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 2020-11-01 to 2024-11-01.)

Article	Citations
Understanding the Relation between Mathematics Vocabulary and Mathematics Performance	34
Promoting Learning for Students Experiencing Adversity and Trauma	16
Teacher Roles in Personalized Learning Environments	13
Anthropomorphic Characters in Children’s Literature	13
An Investigation of Using Keywords to Solve Word Problems	13
Absenteeism across the Early Elementary Grades	11
Educational Research in the Twenty-First Century	10
Effectiveness of Scaling Up a Vocabulary Intervention for Low-Income Children, Pre-K through First Grade	10
Pinterest Curation and Student Achievement	9
Elementary Schoolteachers’ Bilingual Development Beliefs and English Learners’ English Reading Comprehension Achievement	9
The Role of Word-, Sentence-, and Text-Level Variables in Predicting Guided Reading Levels of Kindergarten and First-Grade Texts	8
Using Assessment to Improve the Accuracy of Teachers’ Perceptions of Students’ Academic Competence	8
Getting A Foot in the Door	8
Eight Tweeters Tweeting	7
Detailing New Dangers	7
Usability and Feasibility of Data-Based Instruction for Students with Intensive Writing Needs	7
Predicting Efficacy to Teach Writing	6
Whose Homework Is It?	6
Narrative Instruction in Elementary Classrooms	5
The Social Continuum of Educational Leadership	5
An Exploration of Coaches’ Coordination of Micropolitical Strategies to Gain Access to Teachers’ Classrooms	5
The Effect of a Language and Literacy Intervention on Upper Elementary Bilingual Students’ Argument Writing	5
41 Teachers, 41 Different Ways	5
The Impacts of School-Wide Positive Behavior Interventions and Supports on School Discipline Outcomes for Diverse Students	5
(Re)Learning What It Means to Participate	5

Upper-Elementary Students’ Metacognitive Knowledge about Writing and Its Relationship to Writing Outcomes across Genres	5
When School Doesn’t Start at Age 5	5
Becoming a Better Teacher through Online Teacherpreneurship?	5
The Roles of Arithmetic Fluency and Executive Functioning in Mathematical Problem-Solving	4
Teaching and Leading for Exemplary STEM Learning	4
Common Core–Related Shifts in English Language Arts Teaching From 2010 to 2018	4
Examining Malleable Factors That Explain the End-of-Kindergarten Racial/Ethnic Gaps	4
Teacher Facilitation of Elementary Science Discourse after a Professional Development Initiative	4
Effects of Positive Action in Elementary School on Student Behavioral and Social-Emotional Outcomes	4
Science Talk in Elementary Classrooms	4
Burned Out and Dissatisfied?	4
A Longitudinal Study of Interdisciplinary Team Relational Supports of Sixth-Grade Teachers’ Sense of Efficacy and Perceived Collective Efficacy of Team Members	3
Factors That Influence Skilled and Less-Skilled Comprehenders’ Inferential Processing During and After Reading	3
Revisiting the Fourth-Grade Slump among Black Children	3
Student Conceptions of the Equal Sign	3
How Features of the Implementation Process Shape the Success of an Observation-Based Coaching Program	3
Commentary: New Paradigms for Understanding Elementary Teachers’ Interactions with Instructional Materials	3
The Impact of Embedding Behavioral Supports into Reading Instruction for Upper Elementary Students with Reading Difficulties and Inattention	3
Attempting Equity in Classroom Practice	2
Comparing Elementary Students’ Explanatory Language across Oral and Written Modes	2
Conflict and Cooperation	2
Using Epistemic Network Analysis to Visually Map a Metacognitive Continuum of Urban Fourth Graders’ Strategies for Navigating Multimodal Science Texts	2
A Seasonal Analysis of Disparities in Academic Skills for Early Elementary School Children with Disabilities	2
“This Is the Piece of the Pie We Can Control”	2
Understanding Kindergarten Readiness	2
“It’s Not Just about Listening to the Teacher”	2
Accounting for Levels of Language in Narrative and Expository Writing	2
The Impact of Student Race, Sex, and Mindset on Reading Intervention Response at the Upper Elementary Level	1
Introducing Music in a Saudi Arabian Elementary School	1
Promoting Expressive Language Skills for Preschool Children with Developmental Concerns	1
Examining the Type and Direction of Teacher Feedback Provided In Fourth-Grade Classrooms to Inform Teacher Preparation	1
Are Coeducational Classes Truly Coeducational?	1
“Because the Sun Is Really Not That Big”	1
Exploring the Knowledge and Skills of Systems-Level Coaches within Elementary Schools Implementing Multitiered Systems of Support	1
Can Teaching Fractions Improve Teachers’ Fraction Understanding?	1
The Effect of Feasible Coaching Supports on Treatment Fidelity to a MultiComponent Behavioral Intervention	1
Improvements in Teachers’ Reading Comprehension Instruction and Bilingual Students’ Reading Test Performance in High-Poverty Schools	1
Examining The Preschool to First-Grade Literacy and Language Outcomes of Black Children Experiencing a High-Quality Early Childhood Program	1
Contribution of Physical Education and Recess to Children’s Habitual Physical Activity	1
Predictors of Kindergarten Science Achievement and Its Growth Across Elementary School for Multilingual and English Monolingual Learners	0
Exploring Longitudinal Associations between Teacher Expectancy Effects and Reading Achievement among a US Nationally Representative Sample of K–8 Students	0
Customizing Professional Development Opportunities to Teachers’ Needs	0
Front Matter	0
Front Matter	0
Front Matter	0
Examining Problem-Solving Schemas and Schema Features in Children’s Trade Books	0
Understanding Students as Achievers and Learners	0
Subject-Area Specialization and Teacher Retention	0
Defining, Measuring, and Teaching Mathematical Flexibility	0
Play, PE, Paint, and Performance	0

Using an Assessment System for Data-Driven Reform	0
Examining the Relationship Between Word Reading and Nonword Reading Development Within an Orthographic Learning Framework	0
Video Annotations Contribute to Coach and Teacher Conversations during Coaching Cycles	0
Academic Achievement of First Graders with Inattentiveness and Hyperactivity in Classes with Various Academic Compositions	0
A Cross-Lagged Analysis of the Relationship between Math Achievement and Behavioral Outcomes of At-Risk Students	0
Reconceptualizing Civic Perspective-Taking	0
A Synthesis of Early Literacy Intervention Research Conducted in Africa for Students in Kindergarten through Third Grade	0
Commentary: Seeing Individual Children and Their Vulnerabilities	0
Predictable Variation in the Implementation of a Curricular Intervention—and Why it Matters	0
Educators Meet the Fifth Estate: Social Media in Education	0
Front Matter	0
Inquiry at Its Core	0
Literacy Coaches’ Sensemaking about Coaching Decisions	0
Front Matter	0
Appreciation of Modern/Contemporary Art by Polish Primary School Children	0
Variation in Mathematics Content Coverage, Instructional Grouping, and Representational Strategies	0
Weight Status and Socio-Demographic Disparities in Children’s Physical Activity Intensity during Different Segments of the School Day	0
The Relation between Teachers’ Communicative Behaviors and Class-Level SES	0
Effects of a Mathematics Teacher Professional Development Program on Grades 3–5 Student Achievement	0
Considering the Social-Emotional Well-Being of Multilingual Learners	0
The Impact of COVID-19 on Student Reading Development	0
Effects of a Paraphrasing Strategy on the Text Comprehension of Fourth-Grade Striving Readers	0
Exploring Agency as a Malleable Factor Related to Literacy	0
Front Matter	0
Comparing the Effects of Concepts-First and Iterative Fraction Instruction Sequences	0
Front Matter	0
Challenging Educational Inequities in Early STEM Instruction	0
The Constant Work of Access	0
Investigating the Interaction between Teacher Mathematics Content Knowledge and Curriculum on Instructional Behaviors and Student Achievement	0
Front Matter	0
Examining Reading Difficulty and Reading Disability in Racially and Socioeconomically Diverse Student Populations	0
Role of the Match Between Individual Levels of Anxious-Withdrawal and Affiliation Group Characteristics in Predicting Distress	0
Conceptual Replications of the Teacher Study Group Approach to Professional Development in Vocabulary	0
“It’s Just Something That You Have to Do as a Teacher”	0
Comprehension Growth in a Virtual Reading Clinic	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
Exploration of an SRSD Writing Strategy on Students’ Written Expressions of Math Reasoning and SenseMaking	0
Front Matter	0
How Do Intervention Studies Measure the Relation between Implementation Fidelity and Students’ Reading Outcomes?	0
Front Matter	0
Literacy Coaching Roles ReImagined during the COVID-19 Pandemic	0
Student-Teacher Relationships and Mathematics Achievement for Students with and Without Disabilities	0
Spelling Errors in Expository Texts Written in Hebrew at the Elementary School Level	0
Do Teacher Perceptions of Students’ Academic and Behavioral Skills Influence Time Spent in Small-Group Reading Instruction?	0
Pilot Study of Unlocking Understanding Professional Development to Support Grade 3 Reading Comprehension	0
Erratum	0
Front Matter	0
Front Matter	0
“It Took Someone Telling Me That I Could Do It”	0
Unpacking Implementation	0
Front Matter	0
Parent-Teacher Relationships	0
Parent Perceptions of Remote Learning During COVID-19	0
Front Matter	0
Front Matter	0
Front Matter	0
The COVID-19 Pandemic and Oral Reading Fluency	0