The Elementary School Journal (ESJ)

  Vol. 125, n°2, 12/ 2024

 

• Developing Emergent Bilinguals’ Science and Engineering Disciplinary Literacy with Targeted Language and Developmental Scaffolds, Zenaida Aguirre-Muñoz, Magdalena Pando, and Michelle Pantoya
• Challenging Educational Inequities in Early STEM Instruction: A Case for Urgency, Megan Rojo, Christian T. Doabler, Jenna Gersib, Anna-Maria Fall, Maria A. Longhi, Greg Roberts, Georgia L. Kimmel, Jasmine Uy, Shadi Ghafghazi, Sarah R. Powell, Gail Lovette, and William J. Therrien
• Predictors of Kindergarten Science Achievement and Its Growth Across Elementary School for Multilingual and English Monolingual Learners, Matthew E. Foster, Jacqueline M. Caemmerer, Briana Hennessy, Sara A. Smith, Lisa M. López, and Trina D. Spencer
• It’s Not Quite Linear for All: Examining Changes in Mathematics Expectancies and Values across Two Years in Elementary School, Sarah Karamarkovich, Hye Rin Lee, and Teomara Rutherford
• A Case Study of How Principals in Texas Conceptualize and Support the School Readiness of Children Entering Their Schools, Christopher P. Brown, Lauren C. McKenzie, Pedro Reyes, David E. DeMatthews, and Sarah L. Woulfin
• Effects of a Mathematics Teacher Professional Development Program on Grades 3–5 Student Achievement: A Multisite Cluster-Randomized Trial, Robert C. Schoen, Mark LaVenia, Amanda M. Tazaz, Russell Gersten, and Keith Smolkowski
• 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, Michael D. Coyne, Ashley Oldham, Nicholas A. Gage, Darci Burns, Kaitlin Leonard, Margie Gillis, Melissa Hickey, and Joanne White

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