The Elementary School Journal (ESJ)

  Vol. 124, n°2, 12/ 2023

 

• Parent Perceptions of Remote Learning During COVID-19, Trina M. Harmon and David H. Arnold
• “It’s Just Something That You Have to Do as a Teacher”: Investigating the Intersection of Educational Infrastructure Redesign, Teacher Discretion, and Educational Equity in the Elementary ELA Classroom, Naomi L. Blaushild
• Do Teacher Perceptions of Students’ Academic and Behavioral Skills Influence Time Spent in Small-Group Reading Instruction?, Jessica R. Toste, Leigh McLean, Peng Peng, Lisa Didion, Marissa J. Filderman, Nicole Sparapani, and Carol McDonald Connor
• Variation in Mathematics Content Coverage, Instructional Grouping, and Representational Strategies: An Analysis of Three US Kindergarten Mathematics Textbooks, Katja Robinson, Deb Hubbard, Robin Jacob, Anna Erickson, and Mimi Engel
• Literacy Coaching Roles ReImagined during the COVID-19 Pandemic, Katia Ciampa, Rosemarie Jagielo-Manion, Audrey Gormley, Gwen Quinn, and Suzanne Fanelle
• The Effect of Feasible Coaching Supports on Treatment Fidelity to a MultiComponent Behavioral Intervention, Mark D. Samudre and Lauren M. LeJeune
• Subject-Area Specialization and Teacher Retention: An Elementary School Story, Kevin C. Bastian, C. Kevin Fortner, and Kate Caton

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