Showing papers in "Elementary School Journal in 2022"
TL;DR: In mathematics, the keyword strategy involves identifying a keyword and using that keyword to determine the operation needed to find a word problem's solution as mentioned in this paper , which is called keyword strategy in mathematics.
Abstract: In mathematics, the keyword strategy involves identifying a keyword and using that keyword to determine the operation needed to find a word problem’s solution. We analyzed 747 high-stakes released items across grades 3, 4, 5, 6, 7, and 8. Of these, 57 items did not involve written text. Of the 690 text-based items, we classified 69% as directive word problems and 31% as routineword problems. For all 690 items, we identified any keywords appearing in the text of the word problem. We categorized the 214 routine word problems by schema. We identified keywords within these problems and determined whether a keyword and its implied operation matched the correct problem solution. For single-step routine word problems, we determined that keywords featured within the problem led to a correct problem solution with less than a 50% match rate. For multistep routine word problems, the match rate was less than 10%.
11 citations
TL;DR: In this paper , the authors combined archived video data on classroom teaching collected in 2010 with new video data collected in 2018 to conduct a pre/postexamination of the extent to which this corpus of lessons showed the kinds of key shifts in ELA instruction called for by the Common Core State Standards (CCSS) for English language arts (ELA).
Abstract: The Common Core State Standards (CCSS) for English language arts (ELA) called for several “key shifts” in classroom instructional practice. This study combined archived video data on classroom teaching collected in 2010 with new video data on classroom teaching collected in 2018 to conduct a pre-/postexamination of the extent to which this corpus of lessons showed the kinds of key shifts in ELA instruction called for by the CCSS. The data presented in the article show meaningful time trends consistent with some, but not all, of the key shifts in ELA instruction called for by the CCSS. These findings are discussed in light of the goals of the study and prior research on post-CCSS instruction in classrooms across the country.
6 citations
TL;DR: In this paper, three studies examined if teachers' beliefs about writing predicted their efficacy to teach writing and found that these three sets of beliefs each accounted for unique variance in predicting teacher efficacy at each location.
Abstract: Three studies examined if teachers’ beliefs about writing predicted their efficacy to teach writing. We surveyed primary grade teachers from Taiwan (N = 782), Shanghai (N = 429), and the United States (N = 214). At each location, teachers completed surveys assessing attitudes toward writing and the teaching of writing, beliefs about students’ progress as writers, and epistemological beliefs about writing instruction, writing development, and writing knowledge. We examined if each of these beliefs made unique and statistically significant contributions to predicting efficacy to teach writing after variance due to all other predictors, as well as personal and contextual variables, was controlled. With one exception, these three sets of beliefs each accounted for unique variance in predicting teacher efficacy at each location. There was, however, variability in unique variance in teacher efficacy scores accounted for by specific beliefs across locations and the factor structure of various measures by location.
4 citations
TL;DR: This paper used a large (n = 1,745) random stratified cluster sample of elementary students across grades 1-5 to understand student equivalence knowledge using a large dataset and found that few students hold relational views of the equal sign and many students exhibit various misconceptions when solving equivalence items.
Abstract: Research in the area of equivalence and the equal sign dates back decades, demonstrating students often possess misconceptions concerning the meaning of equivalence and the equal sign. Students often understand the equal sign to mean the answer comes next (i.e., an operational definition) instead of the same as (i.e., a relational definition). However, very few, if any, of these studies utilized random samples or large sample sizes, or collected data across all elementary grades to better understand these issues. The purpose of this study was to therefore replicate earlier work to better understand student equivalence knowledge using a large (n = 1,745) random stratified cluster sample of elementary students across grades 1–5. The results corroborated the findings of other researchers, determining that few students hold relational views of the equal sign, many students exhibit various misconceptions when solving equivalence items, and knowledge primarily improves across the elementary grades.
3 citations
TL;DR: The authors examined the nature of micropolitical strategies coaches reported using to gain entry to work with teachers in classrooms and identified 41 individual access-granting strategies that coaches leveraged and clustered them into six broad categories: relational strategies, structural strategies, direct offers, indirect strategies, cloaked coaching strategies, and pitching in strategies.
Abstract: Coaches are called upon to provide productive, job-embedded professional development for teachers, but their capacity to do so hinges on gaining access to classrooms. Teachers typically have autonomy over whether, when, and for what they give coaches access to their practice, because, although coaches are viewed as instructional leaders, they lack positional authority over teachers. How coaches navigate the political task of gaining access to classrooms has yet to be systematically explored. Drawing on interviews with 28 content-focused (mathematics, literacy, and technology) coaches in one school district, this study examines the nature of micropolitical strategies coaches reported using to gain entry to work with teachers in classrooms. We identified 41 individual access-granting strategies that coaches leveraged and clustered them into six broad categories: relational strategies, structural strategies, direct offers, indirect strategies, cloaked coaching strategies, and pitching in strategies. Implications for school districts and research are discussed.
3 citations
TL;DR: The authors examined features of texts across three grade bands (kindergarten, early first grade, and final first grade) and the 10 GRLs within these bands, and found that intervention texts had lower decoding and MLWF demands than core or content-area texts.
Abstract: Texts classified according to guided reading levels (GRL) are ubiquitous in US beginning reading classrooms. This study examined features of texts across three grade bands (kindergarten, early first grade, final first grade) and the 10 GRLs within these bands. The 510 texts came from three programs with different functions in beginning reading instruction: core, intervention, and content areas. Text features were decoding, semantics, structure, and syntax from the Early Literacy Indicators system, mean sentence length (MSL) and mean log word frequency (MLWF) from the Lexile Framework, and word count. Five variables predicted GRLs of texts: semantics, structure, syntax, MSL, and word count. Differences in decoding and MLWF across grade bands were few and neither variable predicted levels of texts. Intervention texts had lower decoding and MLWF demands than core or content-area texts. Implications of a lack of discernible progressions in decoding and MLWF are discussed.
3 citations
TL;DR: In this article, the authors synthesize 48 research studies about science talk in elementary classrooms to inform the development of supports for teachers and found that characteristics of high-quality elementary science talk include that it (1) supports equitable student participation and engagement, (2) supports deepening of science understandings within and across activities, and (3) develops disciplinary literacy for science.
Abstract: In this systematic literature review, we synthesize 48 research studies about science talk in elementary classrooms to inform the development of supports for teachers. Our findings suggest that characteristics of high-quality elementary science talk include that it (1) supports equitable student participation and engagement, (2) supports deepening of science understandings within and across activities, and (3) develops disciplinary literacy for science. Within each of these characteristics, we found patterns in instructional practices that promoted high-quality science talk, including discipline-neutral practices, such as ensuring that students feel valued as members of the classroom community, as well as science-specific strategies, such as providing students purposeful opportunities to engage in science practices like argumentation. Although these studies provide evidence that teachers can support high-quality science talk in elementary classrooms, we discuss that without a system of supports based on these findings, this type of science talk is unlikely to occur.
2 citations
TL;DR: This paper conducted a qualitative examination of survey and interview data from principals and teachers in 17 states and found that SLO measures took time away from more valued efforts to improve their schools, and that principals believed SLO took away from valuable efforts of improving their schools.
Abstract: Since US state policy makers reformed their teacher evaluation systems in the mid-2010s, the scholarly literature has paid little attention to the classroom-level measures of student learning growth that many states repurposed as teacher performance measures. This study addresses the gap by documenting teachers’ and principals’ experiences with the measures commonly known as student learning objectives (SLOs). After conducting a qualitative examination of survey and interview data from principals and teachers in 17 states, the author echoes critics’ concerns that SLOs are a flawed means for determining teachers’ effectiveness. Although proponents presented SLOs as a flexible and empowering evaluation alternative, districts’ attempts to standardize the often-manipulated performance measures alienated teachers. Many principals believed SLOs took time away from more valued efforts to improve their schools. The article concludes with a discussion about managing the difficult balance between holding teachers accountable and supporting their growth.
2 citations
TL;DR: This paper examined malleable factors associated with the reduction of language, achievement, and social-emotional development gaps among Black, Latine, and White children at the end of kindergarten.
Abstract: Using data from a Midwest project, this study examines malleable factors associated with the reduction of language, achievement, and social-emotional development gaps among Black, Latine, and White children at the end of kindergarten. Gaps at the end of kindergarten between Latine and White children in expressive language, and between Black and Latine children in teacher-reported problem behaviors, remained after controlling for pre-kindergarten attendance and skills, and child and family characteristics. The home-school connection was associated with reducing the gap between Black and Latine children in teacher-rated problem behaviors after the inclusion of all malleable factors. Parenting practices, home-school connection, and classroom environments were not associated with reducing Latine-White gaps in expressive language. These findings highlight that achievement gaps should not be solely attributed to children; they start before kindergarten and underscore the importance of intervening early and strengthening the home-school connection for children from minoritized groups.
2 citations
TL;DR: The authors define participation as a complex and situated phenomenon and argue that an initial step toward developing inclusive classrooms is for teachers and researchers to unlearn simplistic perspectives on participation, becoming learners of what it means to participate in particular contexts.
Abstract: Previous research on participation in mathematics classrooms has focused on adults’ perspectives, which overemphasize the role of talk. Drawing on sociocultural theory, I define participation as a complex and situated phenomenon. I describe a participatory research collaboration where a Spanish immersion third-grade teacher, and I brought the students’ and the teacher’s perspectives on participation into dialogue. A social semiotics analytical framework informed the exploration of multimethods focus groups with the students and an interview with the teacher. Teacher-researcher collaborative data analysis supported the emergence of three main participation-related aspects: (1) beginning to consider multiple characteristics of participation, (2) relocating participation in a dynamic between the social and the individual, and (3) rethinking the teacher’s role in participation. I argue that an initial step toward developing inclusive classrooms is for teachers and researchers to unlearn simplistic perspectives on participation, becoming learners of what it means to participate in particular contexts.
2 citations
TL;DR: This paper examined changes in the academic skills of children with disabilities, defined in terms of having an individualized education plan or receiving special education services, relative to peers without disabilities during the school year and summer months and found that inequality in learning rates between both groups tends to widen more during the early school years, particularly in kindergarten, than summer.
Abstract: Studies examining seasonal variation in academic skills for children have focused on learning loss or stagnation during the summer, particularly for students from low-income or minoritized racial and ethnic backgrounds. In this study, we expand the literature to focus on another student population that may be susceptible to summer learning loss: children with disabilities. Using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K:2011), we examined changes in the academic skills of children with disabilities—defined in terms of having an individualized education plan or receiving special education services—relative to peers without disabilities during the school year and summer months. Results indicate that inequality in learning rates between both groups tends to widen more during the early school years, particularly in kindergarten, than summer. One policy implication of the findings is schools may need to focus more on kindergarten transition for children with disabilities.
TL;DR: The authors investigated the interaction between teacher MCK and curriculum (Early Learning in Mathematics core kindergarten curriculum vs. business-as-usual curricula) on instructional behaviors and student mathematics achievement gains.
Abstract: Policy efforts in mathematics have focused on increasing teachers’ mathematics content knowledge (MCK), with the goal of increasing teacher quality and in turn increasing student mathematics learning. An alternative approach to increasing student mathematics achievement is to investigate curricula that can be effectively used by teachers with a range of MCK. Drawing from a large-scale study of kindergarten students (n = 2,598) and their teachers (n = 130), the current study investigated the interaction between teacher MCK and curriculum (Early Learning in Mathematics core kindergarten curriculum vs. business-as-usual curricula) on (a) instructional behaviors and (b) student mathematics achievement gains. Results indicated differential significant interactions across instructional behaviors and a small but negative effect of teacher MCK on student mathematics achievement gains. Implications for future research, policy, and practice are discussed.
TL;DR: The authors explored whether and how coaches deliberately coordinate multiple strategies to gain access to teachers' classrooms and practice, and they found that gaining access involved orchestrating a complex network of micropolitical strategies and propose an emergent model depicting how coaches coordinate access-granting strategies.
Abstract: For coaching to fulfill its promise as an effective teacher professional development model, coaches need access to teachers’ classrooms and practice. However, teachers largely have autonomy over whether, when, and how such access is granted. Previous research has identified the types of strategies coaches leverage to gain access, and in this study, we explore whether and how coaches deliberately coordinate multiple strategies to gain access. Drawing on interviews conducted with 28 content-focused coaches, we found that gaining access involved orchestrating a complex network of micropolitical strategies and propose an emergent model depicting how coaches coordinate access-granting strategies. These findings indicate that developing and coordinating a repertoire of access-granting strategies is a sophisticated coaching practice in itself and a gatekeeper to initiating professional development activities with teachers. Implications for school districts and research are discussed.
TL;DR: This paper examined factors that influence readers' cognitive processing (i.e., inference generation) and the development of a mental representation of text: comprehension skill and working memory (WM) and found that readers with high WM also generated more goal-related text-based inferences than did those with low WM.
Abstract: This study examines factors that influence readers’ cognitive processing (i.e., inference generation) and the development of a mental representation of text: comprehension skill and working memory (WM). Elementary students (N = 61) participated in causal questioning conditions with narrative texts to examine text- and knowledge-based inferences generated when probed during versus after reading. Recalls were examined to assess readers’ mental representations of texts after-reading and answering questions. Skilled comprehenders generated more goal- and subgoal-related text-based inferences during and after reading and included more original text information and less background knowledge in their recalls of texts than did less-skilled comprehenders. Skilled comprehenders with high WM also generated more goal-related text-based inferences than did those with low WM. Findings support and extend previous research regarding how readers struggle with inference generation and may further inform the development of causal questioning interventions to help improve struggling readers’ comprehension of narrative texts.
TL;DR: In this paper , a study was conducted to further understand the direct and indirect contributions of executive functioning (visuospatial updating, verbal updating, inhibition, shifting) and arithmetic fluency to mathematical problem-solving in 458 fourth-grade students.
Abstract: This study is conducted to further understand the direct and indirect contributions of executive functioning (visuospatial updating, verbal updating, inhibition, shifting) and arithmetic fluency to mathematical problem-solving in 458 fourth-grade students. Arithmetic fluency along with visuospatial and verbal updating were significant predictors of mathematical problem-solving at the end of grade 4. When the growth in mathematical problem-solving during grade 4 was analyzed, only arithmetic fluency directly and strongly contributed to students’ problem-solving at the end of grade 4. Inhibition and shifting (in combination with inhibition) were indirectly connected to mathematical problem-solving at the end of grade 4 via their arithmetic fluency. Arithmetic fluency plays a critical role and continues to do this in mathematical problem-solving. Furthermore, a decline in importance for visuospatial and verbal updating and increasing importance of inhibition and shifting (combined with inhibition) were found with regard to students’ ability to solve mathematical problems during grade 4.
TL;DR: This article examined how a project-based civics curriculum emphasizing locally relevant issues developed students' civic perspective-taking by creating discursive spaces for students to make connections with content and found that students made three types of connections with the content using the civic perspective taking framework: realizing thematic connections among the issues to identify larger societal themes, making personal connections to content, and making connections to larger issues as they consider the public good.
Abstract: This study examines how a project-based civics curriculum emphasizing locally relevant issues developed students’ civic perspective-taking by creating discursive spaces for students to make connections with content. The underlying aim of the curriculum was to foster deliberative social studies classrooms by developing students’ civic perspective-taking on local issues. This article uses thematic analysis of student discussions (i.e., verbal contributions) and writing assessments (i.e., written contributions) to identify and describe the types of connections students made. Our findings show that students made three types of connections with content using the civic perspective-taking framework: (a) realizing thematic connections among the issues to identify larger societal themes, (b) making personal connections to content, and (c) making connections to larger issues as they consider the public good. We found that students engaged in civic thinking in ways new to them, which prompted the research team to update and reconceptualize the framework for civic perspective-taking.
TL;DR: In this article , the authors describe the challenges and triumphs in introducing music in the primary division of a private elementary school in Riyadh, Saudi Arabia, where teachers who were new to music teaching (both Saudi and non-Saudi) were eager to begin teaching music.
Abstract: This article describes the challenges and triumphs in introducing music in the primary division of a private elementary school in Riyadh, Saudi Arabia. Data sources included classroom observations, field notes, lesson plans, professional development materials, photographs, audio-recordings, videos, surveys, and interviews. Data were analyzed using standard qualitative protocols. Most of the teachers who were new to music teaching (both Saudi and non-Saudi) were eager to begin teaching music. They took advantage of professional development opportunities offered by an expatriate curriculum consultant. A school improvement team, made up of expatriate and Saudi teachers, guided the school-based music activities as well as professional development in the broader community. By the end of the year, music was present in all primary classes. The article closes with implications for the evolution of music teaching in Saudi Arabia, as well as how lessons learned through the Saudi experience might enrich music teaching in other settings.
TL;DR: For example, this article examined the representations of addition, subtraction, multiplication, and division schemas in trade books and found that children's books most often represented join and separate schemas with an unknown end amount.
Abstract: Teachers and caregivers use children’s books (i.e., trade books) to support mathematics learning in school and home settings; shared book reading offers a unique opportunity to support students’ understanding of operations and schema development. No prior studies have examined the representations of addition, subtraction, multiplication, and division schemas in trade books. We coded 88 children’s books for additive and multiplicative schemas, the position of the unknown information, and features included in the problem-solving scenarios (e.g., single-step vs. multistep). Of the additive schemas, books most often represented join and separate schemas with an unknown end amount. With multiplicative schemas, the equal groups schema was most often represented. We discuss practical implications for using trade books to support schema development and problem-solving competency, and we provide suggestions for authors to better represent a range of schemas and text features to support students’ mathematics understanding with more difficult schema concepts during shared reading.
TL;DR: This paper investigated fourth and fifth graders' metacognitive knowledge about writing and its relationship to writing performance to help identify areas that might be leveraged when designing effective writing instruction, using a 30-minute informative writing prompt requiring students to teach their reader how to be a good writer (i.e., a metawriting task).
Abstract: This study investigated fourth and fifth graders’ metacognitive knowledge about writing and its relationship to writing performance to help identify areas that might be leveraged when designing effective writing instruction. Students’ metacognitive knowledge was probed using a 30-minute informative writing prompt requiring students to teach their reader how to be a good writer (i.e., a metawriting task). The metawriting task was coded for eight dimensions of metacognitive knowledge. Students’ writing performance was assessed via additional 30-minute prompts—two narrative, one informative, two persuasive—and evaluated for quality and length using automated essay scoring. Students were most aware of general characteristics of writing quality and production procedures, but they were less aware of substantive processes, genre, or other dimensions. Multiple regression analysis showed that, after controlling for demographics and literacy skills, only knowledge of general characteristics of writing and production procedures uniquely predicted outcomes. Overall, metacognitive writing knowledge inconsistently predicted writing performance.
TL;DR: A systematic review of the empirical literature on principal leadership of pre-K programs in elementary schools is presented in this article . But, the authors focus on the design of principal capacity building efforts that have direct, positive impacts for students.
Abstract: Today, about 50% of US elementary schools have a pre-kindergarten (pre-K) program located in the building. This article systematically reviews the empirical literature on principal leadership of pre-K programs in elementary schools. We collected studies using academic database searches, scanning reference lists of relevant articles, and consulting with experts in the field. Our efforts yielded 16 sources for review. Using thematic synthesis, we analyzed the data to reveal key findings related to principal leadership of pre-K programs. There has been limited scholarly attention to principal leadership in the pre-K context. Prominent themes in the existing literature on the topic include (1) a common framing of the “colliding” worlds of pre-K and K–12 education, (2) principals’ beliefs about pre-K, (3) the scope of principal responsibility for pre-K programs, and (4) principal preparation to lead pre-K programs. We unearthed limited evidence on the topic but charted a path for future research on pre-K principal leadership. Future research should focus on the design of principal capacity building efforts that have direct, positive impacts for students.
TL;DR: The authors employed a difference-in-difference approach to determine the impact of a technologically enhanced diagnostic and formative assessment system implemented in one US state in kindergarten through third grade on school-level end-of-year third-grade reading test scores and percentage of students receiving special education services.
Abstract: The present study employed a difference-in-difference approach to determine the impact of a technologically enhanced diagnostic and formative assessment system implemented in one US state in kindergarten through third grade on school-level end-of-year third-grade reading test scores and percentage of students receiving special education services. Data were obtained for 795 elementary schools that implemented the assessment system in a staggered progression across multiple years. The analysis estimated the effect of the assessment system on the entire third-grade sample, and by selected demographic characteristics. Results showed no effect of the assessment system on average end-of-year reading scores or school-level percentage of students receiving special education services. Follow-up models including time and fidelity information also obtained null results overall. Given the null, schools should consider modifications to the ways they obtain, manage, and use assessment data.
TL;DR: This paper examined verbal behaviors within communicative interactions at the teacher/classroom level among second-grade classrooms that differ in socioeconomic status (SES) backgrounds and found a significant relation between the proportion of facilitative and directive language at the classroom level and class-level SES.
Abstract: This study aimed to examine verbal behaviors within communicative interactions at the teacher/classroom level among second-grade classrooms that differ in socioeconomic status (SES) backgrounds. Investigators recorded and examined language use across instructional periods for 38 second-grade classrooms. Teachers’ communication behaviors were examined based on recorded samples across the school day throughout the school year. The proportion of use of questions, directives, and statements was examined for potential differences between classrooms that differed in SES. There was a significant relation between the proportion of facilitative and directive language at the classroom-level and class-level SES. Classrooms with a high proportion of free/reduced lunch eligibility were associated with high proportions of directives by teachers during the school day. The current findings suggest that students in low SES classes may be at a disadvantage in their access to adult facilitative communicative behaviors in the classroom.
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TL;DR: The Elementary School Journal Volume 123, Number 1 September 2022 Article DOIhttps://doi.org/10.1086/722397 Views: 190Total views on this site © 2022 The University of Chicago as discussed by the authors .
Abstract: Next article FreeFront MatterPDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 123, Number 1September 2022 Article DOIhttps://doi.org/10.1086/722397 Views: 190Total views on this site © 2022 The University of Chicago. All rights reserved.PDF download Crossref reports no articles citing this article.
TL;DR: In this paper , a multicase study seeks to privilege teachers' voices related to their experiences within a year-long job-embedded professional development (PD) program, which consisted of regular visits to teachers' classrooms and opportunities for weekly individual meetings with each of the teachers, both scheduled by the individual teachers.
Abstract: This multicase study seeks to privilege teachers’ voices related to their experiences within a year-long job-embedded professional development (PD) program. The district initiated the request for PD, which was negotiated and provided by a literacy educator from a nearby university. Eleven second- and third-grade teachers and the language arts coordinator participated. PD consisted of regular visits to teachers’ classrooms and opportunities for weekly individual meetings with each of the teachers, both scheduled by the individual teachers. For data analysis purposes, each teacher’s thread was defined as a single case. Process coding served as a mechanism for most accurately describing participants’ experiences and resulted in 11 codes: affirming, reflecting, owning, observing, applying, questioning, collaborating, disclaiming, modeling, sharing, and communicating. Overall, nine participants explicitly described the individualized PD as a success. Implications for planning, carrying out, and engaging in PD are discussed.
TL;DR: This article examined whether children's oral explanations differ from their written explanations in terms of vocabulary, sentence structure, and features of discourse, and found that students' oral explanations demonstrated more sophisticated sentence structure and greater coherence/cohesion than their written ones.
Abstract: Students must use oral and written explanations to demonstrate their grasp of academic content, but little is known about the progression of elementary students’ explanatory language, particularly oral language. The current study of 512 explanations produced by 128 third- through sixth-grade students examines whether children’s oral explanations differ from their written explanations in terms of vocabulary, sentence structure, and features of discourse. Students were asked to explain academic and nonacademic tasks in both modes (oral and written). Multilevel ordered logistic regression controlled for type of task, grade level, English learner status, and gender and examined interaction effects with mode. Analyses found that students’ oral explanations demonstrated more sophisticated sentence structure and greater coherence/cohesion than their written explanations. Interaction effects revealed several contextual factors that play a key role in understanding differences between the two modes. We discuss implications for instruction, assessment, and future research.
TL;DR: In this article , the authors identify the relationship between teacher dissatisfaction and burnout with attrition and whether certain teachers are at risk for dissatisfaction or burnout, and find that teacher burnout is higher among teachers in secondary school; teaching a science, technology, engineering, and mathematics subject; with more experience; and in low-income schools.
Abstract: The current annual teacher attrition rate is about 16%. This loss of teachers results in reduced student achievement and increased financial costs to school districts. Using repeated cross-sectional nationally representative data, we identify the relationship between teacher dissatisfaction and burnout with attrition and whether certain teachers are at risk for dissatisfaction and burnout. We consistently find dissatisfaction and burnout are higher among teachers in secondary school; teaching a science, technology, engineering, and mathematics subject; with more experience; and in low-income schools. Teacher dissatisfaction and burnout are highly associated with teacher intention to leave teaching and their actual attrition behavior. We discuss implications of our findings for policy and practice.
TL;DR: In this paper , the authors describe the developmental path of spelling errors in expository texts, argumentative and descriptive, written by Hebrew speaking children from second through fifth grades, aiming to determine whether genre type elicits differences in terms of spelling error.
Abstract: Spelling is a significant parameter in establishing text quality. This study aims to describe the developmental path of spelling errors in expository texts, argumentative and descriptive—written by Hebrew speaking children from second through fifth grades. Bearing in mind different genre requirements, we aimed to determine whether genre type elicits differences in terms of spelling errors. To this end, spelling errors were identified and classified in both genres. Results showed that with few exceptions, the proportion of clauses with spelling errors decreases with grade in both genres. Regarding genre differences, children made more spelling errors in argumentative texts compared with descriptive texts. Nevertheless, some internal spelling consistency was found, as revealed in the total types of spelling errors that were strongly correlated in both texts. An educational implication is that the ability to spell should be considered differentially and as part of the processing cost involved in text production.