Vocabulary Instruction Throughout the Day in Twenty-Three Canadian Upper-Elementary Classrooms

2003 ◽  
Vol 103 (3) ◽  
pp. 269-286 ◽  
Author(s):  
Judith A. Scott ◽  
Dianne Jamieson-Noel ◽  
Marlene Asselin
Keyword(s):  
Vocabulary Instruction ◽  
Elementary Classrooms ◽  
Upper Elementary

Explorations of classroom talk and links to reading achievement in upper elementary classrooms.

2020 ◽  
Author(s):  
Amanda P. Goodwin ◽  
Sun-Joo Cho ◽  
Dan Reynolds ◽  
Rebecca Silverman ◽  
Stephanie Nunn
Keyword(s):  
Reading Achievement ◽  
Elementary Classrooms ◽  
Upper Elementary ◽  
Classroom Talk

Effect of Tools for Getting Along on Student Risk for Emotional and Behavioral Problems in Upper Elementary Classrooms: A Replication Study

2016 ◽  
Vol 45 (1) ◽  
pp. 73-92 ◽  
Author(s):  
Stephen W. Smith ◽  
Ann P. Daunic ◽  
Burak Aydin ◽  
Christopher L. Van Loan ◽  
Brian R. Barber ◽  
...  
Keyword(s):  
Behavioral Problems ◽  
Elementary Classrooms ◽  
Replication Study ◽  
Emotional And Behavioral Problems ◽  
Upper Elementary ◽  
Student Risk

Collaborative Strategic Reading for Students With Learning Disabilities in Upper Elementary Classrooms

2016 ◽  
Vol 82 (4) ◽  
pp. 409-427 ◽  
Author(s):  
Alison G. Boardman ◽  
Sharon Vaughn ◽  
Pamela Buckley ◽  
Colleen Reutebuch ◽  
Greg Roberts ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Elementary Classrooms ◽  
Upper Elementary ◽  
Students With Learning Disabilities ◽  
Strategic Reading ◽  
Collaborative Strategic Reading

scholarly journals The Convergence of Emotionally Supportive Learning Environments and College and Career Ready Mathematical Engagement in Upper Elementary Classrooms

AERA Open ◽  
2020 ◽  
Vol 6 (3) ◽  
pp. 233285842095761
Author(s):  
Rebekah Berlin ◽  
Julie Cohen
Keyword(s):  
Learning Environments ◽  
Mathematics Teaching ◽  
Elementary Classrooms ◽  
Upper Elementary ◽  
Classroom Environments ◽  
Mathematics Standards ◽  
College And Career ◽  
Supportive Learning Environment ◽  
The Relationship ◽  
College And Career Ready

Research focused on emotionally supportive teaching has typically run in parallel to the study of rigorous, standards-aligned mathematics teaching. However, recent work theorizes that positive and warm classroom environments may be necessary to help students meet the ambitious goals outlined in newer mathematics standards. We analyze the relationship between facets of classroom environments and the prevalence of standards-aligned mathematics instruction across more than 400 mathematics lessons in Washington, D.C., classrooms. We find no evidence of consistent standards-aligned mathematical engagement absent an engaging, emotionally supportive learning environment. These findings suggest that efforts to help teachers make the instructional shifts outlined in college and career ready standards might also need to support the provision of productive, warm, and nurturing learning environments.

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