Elementary School Journal

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 2021-06-01 to 2025-06-01.)
ArticleCitations
Accounting for Levels of Language in Narrative and Expository Writing20
A Synthesis of Early Literacy Intervention Research Conducted in Africa for Students in Kindergarten through Third Grade14
Unpacking Implementation11
A Cross-Lagged Analysis of the Relationship between Math Achievement and Behavioral Outcomes of At-Risk Students10
Student-Teacher Relationships and Mathematics Achievement for Students with and Without Disabilities9
Front Matter8
Video Annotations Contribute to Coach and Teacher Conversations during Coaching Cycles8
Holistic Education through Hackathon8
Erratum8
Front Matter8
An Exploration of Coaches’ Coordination of Micropolitical Strategies to Gain Access to Teachers’ Classrooms7
Spelling Errors in Expository Texts Written in Hebrew at the Elementary School Level7
Literacy Coaches’ Sensemaking about Coaching Decisions7
Front Matter7
Educators Meet the Fifth Estate: Social Media in Education7
Commentary: Seeing Individual Children and Their Vulnerabilities7
Understanding Kindergarten Readiness6
Risk Factors of Cybervictimization Associated with the Use of Technologies in Elementary Education6
Elementary School Teachers’ Use of Technology for Knowledge Generation in Science Classrooms5
Inquiry at Its Core5
Understanding Mathematics Instruction in Kindergarten5
Getting A Foot in the Door5
Social and Academic Sources of Science Classroom Belonging in Middle School5
When School Doesn’t Start at Age 55
Using Assessment to Improve the Accuracy of Teachers’ Perceptions of Students’ Academic Competence4
Student Conceptions of the Equal Sign4
It’s Not Quite Linear for All4
“Is My Child Socially Ready for Elementary School?”4
Front Matter4
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
Front Matter3
Introducing Music in a Saudi Arabian Elementary School3
Science Talk from the Start of School3
How Do Intervention Studies Measure the Relation between Implementation Fidelity and Students’ Reading Outcomes?3
Front Matter3
Who Takes Care of the Superheroes?3
“It’s Just Something That You Have to Do as a Teacher”3
Comparing Elementary Students’ Explanatory Language across Oral and Written Modes3
Examining Reading Difficulty and Reading Disability in Racially and Socioeconomically Diverse Student Populations3
Academic Achievement of First Graders with Inattentiveness and Hyperactivity in Classes with Various Academic Compositions3
Front Matter2
Do Teacher Perceptions of Students’ Academic and Behavioral Skills Influence Time Spent in Small-Group Reading Instruction?2
Parent Perceptions of Remote Learning During COVID-192
Pilot Study of Unlocking Understanding Professional Development to Support Grade 3 Reading Comprehension2
Comprehension Growth in a Virtual Reading Clinic2
Comparing the Effects of Concepts-First and Iterative Fraction Instruction Sequences2
Variation in Mathematics Content Coverage, Instructional Grouping, and Representational Strategies2
Exploring Agency as a Malleable Factor Related to Literacy2
(Re)Learning What It Means to Participate1
Upper-Elementary Students’ Metacognitive Knowledge about Writing and Its Relationship to Writing Outcomes across Genres1
Front Matter1
Effects of a Paraphrasing Strategy on the Text Comprehension of Fourth-Grade Striving Readers1
Conflict and Cooperation1
The Constant Work of Access1
Front Matter1
Revisiting the Fourth-Grade Slump among Black Children1
Defining, Measuring, and Teaching Mathematical Flexibility1
The Role of Word-, Sentence-, and Text-Level Variables in Predicting Guided Reading Levels of Kindergarten and First-Grade Texts1
41 Teachers, 41 Different Ways1
Parent-Teacher Relationships1
The Roles of Arithmetic Fluency and Executive Functioning in Mathematical Problem-Solving1
Effects of Positive Action in Elementary School on Student Behavioral and Social-Emotional Outcomes1
Examining Malleable Factors That Explain the End-of-Kindergarten Racial/Ethnic Gaps0
Pinterest Curation and Student Achievement0
“It’s Not Just about Listening to the Teacher”0
Front Matter0
Understanding Students as Achievers and Learners0
The Impact of Embedding Behavioral Supports into Reading Instruction for Upper Elementary Students with Reading Difficulties and Inattention0
“It Took Someone Telling Me That I Could Do It”0
Black Female Head Start Teachers’ Multimodal Meaning-Making in Prekindergarten Read-Alouds0
Using an Assessment System for Data-Driven Reform0
Burned Out and Dissatisfied?0
Front Matter0
Teaching and Leading for Exemplary STEM Learning0
The Social Continuum of Educational Leadership0
Exploring Longitudinal Associations between Teacher Expectancy Effects and Reading Achievement among a US Nationally Representative Sample of K–8 Students0
Role of the Match Between Individual Levels of Anxious-Withdrawal and Affiliation Group Characteristics in Predicting Distress0
A Case Study of How Principals in Texas Conceptualize and Support the School Readiness of Children Entering Their Schools0
Challenging Educational Inequities in Early STEM Instruction0
Examining The Preschool to First-Grade Literacy and Language Outcomes of Black Children Experiencing a High-Quality Early Childhood Program0
Becoming a Better Teacher through Online Teacherpreneurship?0
A Longitudinal Study of Interdisciplinary Team Relational Supports of Sixth-Grade Teachers’ Sense of Efficacy and Perceived Collective Efficacy of Team Members0
Can Teaching Fractions Improve Teachers’ Fraction Understanding?0
Building Classroom Relationships Through Photovoice0
Examining Problem-Solving Schemas and Schema Features in Children’s Trade Books0
Science Talk in Elementary Classrooms0
Reconceptualizing Civic Perspective-Taking0
Eight Tweeters Tweeting0
Promoting Expressive Language Skills for Preschool Children with Developmental Concerns0
Teachers’ Use of Motivational Messages While Teaching Fractions0
Front Matter0
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 Initiative0
An Investigation of Using Keywords to Solve Word Problems0
Effects of a Mathematics Teacher Professional Development Program on Grades 3–5 Student Achievement0
Are Coeducational Classes Truly Coeducational?0
Factors That Influence Skilled and Less-Skilled Comprehenders’ Inferential Processing During and After Reading0
Front Matter0
Front Matter0
Investigating the Interaction between Teacher Mathematics Content Knowledge and Curriculum on Instructional Behaviors and Student Achievement0
Attempting Equity in Classroom Practice0
The Impact of Student Race, Sex, and Mindset on Reading Intervention Response at the Upper Elementary Level0
Front Matter0
The Effect of a Language and Literacy Intervention on Upper Elementary Bilingual Students’ Argument Writing0
The Relation between Teachers’ Communicative Behaviors and Class-Level SES0
The Effect of Feasible Coaching Supports on Treatment Fidelity to a MultiComponent Behavioral Intervention0
Examining the Type and Direction of Teacher Feedback Provided In Fourth-Grade Classrooms to Inform Teacher Preparation0
Contribution of Physical Education and Recess to Children’s Habitual Physical Activity0
Weight Status and Socio-Demographic Disparities in Children’s Physical Activity Intensity during Different Segments of the School Day0
Predictors of Kindergarten Science Achievement and Its Growth Across Elementary School for Multilingual and English Monolingual Learners0
Developing Emergent Bilinguals’ Science and Engineering Disciplinary Literacy with Targeted Language and Developmental Scaffolds0
Early Skills Predict Fourth-Grade Post-COVID-19 Academic, Inhibitory Control, and Social-Emotional Outcomes for Students from Diverse Home Language Backgrounds0
The COVID-19 Pandemic and Oral Reading Fluency0
Educational Research in the Twenty-First Century0
Elementary Schoolteachers’ Bilingual Development Beliefs and English Learners’ English Reading Comprehension Achievement0
The Impact of COVID-19 on Student Reading Development0
A Seasonal Analysis of Disparities in Academic Skills for Early Elementary School Children with Disabilities0
Front Matter0
The Frequency, Type, and Function of Visual Displays in Upper Elementary Standardized Science Tests0
Examining the Relationship Between Word Reading and Nonword Reading Development Within an Orthographic Learning Framework0
Considering the Social-Emotional Well-Being of Multilingual Learners0
Subject-Area Specialization and Teacher Retention0
Commentary: New Paradigms for Understanding Elementary Teachers’ Interactions with Instructional Materials0
Common Core–Related Shifts in English Language Arts Teaching From 2010 to 20180
Whose Homework Is It?0
Teacher Facilitation of Elementary Science Discourse after a Professional Development Initiative0
Exploring the Knowledge and Skills of Systems-Level Coaches within Elementary Schools Implementing Multitiered Systems of Support0
Conceptual Replications of the Teacher Study Group Approach to Professional Development in Vocabulary0
Exploration of an SRSD Writing Strategy on Students’ Written Expressions of Math Reasoning and SenseMaking0
Customizing Professional Development Opportunities to Teachers’ Needs0
Play, PE, Paint, and Performance0
Literacy Coaching Roles ReImagined during the COVID-19 Pandemic0
Appreciation of Modern/Contemporary Art by Polish Primary School Children0
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