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The Effect of Feasible Coaching Supports on Treatment Fidelity to a MultiComponent Behavioral Intervention
The Elementary school journal, 2023-12, Vol.124 (2), p.322-342
2023
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Literacy Coaching Roles ReImagined during the COVID-19 Pandemic
The Elementary school journal, 2023-12, Vol.124 (2), p.297-321
2023
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Do Teacher Perceptions of Students’ Academic and Behavioral Skills Influence Time Spent in Small-Group Reading Instruction?
The Elementary school journal, 2023-12, Vol.124 (2), p.245-269
2023
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Parent Perceptions of Remote Learning During COVID-19
The Elementary school journal, 2023-12, Vol.124 (2), p.193-218
2023
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Role of the Match between Individual Levels of Anxious-Withdrawal and Affiliation Group Characteristics in Predicting Distress: Implications for Choice of Peer Partners
The Elementary school journal, 2023-09, Vol.124 (1), p.31-55
2023
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Examining the Type and Direction of Teacher Feedback Provided In Fourth-Grade Classrooms to Inform Teacher Preparation
The Elementary school journal, 2023-09, Vol.124 (1), p.109-128
2023
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41 Teachers, 41 Different Ways: Exploring Teacher Implementation of a Universal Social-Emotional Learning Program under Routine Conditions
The Elementary school journal, 2023-09, Vol.124 (1), p.157-192
2023
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Attempting Equity in Classroom Practice: A Debate across Educational Systems
The Elementary school journal, 2023-09, Vol.124 (1), p.129-156
2023
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How Do Intervention Studies Measure the Relation between Implementation Fidelity and Students' Reading Outcomes?: A Systematic Review
The Elementary school journal, 2023-09, Vol.124 (1), p.56-84
2023
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Comparing the Effects of Concepts-First and Iterative Fraction Instruction Sequences: A Randomized Controlled Trial
The Elementary school journal, 2023-09, Vol.124 (1), p.85-108
2023
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The Impact of COVID-19 on Student Reading Development
The Elementary school journal, 2023-06, Vol.123 (4), p.583-598
2023
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Academic Achievement of First Graders with Inattentiveness and Hyperactivity in Classes with Various Academic Compositions
The Elementary school journal, 2023-06, Vol.123 (4), p.538-562
2023
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Understanding Students as Achievers and Learners: A Mixed Methods Study of How Frames Shape, and Are Shaped By, Teachers' Interpretation of Interim Assessment Data
The Elementary school journal, 2023-06, Vol.123 (4), p.485-512
2023
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Promoting Expressive Language Skills for Preschool Children with Developmental Concerns: Effects of a Parent-Educator Partnership Intervention
The Elementary school journal, 2023-06, Vol.123 (4), p.513-537
2023
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A Synthesis of Early Literacy Intervention Research Conducted in Africa for Students in Kindergarten through Third Grade
The Elementary school journal, 2023-06, Vol.123 (4), p.563-582
2023
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Considering the Social-Emotional Well-Being of Multilingual Learners: A Comparative Case Study across Program Models
The Elementary school journal, 2023-06, Vol.123 (4), p.599-624
2023
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The Impact of Student Race, Sex, and Mindset on Reading Intervention Response at the Upper Elementary Level
The Elementary school journal, 2023-03, Vol.123 (3), p.437-456
2023
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Examining the Relationship between Word Reading and Nonword Reading Development within an Orthographic Learning Framework: Are There Variations as a Function of SES and Reading Ability?
The Elementary school journal, 2023-03, Vol.123 (3), p.396-413
2023
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Examining The Preschool to First-Grade Literacy and Language Outcomes of Black Children Experiencing a High-Quality Early Childhood Program
The Elementary school journal, 2023-03, Vol.123 (3), p.367-395
2023
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Revisiting the Fourth-Grade Slump among Black Children: Taking a Closer Look at Oral Language and Reading
The Elementary school journal, 2023-03, Vol.123 (3), p.414-436
2023
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Understanding Kindergarten Readiness
The Elementary school journal, 2022-12, Vol.123 (2), p.344-361
2022
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Contribution of Physical Education and Recess to Children’s Habitual Physical Activity
The Elementary school journal, 2022-12, Vol.123 (2), p.253-270
2022
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Examining Problem-Solving Schemas and Schema Features in Children’s Trade Books
The Elementary school journal, 2022-12, Vol.123 (2), p.318-343
2022
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"It Took Someone Telling Me That I Could Do It": Teacher Perceptions of a Yearlong Literacy Professional Development Program
The Elementary school journal, 2022-12, Vol.123 (2), p.228-252
2022
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Investigating the Interaction between Teacher Mathematics Content Knowledge and Curriculum on Instructional Behaviors and Student Achievement
The Elementary school journal, 2022-12, Vol.123 (2), p.292-317
2022
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