling knowledge during a formal spelling test and an informal writing activity.
Abstract: This study described and categorized the ways in which 4 first graders (2 good and 2 poor spellers) from 2 classrooms used and talked about their spelling knowledge during a formal spelling test and an informal writing activity. Qualitative data included audiotapes of "talk-alouds" and interviews with the students, written spellings that students produced, and field notes documenting informal conversations with the students' teachers and classroom observations. The data revealed 3 categories of spelling knowledge: (1) developmental stage spelling knowledge suggested by the written spellings, (2) verbalized developmental stage spelling knowledge, and (3) verbalized spelling knowledge not suggested by the written spellings. 10 subcategories of spelling knowledge were defined from the data. Patterns that emerged from the data suggest that students' spelling knowledge in a specific sub-category was related to spelling ability and spelling task.
TL;DR: This paper explored the effects of school structure and the peer group on students' bonding to middle school and found that black students demonstrated a split loyalty to their peer group and their homeroom teacher, and these two forces were often in conflict.
Abstract: Through action research, I explored the effects of school structure and the peer group on students' bonding to middle school In particular, I examined whether students in a multiage house design, one in which they have the same teacher for 3 years, have a stronger connection to their school The results of surveys and interviews with 10 students (5 who had been with the same teacher for 2 years and 5 students who were new to the school), 9 teachers, and 4 sets of parents from a middle school identified some of the dynamics that influence African-American students' bonding In particular, students demonstrated a split loyalty to their peer group and their homeroom teacher, and these two forces were often in conflict I discuss how school structure and peer influences can interact to affect students' sense of belonging to school and how schools have to work to develop strong bonds and offer alternatives to encourage black students' school success
TL;DR: In this article, a study was conducted in my seventh-grade Future Problem Solving (FPS) class, where the authors implemented activities (e.g., empathic listening, negotiation skills, cooperative structures) designed to promote a more congenial, less competitive classroom atmosphere.
Abstract: This study was conducted in my seventh-grade Future Problem Solving (FPS) class. Future Problem Solving is a national program in which students work in teams of 4 to solve problems related to futuristic issues (e. g., nuclear waste, world hunger). After using FPS at the middle school level for 2 years, I became concerned that my students had become too competitive and that their interpersonal relationships suffered as a result. Based on the principles outlined in Stephen Covey's book The 7 Habits of Highly Effective People, I implemented activities (e. g., empathic listening, the practice of negotiation skills, cooperative structures) designed to promote a more congenial, less competitive classroom atmosphere. Results obtained through student surveys and questionnaires, teammate preference sheets, student interviews, and a teacher daily journal of observations were mixed. 26 of 28 students indicated that they enjoyed the activities. The majority of students felt positive about themselves and their accompl...
TL;DR: The authors investigated the effects of science curricula organized around topical (a collection of concepts or descriptions) and causal (superordinate principles directly related to underlying concepts) styles of discourse and found that students who were taught with material employing the causal style of discourse had significantly better retention of facts and...
Abstract: This study investigated the effects of science curricula organized around topical (a collection of concepts or descriptions) and causal (superordinate principles directly related to underlying concepts) styles of discourse. The curricula were revised to control for number of concepts and amount of vocabulary, and numerous audiovisual materials (videodisc, films, and slides) were used throughout the study. This research attempted to extend prior work on discourse styles by substantially lengthening the intervention and controlling for students' background knowledge. The intervention involved 6 weeks of earth science materials. 46 eighth graders and 2 teachers participated in the study. All students were taught the same background knowledge for 4 weeks prior to the intervention and were randomly assigned to 1 of the 2 discourse groups. Posttests and maintenance tests indicated that students who were taught with material employing the causal style of discourse had significantly better retention of facts and ...
TL;DR: In this article, a 10-day course was conducted during the first two weeks of school to teach Russian first graders to cooperate with each other and with their teacher, which showed significant differences favoring students in the experimental class compared to students in control classes, in decentration as an ability to account for actions of a partner; initiative in obtaining missing information from an adult or a peer; readiness to coordinate a plan of cooperative problem solving.
Abstract: A 10-day course was conducted during the first 2 weeks of school to teach Russian first graders to cooperate with each other and with their teacher. Students from 1 class in 1 Moscow school formed the experimental group (N = 32). 3 classes from 3 other Moscow schools comprised the control groups of 26, 26, and 34 students, respectively. The course consisted of 30 lessons (30-40 minutes long) to teach children skills of cooperative problem solving that are essential for their subsequent learning and interaction with teachers, peers, and self. To evaluate the effects of this course, 4 tests were used to measure different facets of the students' capacity for intellectual, social, and emotional decentration. Results showed significant differences favoring students in the experimental class, compared to students in control classes, in decentration as an ability to account for actions of a partner; initiative in obtaining missing information from an adult or a peer; readiness to coordinate a plan of cooperative...
TL;DR: In this paper, the authors attempted to find the effects of collaborative test taking on student mathematics retention by using 4 third-grade classes from one school in St. Louis, Missouri.
Abstract: In 2 studies I attempted to find the effects of collaborative test taking on student mathematics retention. 4 third-grade classes from 1 school were used as the test group each year for 2 years. The school, located in an inner suburb of St. Louis, Missouri, is approximately 90% African-American, and most students are primarily of lower socioeconomic status. Students were taught 1 lesson, tested initially, and then retested (delayed posttest) 1 week later to determine retention. The procedure created 4 conditions prior to the individual delayed posttest: (1) small-group instruction with initial collaborative testing; (2) small-group instruction with individual initial testing; (3) whole-class instruction with collaborative initial testing; (4) whole-class instruction with individual initial testing. Study 1 findings showed that collaborative testing promoted retention. Results of the second study, however, contradicted the initial findings.
TL;DR: In this article, the authors compared the effectiveness of two instructional conditions in a first grade math class and found that the two procedures were associated with divergent instructional processes and that supplemental practice with peers increased students' active responding and acquisition of content.
Abstract: In this study we compared the effectiveness of 2 instructional conditions in a first-grade math class. Both conditions adhered to the direct instruction model. One condition was composed entirely of teacher-directed activities, whereas a second condition included a supplemental peer practice activity. We used an ABAB reversal design to compare effects of both conditions on the following outcomes for the teacher and 4-5 low achievers: (1) instructional processes, (2) the quality of 4 students' responding or participation, and (3) 5 students' acquisition of daily academic content. Results indicated that the two procedures were associated with divergent instructional processes and that supplemental practice with peers increased students' active responding and acquisition of content.
TL;DR: This paper used group grading in an effort to increase cooperation among group members and the mathematics test scores of low achievers in work groups of 3-5 members, and found that group grading was more effective with students who enjoyed working in groups and who accepted this method of assessment.
Abstract: This article describes 2 studies I conducted with my fourth-grade students. I used group grading in an effort to increase cooperation among group members and the mathematics test scores of low achievers in work groups of 3-5 members. The tests included 4 quizzes and 1 chapter test involving fractions. Because students in the 2 studies differed in attitude, results were inconsistent. Many students in the first study enjoyed working in groups and helping each other. Students in the second study on the whole did not enjoy group work and preferred an individual grade. Group grading was more effective with students who enjoyed working in groups and who accepted this method of assessment.
TL;DR: Several critical elements have nurtured the growth of classroom action research in the Madison Metropolitan School District, and the implications may be helpful to other districts interested in establishing an active action research program as mentioned in this paper.
Abstract: Several critical elements have nurtured the growth of classroom action research in the Madison Metropolitan School District, and the implications may be helpful to other districts interested in establishing an active action research program. In this article we describe the background and context of how action research has grown in the district, the organization and process being used to help teachers and principals work on their research questions, the value of the experience as perceived by the participants, and some lessons we have learned about implementing action research in our school district. This is Madison's story, but aspects of it could easily apply to other districts.
TL;DR: This article described an intervention that a third grade teacher and I designed in which I (a principal) taught math to a group of 4 underachieving students in her classroom 2 days a week for 8 weeks.
Abstract: This article describes an intervention that a third-grade teacher and I designed in which I (a principal) taught math to a group of 4 underachieving students in her classroom 2 days a week for 8 weeks I describe my influence on the entire class of 15 students, as well as on the 4 low achievers, based on my own and the teacher's informal observations and students' survey responses The 4 target students' achievement improved negligibly, but their behavior and work habits improved noticeably Survey responses indicated that most students viewed my presence in the classroom favorably
TL;DR: The authors explored the relations of emotion, cognition, and inner speech to each other and to context 2 questionnaires (Achenbach's Teacher's Report Form and the Contextual Teacher Questionnaire) were used to determine interpersonal style group membership for 24 students in 1 fifth-grade classroom 3 groups were defined by the teacher's questionnaire ratings of students' characteristic social behavior in two contexts-that is, with peers and teacher Group 1 students behaved positively in both contexts, group 2 mixed, group 3 negatively Students were interviewed about 6 vignettes describing aggressive, withdrawn, and adaptive situations; vign
Abstract: This multimethod qualitative research explored the relations of emotion, cognition, and inner speech to each other and to context 2 questionnaires (Achenbach's Teacher's Report Form and the Contextual Teacher Questionnaire) were used to determine interpersonal style group membership for 24 students in 1 fifth-grade classroom 3 groups were defined by the teacher's questionnaire ratings of students' characteristic social behavior in 2 contexts-that is, with peers and teacher Group 1 students behaved positively in both contexts, group 2 mixed, group 3 negatively Students were interviewed about 6 vignettes describing aggressive, withdrawn, and adaptive situations; vignettes depicted structured or unstructured situations Students were observed during reading group and recess In addition to quantitative analyses, I used qualitative analysis to examine important patterns of quantitative results within and across groups Results suggested the necessity of understanding students' adaptive behavior in context