OOIR: Observatory of International Research

Papers

(The median citation count of Elementary School Journal is 0. 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 2021-05-01 to 2025-05-01.)

Article	Citations
Accounting for Levels of Language in Narrative and Expository Writing	19
A Synthesis of Early Literacy Intervention Research Conducted in Africa for Students in Kindergarten through Third Grade	14
Unpacking Implementation	10
Student-Teacher Relationships and Mathematics Achievement for Students with and Without Disabilities	9
A Cross-Lagged Analysis of the Relationship between Math Achievement and Behavioral Outcomes of At-Risk Students	9
Holistic Education through Hackathon	8
Erratum	8
Front Matter	8
Video Annotations Contribute to Coach and Teacher Conversations during Coaching Cycles	8
Spelling Errors in Expository Texts Written in Hebrew at the Elementary School Level	7
Literacy Coaches’ Sensemaking about Coaching Decisions	7
Front Matter	7
Educators Meet the Fifth Estate: Social Media in Education	6
Front Matter	6
An Exploration of Coaches’ Coordination of Micropolitical Strategies to Gain Access to Teachers’ Classrooms	6
Commentary: Seeing Individual Children and Their Vulnerabilities	6
Getting A Foot in the Door	5
Inquiry at Its Core	5
Risk Factors of Cybervictimization Associated with the Use of Technologies in Elementary Education	5
When School Doesn’t Start at Age 5	5
Understanding Kindergarten Readiness	5
Social and Academic Sources of Science Classroom Belonging in Middle School	4
Using Assessment to Improve the Accuracy of Teachers’ Perceptions of Students’ Academic Competence	4
Front Matter	4
It’s Not Quite Linear for All	4

Understanding Mathematics Instruction in Kindergarten	4
Elementary School Teachers’ Use of Technology for Knowledge Generation in Science Classrooms	4
Predictable Variation in the Implementation of a Curricular Intervention—and Why it Matters	3
“This Is the Piece of the Pie We Can Control”	3
Comparing Elementary Students’ Explanatory Language across Oral and Written Modes	3
Examining Reading Difficulty and Reading Disability in Racially and Socioeconomically Diverse Student Populations	3
“Is My Child Socially Ready for Elementary School?”	3
Science Talk from the Start of School	3
Predicting Efficacy to Teach Writing	3
Introducing Music in a Saudi Arabian Elementary School	3
Front Matter	3
Student Conceptions of the Equal Sign	3
“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
Front Matter	3
Comparing the Effects of Concepts-First and Iterative Fraction Instruction Sequences	2
Academic Achievement of First Graders with Inattentiveness and Hyperactivity in Classes with Various Academic Compositions	2
Pilot Study of Unlocking Understanding Professional Development to Support Grade 3 Reading Comprehension	2
Parent Perceptions of Remote Learning During COVID-19	2
Front Matter	2
Exploring Agency as a Malleable Factor Related to Literacy	2
Who Takes Care of the Superheroes?	2
Do Teacher Perceptions of Students’ Academic and Behavioral Skills Influence Time Spent in Small-Group Reading Instruction?	2
Comprehension Growth in a Virtual Reading Clinic	1
41 Teachers, 41 Different Ways	1
Front Matter	1
(Re)Learning What It Means to Participate	1
The Constant Work of Access	1
Parent-Teacher Relationships	1
Upper-Elementary Students’ Metacognitive Knowledge about Writing and Its Relationship to Writing Outcomes across Genres	1
Conflict and Cooperation	1
Effects of a Paraphrasing Strategy on the Text Comprehension of Fourth-Grade Striving Readers	1
Variation in Mathematics Content Coverage, Instructional Grouping, and Representational Strategies	1
Front Matter	1
Revisiting the Fourth-Grade Slump among Black Children	1
Defining, Measuring, and Teaching Mathematical Flexibility	1
The Relation between Teachers’ Communicative Behaviors and Class-Level SES	0
“It Took Someone Telling Me That I Could Do It”	0
The Social Continuum of Educational Leadership	0
A Case Study of How Principals in Texas Conceptualize and Support the School Readiness of Children Entering Their Schools	0
Front Matter	0
Play, PE, Paint, and Performance	0
Developing Emergent Bilinguals’ Science and Engineering Disciplinary Literacy with Targeted Language and Developmental Scaffolds	0
Whose Homework Is It?	0
Investigating the Interaction between Teacher Mathematics Content Knowledge and Curriculum on Instructional Behaviors and Student Achievement	0
Educational Research in the Twenty-First Century	0
Front Matter	0
An Investigation of Using Keywords to Solve Word Problems	0
A Seasonal Analysis of Disparities in Academic Skills for Early Elementary School Children with Disabilities	0
Factors That Influence Skilled and Less-Skilled Comprehenders’ Inferential Processing During and After Reading	0

Are Coeducational Classes Truly Coeducational?	0
Front Matter	0
Contribution of Physical Education and Recess to Children’s Habitual Physical Activity	0
Effects of Positive Action in Elementary School on Student Behavioral and Social-Emotional Outcomes	0
Common Core–Related Shifts in English Language Arts Teaching From 2010 to 2018	0
Appreciation of Modern/Contemporary Art by Polish Primary School Children	0
Customizing Professional Development Opportunities to Teachers’ Needs	0
The COVID-19 Pandemic and Oral Reading Fluency	0
Examining The Preschool to First-Grade Literacy and Language Outcomes of Black Children Experiencing a High-Quality Early Childhood Program	0
Challenging Educational Inequities in Early STEM Instruction	0
Science Talk in Elementary Classrooms	0
Exploration of an SRSD Writing Strategy on Students’ Written Expressions of Math Reasoning and SenseMaking	0
Burned Out and Dissatisfied?	0
Elementary Schoolteachers’ Bilingual Development Beliefs and English Learners’ English Reading Comprehension Achievement	0
Commentary: New Paradigms for Understanding Elementary Teachers’ Interactions with Instructional Materials	0
Effects of a Mathematics Teacher Professional Development Program on Grades 3–5 Student Achievement	0
Examining Problem-Solving Schemas and Schema Features in Children’s Trade Books	0
“It’s Not Just about Listening to the Teacher”	0
Attempting Equity in Classroom Practice	0
Examining Malleable Factors That Explain the End-of-Kindergarten Racial/Ethnic Gaps	0
Understanding Students as Achievers and Learners	0
Exploring the Knowledge and Skills of Systems-Level Coaches within Elementary Schools Implementing Multitiered Systems of Support	0
Front Matter	0
Considering the Social-Emotional Well-Being of Multilingual Learners	0
Examining the Relationship Between Word Reading and Nonword Reading Development Within an Orthographic Learning Framework	0
Building Classroom Relationships Through Photovoice	0
A Longitudinal Study of Interdisciplinary Team Relational Supports of Sixth-Grade Teachers’ Sense of Efficacy and Perceived Collective Efficacy of Team Members	0
The Roles of Arithmetic Fluency and Executive Functioning in Mathematical Problem-Solving	0
Exploring Longitudinal Associations between Teacher Expectancy Effects and Reading Achievement among a US Nationally Representative Sample of K–8 Students	0
Pinterest Curation and Student Achievement	0
Teacher Facilitation of Elementary Science Discourse after a Professional Development Initiative	0
Front Matter	0
Weight Status and Socio-Demographic Disparities in Children’s Physical Activity Intensity during Different Segments of the School Day	0
The Impact of COVID-19 on Student Reading Development	0
Conceptual Replications of the Teacher Study Group Approach to Professional Development in Vocabulary	0
Becoming a Better Teacher through Online Teacherpreneurship?	0
Subject-Area Specialization and Teacher Retention	0
Examining the Type and Direction of Teacher Feedback Provided In Fourth-Grade Classrooms to Inform Teacher Preparation	0
The Impact of Student Race, Sex, and Mindset on Reading Intervention Response at the Upper Elementary Level	0
Teaching and Leading for Exemplary STEM Learning	0
Predictors of Kindergarten Science Achievement and Its Growth Across Elementary School for Multilingual and English Monolingual Learners	0
Promoting Expressive Language Skills for Preschool Children with Developmental Concerns	0
Role of the Match Between Individual Levels of Anxious-Withdrawal and Affiliation Group Characteristics in Predicting Distress	0
Front Matter	0
The Effects of Comprehensive and Coordinated Tier 1 Classroom Reading Instruction Implemented within a Multi-Tiered System of Support (MTSS) Framework as Part of a State Reading Initiative	0
Early Skills Predict Fourth-Grade Post-COVID-19 Academic, Inhibitory Control, and Social-Emotional Outcomes for Students from Diverse Home Language Backgrounds	0
Using an Assessment System for Data-Driven Reform	0
Black Female Head Start Teachers’ Multimodal Meaning-Making in Prekindergarten Read-Alouds	0
The Impact of Embedding Behavioral Supports into Reading Instruction for Upper Elementary Students with Reading Difficulties and Inattention	0
Can Teaching Fractions Improve Teachers’ Fraction Understanding?	0
The Effect of Feasible Coaching Supports on Treatment Fidelity to a MultiComponent Behavioral Intervention	0
The Role of Word-, Sentence-, and Text-Level Variables in Predicting Guided Reading Levels of Kindergarten and First-Grade Texts	0
Literacy Coaching Roles ReImagined during the COVID-19 Pandemic	0
Reconceptualizing Civic Perspective-Taking	0
Eight Tweeters Tweeting	0
The Effect of a Language and Literacy Intervention on Upper Elementary Bilingual Students’ Argument Writing	0
Front Matter	0