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Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement
As the COVID-19 pandemic upended the 2019–2020 school year, education systems scrambled to meet the needs of students and families with little available data on how school closures may impact learning. In this study, we produced a series of projections of COVID-19-related learning loss based on (a) estimates from absenteeism literature and (b) analyses of summer learning patterns of 5 million students. Under our projections, returning students are expected to start fall 2020 with approximately 63 to 68% of the learning gains in reading and 37 to 50% of the learning gains in mathematics relative to a typical school year. However, we project that losing ground during the school closures was not universal, with the top third of students potentially making gains in reading.
Journal Article
Elementary School Student Development of STEM Attitudes and Perceived Learning in a STEM Integrated Robotics Curriculum
Robotics has been advocated as an emerging approach to engaging K-12 students in learning science, technology, engineering, and mathematics (STEM). This study examined the impacts of a project-based STEM integrated robotics curriculum on elementary school students’ attitudes toward STEM and perceived learning in an afterschool setting. Three elementary school teachers and 18 fourth to sixth graders participated in an eight-week-long program. Quantitative and qualitative data were collected and analyzed, and showed students’ attitudes toward math improved significantly at the end of the robotics curriculum. Three specific areas of perceived learning were identified, including STEM content learning and connection, engagement and perseverance, and development and challenge in teamwork. The findings also identified the opportunities and challenges in designing a STEM integrated robotics afterschool curriculum for upper elementary school students. Implications for future research studies and curriculum design are discussed.
Journal Article
Outstanding teaching
This series offers primary teachers quick, practical and highly original ideas to help achieve outstanding teaching in the classroom.
Book
Teacher-Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes?
It is now widely believed that classroom dialogue matters as regards student outcomes, with optimal patterns often regarded as requiring some or all of open questions, elaboration of previous contributions, reasoned discussion of competing viewpoints, linkage and coordination across contributions, metacognitive engagement with dialogue, and high student participation. To date, however, the relevance of such features has been most convincingly examined in relation to small-group interaction among students; little is known about their applicability to teacher-student dialogue. This article reports a large-scale study that permits some rebalancing. The study revolved around 2 lessons (covering 2 of mathematics, literacy, and science) that were video recorded in each of 72 demographically diverse classrooms (students' ages 10-11 years). Key measures of teacher-student dialogue were related to 6 indices of student outcome, which jointly covered curriculum mastery, reasoning, and educationally relevant attitudes. Prior attainment and attitudes were considered in analyses, as were other factors (e.g., student demographics and further aspects of classroom practice) that might confound interpretation of dialogue-outcome relations. So long as students participated extensively, elaboration and querying of previous contributions were found to be positively associated with curriculum mastery, and elaboration was also positively associated with attitudes.
Journal Article
Profiles of teachers’ expertise in professional noticing of children’s mathematical thinking
This study contributes to the growing body of research that highlights the usefulness of professional noticing of children’s mathematical thinking for understanding the complexity and variability in teaching expertise. We explored the noticing expertise of 72 upper elementary school teachers engaged in multi-year professional development focused on children’s fraction thinking. Our assessment addressed the three component skills of professional noticing of children’s mathematical thinking: (a) attending to children’s strategy details, (b) interpreting children’s understandings, and (c) deciding how to respond on the basis of children’s understandings. We used a latent class analysis to empirically identify three distinct “profiles” of noticing expertise—subgroups of teachers who responded similarly to each other and differently from teachers in other profiles. The profiles differed in their overall noticing expertise as well as their patterns of strengths and areas for growth across the component skills. Thus, the profiles provide a concise, multi-dimensional characterization of noticing expertise that integrates expertise in each of the component skills. The profiles also provide tools for differentiating learning opportunities for teachers in professional development. In addition, our design allowed us to compare teachers’ expertise in two common forms of deciding how to respond: deciding on follow-up questions and deciding on next problems. In all three profiles, teachers demonstrated more expertise when deciding on follow-up questions than when deciding on next problems, suggesting not only a starting point for teacher learning but also the need for a line of research focused on different forms of this component skill.
Journal Article
School Engagement in Elementary School: A Systematic Review of 35 Years of Research
School engagement is considered an antidote to several academic problems found in middle and high school. Previous data highlight the importance of understanding school engagement in early years. The present systematic review aims to outline investigations regarding school engagement in elementary school. Findings are expected to (i) help educators learn about research in a comprehensible way, (ii) design future school-based interventions with strong theoretical support, and (iii) systematize information about research gaps and indicate new avenues for investigation. The systematic search for original articles published up to 2018 followed the PRISMA statement and Cochrane’s guidelines. A total of 102 articles were included and organized, according to the self-system model of motivational development from Skinner et al. (Journal of Educational Psychology,100, 765–781, 2008). Results showed that balanced and quality support from peers, teachers, and parents positively influenced school engagement. Additionally, some common characteristics of the school context were found to undermine school engagement. Regarding interventions aimed to promote school engagement, we found various effective designs, differing in complexity. Moreover, studies focused on students’ emotions, behaviors and cognitions, experiences, motivational variables, and learning provided important inputs to promote school engagement. Furthermore, studies focused on examining the trajectories of school engagement provided data to understand how to prevent school engagement from declining throughout schooling. Finally, most studies found a positive and significant relationship between school engagement and achievement; however, results differ regarding the source of information or school domain examined. The school engagement conceptualizations, dimensions, and measures used were analyzed and their relationships to the results were discussed.
Journal Article