The Elementary School Journal (ESJ)

  Vol. 125, n°1, 09/2024

 

• Comprehension Growth in a Virtual Reading Clinic: A Case Study of Teachers Supporting Below-Level Readers in Grades 3–5, Meghan D. Liebfreund and Melissa J. Wrenn
• The Constant Work of Access: How Coaches Use Strategies to Respond to the Micropolitical Forces That Shape Their Classroom Access, Evthokia Stephanie Saclarides and Jen Munson
• Exploring Longitudinal Associations between Teacher Expectancy Effects and Reading Achievement among a US Nationally Representative Sample of K–8 Students, Faiza M. Jamil, Abigail T. Stephan, and Amanda E. Bennett
• Unpacking Implementation: Fidelity and Barriers to Implementation of a Kindergarten Reading Intervention by Teachers, Michael P. Mesa, Colby Hall, Tricia Zucker, Katlynn Dahl-Leonard, Yoonkyung Oh, and Carolyn Denton
• Video Annotations Contribute to Coach and Teacher Conversations during Coaching Cycles, Ryan Gillespie and Julie M. Amador
• Parent-Teacher Relationships: Factors That Relate to Dyadic Congruence, Lorey A. Wheeler, Karalynn E. Brown, Amanda L. Witte, Donna Chen, Susan M. Sheridan, Matthew J. Gormley, Elizabeth S. Brower, Sunhyoung Lee, and Renata Mendes Gomes
• A Cross-Lagged Analysis of the Relationship between Math Achievement and Behavioral Outcomes of At-Risk Students, Jiyung Hwang, Jiwon (Lexi) Hwang, Jessica Rodrigues, and Min-Kyung Han

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