Elementary School Journal

Papers
(The median citation count of Elementary School Journal is 1. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-10-01 to 2025-10-01.)
ArticleCitations
A Synthesis of Early Literacy Intervention Research Conducted in Africa for Students in Kindergarten through Third Grade23
Promoting Vocabulary Development in Science Instruction12
A Cross-Lagged Analysis of the Relationship between Math Achievement and Behavioral Outcomes of At-Risk Students12
Holistic Education through Hackathon10
Unpacking Implementation10
Erratum10
Student-Teacher Relationships and Mathematics Achievement for Students with and Without Disabilities10
Front Matter9
Video Annotations Contribute to Coach and Teacher Conversations during Coaching Cycles9
Front Matter9
Spelling Errors in Expository Texts Written in Hebrew at the Elementary School Level8
An Exploration of Coaches’ Coordination of Micropolitical Strategies to Gain Access to Teachers’ Classrooms7
Literacy Coaches’ Sensemaking about Coaching Decisions7
Commentary: Seeing Individual Children and Their Vulnerabilities6
Evaluating a Professional Development Program and Third-Grade Reading Achievement Outcomes in the Context of Colorado’s Read Act6
Understanding Mathematics Instruction in Kindergarten5
Inquiry at Its Core5
Getting A Foot in the Door5
Understanding Kindergarten Readiness5
Front Matter5
Risk Factors of Cybervictimization Associated with the Use of Technologies in Elementary Education5
It’s Not Quite Linear for All4
Elementary School Teachers’ Use of Technology for Knowledge Generation in Science Classrooms4
Student Conceptions of the Equal Sign4
When School Doesn’t Start at Age 54
“Is My Child Socially Ready for Elementary School?”4
Front Matter4
Social and Academic Sources of Science Classroom Belonging in Middle School4
Teachers’ Perceptions of Their Students’ Digital Citizenship and Practices4
Estimating the Effect of Structured Vocabulary Review4
Science Talk from the Start of School3
Front Matter3
“It’s Just Something That You Have to Do as a Teacher”3
How Do Intervention Studies Measure the Relation between Implementation Fidelity and Students’ Reading Outcomes?3
Predictable Variation in the Implementation of a Curricular Intervention—and Why it Matters3
“This Is the Piece of the Pie We Can Control”3
Predicting Efficacy to Teach Writing3
Examining Reading Difficulty and Reading Disability in Racially and Socioeconomically Diverse Student Populations2
Parent Perceptions of Remote Learning During COVID-192
Exploring Agency as a Malleable Factor Related to Literacy2
Introducing Music in a Saudi Arabian Elementary School2
Academic Achievement of First Graders with Inattentiveness and Hyperactivity in Classes with Various Academic Compositions2
Front Matter2
Who Takes Care of the Superheroes?2
Front Matter2
Comparing Elementary Students’ Explanatory Language across Oral and Written Modes2
Comparing the Effects of Concepts-First and Iterative Fraction Instruction Sequences2
Examining How Grade Level and Teaching Experience Are Related to Math Anxiety and Anxiety about Teaching2
Parent-Teacher Relationships1
Do Teacher Perceptions of Students’ Academic and Behavioral Skills Influence Time Spent in Small-Group Reading Instruction?1
41 Teachers, 41 Different Ways1
The Roles of Arithmetic Fluency and Executive Functioning in Mathematical Problem-Solving1
Revisiting the Fourth-Grade Slump among Black Children1
Conflict and Cooperation1
Pilot Study of Unlocking Understanding Professional Development to Support Grade 3 Reading Comprehension1
Comprehension Growth in a Virtual Reading Clinic1
Upper-Elementary Students’ Metacognitive Knowledge about Writing and Its Relationship to Writing Outcomes across Genres1
Front Matter1
Defining, Measuring, and Teaching Mathematical Flexibility1
(Re)Learning What It Means to Participate1
Front Matter1
Variation in Mathematics Content Coverage, Instructional Grouping, and Representational Strategies1
The Constant Work of Access1
Front Matter1
The Role of Word-, Sentence-, and Text-Level Variables in Predicting Guided Reading Levels of Kindergarten and First-Grade Texts1
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