The Elementary School Journal (ESJ)

  Vol. 123, n°2, 12/2022

 

• Burned Out and Dissatisfied? The Relationships between Teacher Dissatisfaction and Burnout and Their Attrition Behavior, Tuan D. Nguyen,  Kristen P. Kremer
• “It Took Someone Telling Me That I Could Do It”: Teacher Perceptions  of a Yearlong Literacy Professional Development Program, Amy D. Broemmel, Amanda Rigell, K. Journey Swafford
• Contribution of Physical Education and Recess to Children’s Habitual Physical Activity, Wesley J. Wilson, Joonkoo Yun, Ben D. Kern
• The Roles of Arithmetic Fluency and Executive Functioning in Mathematical Problem-Solving, Jarise Kaskens, Sui Lin Goei, Johannes E. H. Van Luit, Ludo Verhoeven, Eliane Segers
• Investigating the Interaction between Teacher Mathematics Content  Knowledge and Curriculum on Instructional Behaviors and Student Achievement, Marah Sutherland,  Ben Clarke,  Derek B. Kosty,  Scott K. Baker,  Christian T. Doabler,  Keith Smolkowski,  Hank Fien,  Joanna Goode
• Examining Problem-Solving Schemas and Schema Features in Children’s Trade Books, Elizabeth A. Stevens,  Suzanne R. Forsyth,  Sarah R. Powell
• Understanding Kindergarten Readiness, Kristin Lyn Whyte, Cynthia E. Coburn

https://www.journals.uchicago.edu/toc/esj/current