TY  - SER
AU  - Silverman,Rebecca
TI  - The Elementary school journal
SN  - 0013-5984
PY  - 2022///
CY  - Chicago, IL
PB  - University of Chicago Press
N1  - An Investigation of Using Keywords to Solve Word Problems  Sarah R. Powell, Jessica M. Namkung, and Xin Lin    pp. 452-473    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%; Comparing Elementary Students' Explanatory Language across Oral and Written Modes  Anne Blackstock-Bernstein, Amy Woodbridge, and Alison Bailey    pp. 315-340    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; Examining Malleable Factors That Explain the End-of-Kindergarten Racial/Ethnic Gaps  Iheoma U. Iruka, Natalie Koziol, Rachel Schumacher, Hannah Kerby, Amanda Prokasky, and  Dong-ho Choi    pp. 378-410    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; Introducing Music in a Saudi Arabian Elementary School  Rena Upitis, Maresa Donaldson, and Fathiah Osman    pp. 433-451    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; Spelling Errors in Expository Texts Written in Hebrew at the Elementary School Level: A Genre Comparison  Sara Zadunaisky Ehrlich, Anat Stavans, and Batia Seroussi    pp. 361-377    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; Student Conceptions of the Equal Sign: Knowledge Trajectories across the Elementary Grades  Nicole Ralston and Min Li    pp. 411-432    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; Using an Assessment System for Data-Driven Reform: Effects of mCLASS on Third-Grade Reading Test Scores and Special Education Placement  Meghan D. Liebfreund, Stephen R. Porter, Steven J. Amendum, and Matt A. Starcke    pp. 341-360    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
UR  - https://www.journals.uchicago.edu/toc/esj/2022/122/3
ER  -