The Elementary School Journal (ESJ)

  Vol. 123, n°4, 06/2023

 

• Understanding Students as Achievers and Learners: A Mixed Methods Study of How Frames Shape, and Are Shaped by, Teachers’ Interpretation of Interim Assessment Data, Austin S. Jennings
• Promoting Expressive Language Skills for Preschool Children with Developmental Concerns: Effects of a Parent-Educator Partnership Intervention, Lisa L. Knoche, Courtney E. Boise, Susan M. Sheridan, and Katherine C. Cheng
• Academic Achievement of First Graders with Inattentiveness and Hyperactivity in Classes with Various Academic Compositions, Yulia Kuzmina, Alina Ivanova, and Ilya Denisov
• A Synthesis of Early Literacy Intervention Research Conducted in Africa for Students in Kindergarten through Third Grade, Zainab U. White, Jessica R. Toste, and Marissa J. Filderman
• The Impact of COVID-19 on Student Reading Development, Jacob S. Gray, Kelly A. Powell-Smith, and Roland H. Good III
• Considering the Social-Emotional Well-Being of Multilingual Learners: A Comparative Case Study across Program Models, Amy J. Heineke, Elizabeth M. Vera, Wenjin Guo, Joseph Kaye, and Joseph Elliott

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