Instruction In Elementary Classrooms Research Articles

Book Review: Finding a Place for Every Student: Inclusive Practices, Social Belonging, and Differentiated Instruction in Elementary Classrooms

Book Review: Finding a Place for Every Student: Inclusive Practices, Social Belonging, and Differentiated Instruction in Elementary Classrooms

The Impact of Technology on Students’ Writing Performances in Elementary Classrooms: A Meta-Analysis

Concerns about learning how to write are ubiquitous in elementary schools across the world, one reason why this is the case is that many students received insufficient writing instruction in elementary classrooms. The lack of specific instructional practice and adaptions have impeded students’ writing development. Given the changing nature of literacy and the importance of early writing, integrating technology and writing in elementary classrooms provided a potential solution for this problem. This paper examined 20 empirical studies published between 1990 and 2020 by conducting a meta-analysis to measure the impact of technology on the writing performances of elementary students. The results of this meta-analysis confirmed that technology has a medium effect on writing quality and a strong effect on writing quantity for elementary school students. Subsequently, the authors analyzed the effect sizes of moderating variables by including study features such as types of technology integration, writing genres, demographics, and methodological characteristics. The authors have found that the type of technology integration and writing genres are two important variables affecting the casual relationship of technology and writing performances for elementary students. This aspect has been overlooked by previous literature. The novel findings indicated how we can address writing issues and change classroom writing practices for the better across the world by increasing stakeholders’ awareness about the importance of elementary school writing, with the goal of developing visions for curriculum and instruction at the classroom, school, and policy levels. Recommendations for more research on elementary school writing with advanced technology were discussed.

Applying Differentiated Instruction in Elementary Classrooms: Practice and Reflection of Student Teachers

Differentiated instruction has a direct impact on the quality of teaching in inclusive classrooms. For student teachers, their ability to plan and apply differentiation is a factor in transformation from a dependent to an independent teacher. This study examines student teachers’ practice of differentiated instruction to meet diverse needs of elementary students including English learners. The participants completed a survey, planned and taught lessons, and wrote summative reflection on areas to improve after student teaching. The results indicated that the group preferred to use some strategies more than others to differentiate instruction. However, application of the same strategies varied in how instructional activities were organized and level of student participation. Analysis of the after student teaching summative reflection revealed a focus on assessments of student learning. The student teachers would like to further develop in differentiation by exploring assessments not only from a teacher perspective but also through student self-assessment to promote active participation and self-directed learning. The findings indicated that the participants recognized the importance of comprehensive assessments in applying differentiation to support students of diverse needs as a result of completing student teaching. Implications for teacher preparation are also discussed. Keywords: differentiated instruction, student teaching, elementary level, English learners DOI: 10.7176/JEP/12-27-01 Publication date: September 30 th 2021

Elementary Teacher Adaptations to Engineering Curricula to Leverage Student and Community Resources

This paper addresses an important consideration for promoting equitable engineering instruction: understanding how teachers contextualize curricular materials to draw upon student and community resources. We present a descriptive case study of two 5th grade teachers who co-designed a Next Generation Science Standards (NGSS)-aligned curricular unit that integrated science, engineering, and computational modeling. The five-week project challenged students to redesign their school grounds to reduce water runoff and increase accessibility for students with disabilities. The teachers implemented the project with one Grade 5 class with a large proportion of students having individualized learning plans and cultural backgrounds minoritized in science, technology, engineering, and mathematics fields. Data sources include classroom videos, teacher interviews, and student artifacts. Findings demonstrate how teachers made helpful, important adaptations to contextualize the curriculum unit and draw upon students’ community-based resources. This case highlights the role of the teacher in enacting engineering materials that privilege student and community resources in elementary classrooms. Findings also underscore the importance of teacher customizations to promote equitable, NGSS-based engineering instruction in elementary classrooms.

Narrative Instruction in Elementary Classrooms

This study examined the amount and types of narrative instruction (i.e., story comprehension, oral storytelling, and story writing instruction) that general education English language arts teachers provide to students in grades 1 through 4. The research team conducted 121 approximately 30-minute classroom observations. Educators were asked to teach a lesson focused on narrative comprehension or production (i.e., on “understanding literary text or creating stories”). The amount and type of story instruction provided to students varied across classrooms. Forty-four percent of observed minutes were devoted to story comprehension; 10% of minutes addressed story writing. Teachers spent no time working with students on oral storytelling. Findings suggest that story production may not be an instructional focus in many primary-grade classrooms. In addition, from both a macrostructure and a microstructure standpoint, typical narrative instruction may omit elements of narrative language instruction that are associated with improved narrative comprehension, oral storytelling, and writing outcomes.

What Peers, Educators, and Principals Say: The Social Validity of Inclusive, Comprehensive Literacy Instruction

This social validity study accompanied a 9-month randomized control trial that investigated the efficacy of an emergent literacy program, Early Literacy Skills Builder (ELSB), delivered in general education elementary classrooms to students with severe disabilities, including autism. The social validity research questions focused on (a) the social significance of the intervention goals; (b) the social, logistical, and cultural appropriateness of the intervention procedures; and (c) the importance of the effects of the intervention on social and academic growth and peer and adult attitudes and relationships. The findings from participating general and special educators, principals, and students explored perceptions of the benefits of ELSB for teaching and learning as well as affordances and constraints of the contexts in which ELSB was delivered. Results suggest that ELSB implementation in general education classrooms had high social validity for participants, with some mixed views on educator collaboration from teachers.

“All Teaching Should Be Integration”: Social Studies and Literacy Integration in Preservice Teacher Education

The absence of social studies curriculum is a problem because it undermines the essential purposes of schooling: to prepare participatory, contributing members of a democratic society. In this article, we argue that integrating the literacy and social studies curricula is one meaningful way to support such civic-minded social studies instruction in elementary classrooms. As 2 teacher educators working with teacher candidates placed in their final clinical before student teaching, we saw the potential to model meaningful integration in literacy and social studies. In this 2-year qualitative study, we highlight how 14 teacher candidates engaged in the integration of literacy and social studies during their yearlong placement in a professional development school program and what factors influence their implementation of integration. Findings from this study revealed that effective integration required a strong vision of the complexities of integration and the importance of intentional planning. To get past the constraints of traditional compartmentalized scheduling, teacher candidates needed high-quality modeling of integration within their clinical placement. We offer implications for teacher educators and school/university partnerships.

Adaptations in General Education Classrooms for Students With Severe Disabilities: Access, Progress Assessment, and Sustained Use

This study examined material adaptations being used with students who have severe disabilities in general education elementary classrooms during language arts, social studies, and science instruction. Data sources included classroom observations, interviews, and artifacts shared by three general and special educator teams. Findings revealed themes that describe how adaptations (a) facilitate access to grade-level content (tangible, student-centered, and blended with classroom materials and instruction) and (b) enable educators to assess progress in student learning (show what students know, blended with peer learning, and ownership of learning). Findings also revealed a set of themes (team collaboration, resources available, rhythm and routine, and build momentum) that help account for the sustained use of adaptations by educator teams across curricula and school days. Implications for practice and future research are discussed.

Scaffolds, signs, and bridges: Language ideologies and translanguaging in student-teaching experiences

ABSTRACTThis study examines preservice teachers’ (PSTs) experiences with language ideologies in clinical placements across an academic year. Using methods derived from phenomenology, it explores how PSTs constructed and contested language ideologies about translanguaging in dual-language and transitional bilingual education elementary classrooms. Findings show that PST discourse evidenced ideologies of translanguaging as a bridge for connecting languages, a scaffold for participation, and a sign of students’ linguistic expertise and understandings of content. Findings also suggest, however, that PST discourse evidenced ideologies of translanguaging as transgressive of language policies and norms. The study concludes with recommendations for supporting PSTs in clinical experiences through attention to curricular and dynamic approaches to translanguaging, as well as specific attention to language ideologies.

Voices from the field: Constraints encountered by early career elementary science teachers

AbstractThis multiple‐case study examined constraints encountered by early career elementary school teachers as they try to deliver high‐quality science instruction. Four first‐year teachers, who expressed confidence in their preparation and enthusiasm for teaching science, were asked to reflect on the most effective strategies for teaching elementary science and on the constraints to implementing those strategies. Effective strategies for teaching elementary science included inquiry‐based instruction and group work with peers, discrepant events, and integration across other subjects and work with student vocabulary. Three categories of constraints emerged related to planning and delivering high‐quality science lessons: access to materials and resources, scheduling and prioritizing science instruction, and challenges associated with early career teaching. The findings provide evidence that factors beyond teacher preparation and teacher self‐efficacy continue to negatively impact science instruction in elementary classrooms. Promising avenues for future research in science education include more extensive examinations of educational policy, elementary school leaders’ perspectives and valuation of teaching science, and strategies for helping teachers advocate for best science teaching practices within their schools.

Immersing First Graders in Poetry: A Genre Study Approach

AbstractPoetry has often been described as the neglected genre despite its potential to engage and motivate students of all abilities in reading and writing. Indeed, poetry provides an excellent forum for the development of literacy skills and strategies in a meaningful context. The author describes how a teacher implemented a poetry genre study in a first‐grade classroom. The author begins by delineating the need for poetry instruction in elementary classrooms and then outlines the structure of the genre study and the variety of teaching approaches used in both reading and writing contexts. The author also shares classroom resources and examples of the literature used to illustrate how the genre study was enacted in her particular context so readers might be enabled to adapt it to suit the needs of other learners.

Classroom Management in Self-Contained Classrooms for Children with Autism: Extending Research on the Color Wheel System.

The color wheel is an evidence-based classroom management system that has been used to decrease inappropriate behaviors and increase on-task behaviors in general education elementary classrooms but not in classrooms for students with autism spectrum disorder (ASD). A multiple-baseline design was used to evaluate the effects of the color wheel system (CWS) on disruptive behaviors (being out of seat for one classroom, inappropriate vocalizations for two classrooms) in three self-contained elementary classrooms for students with ASD. Partial-interval time sampling was used to record class-wide disruptive behaviors. Visual analysis of a time-series graph suggests that the CWS decreased disruptive behaviors across all three classrooms. Discussion focuses on limitations of the study and directions for researchers interested in modifying, applying, and evaluating the effects of the CWS in settings for children with ASD.

Close Sentence Reading to Foster Decoding and Comprehension

AbstractDecoding, building fluency, and exploring word and sentence meanings are important elements of literacy instruction in elementary classrooms. Shared literacy experiences provide opportunities for teachers to engage students in meaningful reading experiences. This article describes a quick four‐step process for conducting close sentence reading, a shared literacy experience focused on decoding and comprehending short excerpts of challenging text. Classroom examples and a sample excerpt and chart are included.

Teacher Talk in General and Special Education Elementary Classrooms

Teachers’ oral language use may be an important factor in student achievement, particularly for students who struggle with language, learning, and behavior. This study examined features of teacher talk during whole-class instruction in 14 general education (GE) and 14 self-contained special education (SE) elementary classrooms that included students with or at risk for emotional and behavioral disorders. Across settings, 74% of teachers’ utterances contained vagueness markers that may hinder comprehension. Within teachers, the quantity, complexity, and clarity of oral language tended to remain stable across lessons, regardless of lesson content. Teacher-rated severity of behavior did not differ by setting, but students in self-contained SE classrooms had significantly lower language and reading skills than their counterparts in GE settings. Analyses of multilevel models revealed no significant differences in form or content of teacher talk between groups of teachers across settings (GE or SE) or grade levels (K–2, 3–4).

Reigniting Writers: Using the Literacy Block With Elementary Students to Support Authentic Writing Experiences

Given the importance of writing, especially in light of college and career readiness emphasis, and the observations that time spent writing in context diminishes over a student's years in school, this article proposes to reignite writing instruction in elementary classrooms through three practical approaches for supporting students in authentic writing. Examples using these three approaches in the literacy block are included so as to reignite writers.

A Study of Classroom Inquiry and Reflection Among Preservice Teachers Candidates

The purpose of this study was to explore the experiences of four preservice teachers who used classroom inquiry and reflection to solve problems when implementing differentiated instruction in elementary classrooms during a practicum. Data from classroom observations, individual reflections, and discussions with a teacher educator were analyzed inductively. The findings show that the preservice teachers were able to describe their situations and reflect individually and collaboratively to analyze and resolve problems related to instruction, discipline, and student learning. The results extend our understanding of how teacher educators, mentors, or instructional coaches may provide preservice teachers with individualized support that can facilitate inquiry and reflection during their practica.

Technology Integration in Elementary Classrooms: Teaching Practices of Student Teachers

This study examines how and why student teachers integrated technology to enhance instruction in elementary classrooms. The participants were 31 student teachers who completed an assignment of eight weeks. Multiple data sets including observation notes of 347 lessons were obtained from three key groups for data triangulation. Results reveal that the primary technological means used to enhance teaching was to provide visuals for attention, engagement and interaction. All participants chose to integrate technology but varied substantially in their teaching practices. They applied technology for a number of reasons: student engagement, time management, motivation and meeting individual students' needs. Variables such as influence of mentor teachers, technology access, skills, pedagogical competence and personal attitudes had an impact on their application. While most of them followed their mentor's practices, some student teachers took initiative and made contributions to their mentors' professional development in technology integration. Implications on teacher preparation programs are discussed.

A Digital Tool Grows (and Keeps Growing) From the Work of a Community of Writers

This article reports on a collaborative inquiry into the use of a researcher-designed digital tool for the support of writing instruction in elementary classrooms. The digital tool in question is an online collection of original writing samples produced by elementary children that was conceptualized as a resource for coaching new writers using easily retrievable samples of “gems” produced by other young writers. This article describes the teacher education context from which the design of this tool emerged as well as the evaluation of this tool by a group of Master Reading Teacher candidates. Grounded in the literature on the use of mentor texts in writing instruction, this article highlights the role that authentic child-authored texts can play in supporting teachers’ instructional moves. The article ends with a discussion of implications for enhancing teacher professional development through the use of digital tools that can be utilized to promote reflective inquiry into writing pedagogy.

Process-Oriented Writing Instruction in Elementary Classrooms

Process writing instruction is an influential paradigm in elementary classrooms, but studies of its effectiveness are mixed. These mixed results may occur because teachers implement process writing in vastly difference ways, which makes it difficult to assess the effectiveness of process approaches broadly. Therefore, this literature review examines the features of the process writing instruction are effective. Drawing on empirical evidence, it answers the question: What practices within process writing have evidence of effectiveness? A literature search was conducted and 93 studies that met the inclusion criteria were found. The studies were coded thematically and indicate seven categories of effective practices: writing strategy instruction, computers in the writing process, talk during the writing process, play during the writing process, including children’s ways of knowing, flexible participation structures, and mentor texts. Evidence about the effectiveness of these features and directions for future research are discussed.

Writing Instruction in Elementary Classrooms: Why Teachers Engage or do not Engage Students in Writing

This qualitative study explored reasons K–6 teachers did or did not engage students regularly in writing. Interviews with 14 teachers, classified as high, transitional, and low implementers of writing instruction, revealed three themes: hindrances and helps, beliefs concerning practice, and preparation and professional development. Both high and low implementers identified time constraints, varying student needs, and tensions between content and conventions as hindrances, but dealt with them differently. High implementers reported receiving help from mentors, unlike low implementers. High implementers valued writing as a process and viewed themselves as good writers. They scaffolded students’ writing and integrated writing with content. Low implementers valued writing but did not view themselves as good writers. High and low implementers viewed university courses and professional development differently.