Journal•ISSN: 0013-5984
Elementary School Journal
University of Chicago Press
About: Elementary School Journal is an academic journal published by University of Chicago Press. The journal publishes majorly in the area(s): Reading (process) & Primary education. It has an ISSN identifier of 0013-5984. Over the lifetime, 3858 publications have been published receiving 114640 citations. The journal is also known as: The Elementary School Journal & ESJ.
Papers published on a yearly basis
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TL;DR: In this article, the authors address the following questions that must be addressed in this paper: 1.questions that must and do not need to be addressed.2.question 1.
Abstract: questions that must be addressed
1,827 citations
TL;DR: This article found that many of the theory-based ideas were incorrect or impractical for classroom use, and the experience-based advice was unsystematic and often contradictory, and teachers were often left with the impression that classroom management is purely an art rather than partly an applied science and that teachers have to find out what works best for them.
Abstract: tunately, many of the theory-based ideas were incorrect or impractical for classroom use, and the experience-based advice was unsystematic and often contradictory. As a result, teachers were often left with the impression that classroom management is purely an art rather than partly an applied science and that "teachers have to find out what works best for them." Classroom research conducted in the
1,278 citations
TL;DR: A decade ago, Walker et al. as mentioned in this paper proposed a model of the parental involvement process that focused on understanding why parents become involved in their children's education and how their involvement influences student outcomes.
Abstract: A decade ago, Hoover‐Dempsey and Sandler offered a model of the parental involvement process that focused on understanding why parents become involved in their children’s education and how their involvement influences student outcomes. Since then, we and others have conducted conceptual and empirical work to enhance understanding of processes examined in the model. In this article (companion to Walker and colleagues’ article about scale development on the model in this issue), we review recent work on constructs central to the model’s initial question: Why do parents become involved in children’s education? Based on this review, we offer suggestions for (1) research that may deepen understanding of parents’ motivations for involvement and (2) school and family practices that may strengthen the incidence and effectiveness of parental involvement across varied school communities.
1,103 citations
TL;DR: The authors examines the challenge of creating classroom practices in the spirit of these ideals with a window on her own teaching of elementary school mathematics, and presents three dilemmas-of content, discourse, and community-that arise in trying to teach in ways that are, in Bruner's terms, "intellectually honest".
Abstract: Ideas like "understanding," "authenticity," and "community" are central in current debates about curriculum, instruction, and assessment Many believe that teaching and learning would be improved if classrooms were organized to engage students in authentic tasks, guided by teachers with deep disciplinary understandings Students would conjecture, experiment, and make arguments; they would frame and solve problems; and they would read, write, and create things that mattered to them This article examines the challenge of creating classroom practices in the spirit of these ideals With a window on her own teaching of elementary school mathematics, the author presents three dilemmas-of content, discourse, and community-that arise in trying to teach in ways that are, in Bruner's terms, "intellectually honest" These dilemmas arise reasonably from competing and worth-while aims and from the uncertainties inherent in striving to attain them The article traces and explores the author's framing of and response t
998 citations
992 citations