【SSCI】教育学期刊《Elementary School Journal》最新论文推送（2024年10月）
《Elementary School Journal》共22篇，祝大家阅读愉快。
《Parent-Teacher Relationships》
《家长与教师的关系》
作者：Lorey A. Wheeler · Kweku Brown · Amanda L. Witte · Donna A. Chen · Susan M. Sheridan · Matthew J. Gormley · Elizabeth S. Brower · S. Y. Lee · Renata Mendes Gomes
英文摘要：Parent-teacher relationships are germane to child outcomes and are especially important when children experience social-behavioral difficulties. We used dyadic methods to assess levels and congruence in parent-teacher relationship joining (affective quality) and communication-to-other (communication behaviors). The study also examined whether teacher beliefs about parent involvement and years of experience and parents’ educational attainment and ethnic-racial identity related to relationship qualities. Data come from three randomized controlled trials of a family-school partnership intervention for children with social-behavioral difficulties. Results indicated dyad levels of joining were higher than communication-to-other and identified a degree of mismatch in parent-teacher relationships. Parents reported more positive joining and communication-to-other than teachers. Parent-teacher dyads reported higher-quality relationships when parents identified as White and teachers held positive beliefs about parent involvement. Congruence was greater when teachers held positive beliefs about parent involvement and when parents had higher educational attainment. Implications for school-based family engagement efforts are discussed.
中文摘要：家长与老师的关系与孩子的成长密切相关，尤其是当孩子经历社会行为困难时。本研究采用二元方法评估家长与教师关系连结(情感品质)与沟通行为(沟通行为)的水平与一致性。这项研究还调查了教师对父母参与、多年经验、父母的学历和种族认同感的看法是否与关系质量有关。数据来自三个随机对照试验的家庭-学校合作干预的儿童与社会行为的困难。结果表明，家长与教师的关系存在一定程度的不匹配。家长比教师更积极参与及与其他人沟通。当父母被认为是白人而老师对父母的参与持有积极的信念时，父母-老师双方报告了更高质量的关系。当教师对家长的参与持积极态度，以及家长的学历较高时，学生的一致性较高。讨论对校本家庭参与工作的影响。
https://doi.org/10.1086/731239
《Customizing Professional Development Opportunities to Teachers’ Needs》
《根据教师的需要定制专业发展机会》
作者：Sofia A. Agathangelou · Heather C. Hill · Charalambos Y. Charalambous
英文摘要：A key lever for improving instructional quality centers on providing teachers with professional development (PD) opportunities customized to their instructional needs. To examine whether teacher evaluation reforms led such PD opportunities, we explored the extent to which teachers received PD based on their instructional profiles. To do so, we conducted a latent profile analysis of data from upper-elementary teachers to develop profiles of teachers based on the instructional quality of their lessons. Three profiles emerged from this analysis, with the first two corresponding to strong and weak performance, respectively, in both the content-generic and the content-specific teaching aspects, and the third corresponding to strong performance in generic aspects and weak in content-specific aspects. After validating these profiles, we regressed profile membership on PD received and found that the former did not predict the latter. This nonsignificant finding has implications for rendering current PD efforts more customized to teachers’ instructional needs.
中文摘要：提高教学质量的一个关键杠杆是为教师提供专业发展(PD)机会，以满足他们的教学需求。为了检验教师评价改革是否带来了这样的个人发展机会，我们根据教师的教学档案探讨了教师获得个人发展机会的程度。为此，我们对高小教师的数据进行了潜在概况分析，以便根据教学质量发展教师概况。这项分析产生了三种情况，前两种情况分别表明在内容通用性和内容特定性教学方面的表现强和弱，第三种情况表明在通用性方面的表现强，在内容特定性方面的表现弱。在验证这些个人资料后，我们回归了 PD 收到的个人资料成员资格，发现前者并不能预测后者。这一无关紧要的发现对于使当前的 PD 努力更加符合教师的教学需求具有意义。
https://doi.org/10.1086/728590
《Conflict and Cooperation》
《冲突与合作》
作者：Jen Munson · Evthokia Stephanie Saclarides
英文摘要：Coaches develop and use strategies to gain access to teachers’ classrooms to support teacher learning and instructional improvement. These strategies respond to the specific conditions in which coaches work, including organizational structures and interpersonal factors that can either facilitate or impede access. In this interview study of 28 content-focused coaches in one district, we used a micropolitical lens to explore the forces that influenced coaches’ access to teachers’ classrooms. Ultimately, we identified nine distinct forces that either supported or constrained coaches’ access to classrooms. These forces were bound together in a micropolitical system of interpersonal and structural forces influenced by larger macropolitical forces. Interpersonal forces emanated from three kinds of actors in the school organization: administrators, teachers, and the coaches themselves. Implications for the application of micropolitical theory to future research on the negotiations inherent to coaching and the implications for school districts seeking to establish an effective coaching program are discussed.
中文摘要：教练制定并使用策略进入教师的课堂，以支持教师的学习和教学改进。这些战略针对教练工作的具体条件，包括组织结构和人际因素，这些因素可能促进或阻碍进入。本研究以一个地区的28位以内容为中心的教练为研究对象，以微观政治的视角探讨影响教练进入教师课堂的因素。最后，我们确定了支持或限制教练进入教室的九种截然不同的力量。这些力量在一个微观政治系统中结合在一起，这个微观政治系统中的人际力量和结构力量受到更大的宏观政治力量的影响。人际力量来源于学校组织中的三种行为者: 管理者、教师和教练员自身。本文讨论了微观政治理论在未来关于教练内在谈判的研究中的应用，以及对学区寻求建立一个有效的教练计划的影响。
https://doi.org/10.1086/728423
《Weight Status and Socio-Demographic Disparities in Children’s Physical Activity Intensity during Different Segments of the School Day》
《不同时段儿童体育活动强度的体重状况及社会人口学差异》
作者：Xiaoxia Zhang · Xiangli Gu · Tsz Lun Chu · Joonyoung Lee · Tao Zhang
英文摘要：This study was to evaluate weight status and sociodemographic disparities in physical activity (PA) intensities (i.e., vigorous PA [VPA], moderate PA [MPA], and light PA [LPA]) during different segments of the school day, including physical education (PE), recess, and lunchtime. Participants were 287 third-grade students (Mage = 8.38, SD = 0.50). PA was measured using accelerometers. Children, on average, spent 88.48 minutes of MPA and 13.35 minutes of VPA. Disparities in VPA were observed in sex (higher in boys in PE and recess) and weight status (higher in the healthy-weight group in recess and lunchtime). Sex disparities in MPA were observed in recess (higher in girls) and in lunchtime (higher in boys). Hispanic girls had more LPA in PE compared with non-Hispanic girls. Disparities in PA behaviors at PE, recess, and lunchtime are evident but different regarding children’s demographics. Schools may tailor PA opportunities to promote children’s PA and reduce disparity.
中文摘要：本研究旨在评估体育活动(PA)强度(即强度 PA [ VPA ] ，中度 PA [ MPA ]和轻度 PA [ LPA ])在学校日不同阶段(包括体育教育(PE) ，休息和午餐时间)的体重状况和社会人口差异。参与者为287名三年级学生(Mage = 8.38，SD = 0.50)。使用加速度计测量 PA。平均而言，儿童的 MPA 和 VPA 分别为88.48分钟和13.35分钟。VPA 在性别(男孩在体育课和午休时间较高)和体重状况(健康体重组在午休和午休时间较高)方面存在差异。MPA 的性别差异在休息时间(女孩较高)和午餐时间(男孩较高)被观察到。与非西班牙裔女孩相比，西班牙裔女孩在体育课上有更多的 LPA。在体育课、课间和午餐时间 PA 行为的差异是显而易见的，但在儿童的人口统计学上是不同的。学校可因应个别情况，提供推广儿童个人助理的机会，以减少不平等的情况。
https://doi.org/10.1086/728407
《Defining, Measuring, and Teaching Mathematical Flexibility》
《数学柔性的定义、测量与教学》
作者：Sarah K. Cox · Matthew K. Burns · Elizabeth M. Hughes · Taryn Wade · Michelle Davis
英文摘要：Mathematical flexibility is thought to be a critical component of mathematical proficiency, and the term “mathematical flexibility” has been used by teachers, researchers, and policy makers for more than 2 decades. Although there seems to be consensus on the importance of mathematical flexibility as a construct, the way it is defined and described is inconsistent. Without a clear and consistent definition of mathematical flexibility, it is impossible to develop accurate measures of the construct or to improve instructional strategies to promote its use. Therefore, this systematic literature review examines the way mathematical flexibility has been defined, taught, and measured. Using a combination of descriptive statistics and qualitative content analysis, articles were coded for themes around definitions, instruction, and measurement. Finally, we looked at connectivity between authorship to examine relationships between citations of how mathematical flexibility was defined.
中文摘要：数学灵活性被认为是数学能力的一个重要组成部分，“数学灵活性”一词已经被教师、研究人员和决策者使用了20多年。尽管人们似乎对数学灵活性作为一个结构的重要性达成了共识，但它的定义和描述方式是不一致的。如果没有一个清晰和一致的数学灵活性定义，就不可能制定精确的测量结构或改进教学策略，以促进其使用。因此，本系统的文献综述检查了数学灵活性的定义，教学和测量的方式。使用描述统计学和定性内容分析相结合，文章围绕定义、指导和测量的主题进行编码。最后，我们研究了作者之间的关联性，以检查如何定义数学灵活性的引文之间的关系。
https://doi.org/10.1086/728591
《Student-Teacher Relationships and Mathematics Achievement for Students with and Without Disabilities》
《师生关系与残疾和非残疾学生的数学成绩》
作者：Amanda A. Olsen · Ambra L. Green
英文摘要：The importance of mathematics in early grades has been well established. Two variables that are associated with mathematics achievement are student-teacher relationships (STR) and student type (students identified with a disability and students not identified with a disability). The current study investigated the interaction between perceived STR and student type on mathematics achievement using a nationally representative data set of approximately 8,380 first-grade students, 2,930 teachers, and 860 schools. Multilevel modeling controlling for student-, teacher-, and school-level factors found that both perceived STR and student type were strongly associated with mathematics achievement. There were also two statistically significant moderation effects between close STR and student type on mathematics achievement and conflictual STR and student type on mathematics achievement. This suggests that close or less conflictual STR are beneficial for all students but are especially beneficial for students identified with a disability. Implications for research, policy, and practice are also provided.
中文摘要：初中数学的重要性已经确立。与数学成绩相关的两个变量是师生关系(STR)和学生类型(被认定为残疾的学生和未被认定为残疾的学生)。本研究使用全国范围内约8380名一年级学生、2930名教师和860所学校的具有代表性的数据集，调查了感知 STR 和学生类型对数学成绩的影响。对学生、教师和学校因素的多层次建模控制发现，感知 STR 和学生类型都与数学成绩密切相关。紧密 STR 和学生类型对数学成绩的影响有两个统计学显著性调节效应，冲突 STR 和学生类型对数学成绩的影响有两个统计学显著性调节效应。这表明，紧密或少冲突的 STR 对所有学生都有益，但对残疾学生尤其有益。还提供了对研究、政策和实践的启示。
https://doi.org/10.1086/728673
《Conceptual Replications of the Teacher Study Group Approach to Professional Development in Vocabulary》
《教师学习小组模式对词汇专业发展的概念借鉴》
作者：Russell Gersten · Joseph Dimino · Madhavi Jayanthi · Mary Jo Taylor
英文摘要：We discuss an original study and two replications conducted over 18 years examining the impact of Teacher Study Group (TSG) in Vocabulary, a professional development (PD) approach for improving pedagogy and student learning. Study 1 focused on the design and development of the PD and included a small-scale randomized controlled trial to assess the efficacy of the TSG model with grade 1 teachers. Study 2 was a scale-up study conducted in grade 1. Study 3 examined the efficacy of the TSG when implemented with grade 8 teachers of American history. We highlight similarities and differences in methodology and results among the studies and conclude with a discussion of the pattern of findings followed by a reflection on issues emanating from this line of research.
中文摘要：我们讨论了一个原始的研究和两个重复进行了18年来检查的影响，教师研究小组(TSG)在词汇，专业发展(PD)的方法，以改善教学和学生的学习。研究一主要探讨「专业发展」的设计和发展，包括一个小规模的随机对照试验，以评估一年级教师参与「专业发展支援」模式的成效。研究2是在一年级进行的扩大研究。研究3检验了美国历史八年级教师实施 TSG 的效能。我们强调这些研究在方法和结果上的相似之处和不同之处，最后讨论了研究结果的模式，然后对这一研究方向产生的问题进行了思考。
https://doi.org/10.1086/730082
《Play, PE, Paint, and Performance》
《游戏，体育，绘画和表演》
作者：Vi‐Nhuan Le · Diana Schaack · Michael A. Gottfried
英文摘要：There is currently a debate as to whether academic content at kindergarten crowds out time spent in creative arts, free play, and physical activity. Analyzing kindergarten teachers’ reports of their instruction from the ECLS-K:2011, this study examined whether core academic content or advanced academic content in math or English language arts (ELA) displaces time spent in creative arts, indoor free play, and physical activity. The results suggested that neither core academic content nor advanced academic content in either subject displaced physical activity. More time spent on advanced math and advanced ELA was associated with more time spent on creative arts. However, teachers who reported spending more time on advanced math also reported spending less time on indoor free play.
中文摘要：目前有一个关于幼儿园的学术内容是否挤掉了花在创造性艺术、自由游戏和体育活动上的时间的争论。分析幼儿园教师对 ECLS-K: 2011的教学报告，这项研究检查了核心学术内容或数学或英语语言艺术(ELA)的高级学术内容是否取代了花在创造性艺术，室内自由游戏和体育活动上的时间。结果表明，无论是核心学术内容还是高级学术内容都不能取代体育活动。花在高等数学和高等 ELA 上的时间越多，花在创造性艺术上的时间就越多。然而，据报道在高等数学上花费更多时间的教师也报告在室内自由游戏上花费更少的时间。
https://doi.org/10.1086/729984
《Literacy Coaches’ Sensemaking about Coaching Decisions》
《文化素养教练员对教练员决策的感性认识》
作者：Margaret Troyer · Lowry Hemphill
英文摘要：Literacy coaching has shown positive effects on teachers’ instruction and on students’ literacy growth, but research has demonstrated wide variation in literacy coaches’ practice. However, previous research has not addressed the sensemaking processes that might underlie variation in coaching practice. Using interviews with seven literacy coaches, we explored coaches’ mental models for coaching, their preferred coaching strategies (e.g., modeling, co-teaching, co-planning, observation, and feedback), and the teacher-level factors coaches considered when differentiating coaching practice. Specifically, we examined whether coaches adjust their practice according to teachers’ levels of knowledge and self-efficacy for teaching literacy. We found that preexisting beliefs played a powerful role in coaches’ selection of strategies. We also found that coaches differentiated based on teacher characteristics, although not necessarily knowledge and self-efficacy. These findings suggest the importance of honoring coach expertise, as well as the importance of addressing preexisting beliefs about coaching in coach training.
中文摘要：识字教学对教师教学和学生识字能力的提高有积极的作用，但研究表明，识字教学在教师教学和学生识字能力提高方面存在着较大的差异。然而，以前的研究并没有涉及可能导致教练实践变化的意义建立过程。通过对7位识字教练的访谈，我们探讨了教练的教练心理模式，他们偏好的教练策略(例如，建模，合作教学，共同计划，观察和反馈) ，以及教练在区分教练实践时考虑的教师水平因素。具体来说，我们考察了教练员是否根据教师的知识水平和自我效能感来调整教学实践。我们发现，教练员的预先存在的信念在教练员的策略选择中起着重要作用。我们还发现，教练根据教师的特点进行区分，尽管不一定是知识和自我效能感。这些发现表明尊重教练专业知识的重要性，以及在教练培训中解决先前存在的关于教练的信念的重要性。
https://doi.org/10.1086/730083
《Exploring Agency as a Malleable Factor Related to Literacy》
《作为与识字有关的可塑性因素的代理探究》
作者：Margaret Vaughn · Kira J. Carbonneau · Joshua Premo · Vera Sotirovska
英文摘要：This research explores elementary students’ agency (n = 437) in literacy instruction in relation to reading comprehension outcomes on state assessments across 11 Title One schools in the Pacific Northwest region of the United States. Regression analyses were conducted to examine these relationships. Results corroborate previous research that suggests student agency may be an important dimension of literacy instruction. Of particular importance is the finding that students’ sense of agency was related to higher reading comprehension on standardized assessments. Researchers also found that student agency was a partial mediator of the negative relationship observed between school-assigned student risk and reading comprehension. Implications for future research examining the relationship between student agency and literacy instruction are discussed.
中文摘要：这项研究探讨了美国西北太平洋地区11所“第一条”学校中小学生在识字教学中的代理(n = 437)与阅读理解评估结果之间的关系。进行回归分析以检验这些关系。结果证实了以往的研究结果，即学生代理可能是识字教学的一个重要方面。尤其重要的是，研究发现，学生的主体意识与标准化评估的阅读理解较高有关。研究人员还发现，学生代理机构是学校分配的学生风险与阅读理解之间负相关关系的部分中介机构。本研究旨在探讨学生代理与识字教学之关系。
https://doi.org/10.1086/730113
《The Constant Work of Access》
《访问的持续工作》
作者：Evthokia Stephanie Saclarides · Jen Munson
英文摘要：Coaches develop and use a complex system of strategies to gain access to teachers’ classrooms for coaching. In the process, coaches confront micropolitical forces within the school organization that shape access, either enhancing or impeding coaches’ chances of being viewed as a trusted and valued partner in teacher learning. In this qualitative interview study with 28 content-focused coaches in one school district, we used a micropolitical lens to better understand how coaches coordinate micropolitical forces and strategies to gain access to teachers’ classrooms, finding that force-strategy coupling was a prevalent coaching practice. We found that coaches most frequently reported using strategies to respond to 2 micropolitical forces: (1) teacher openness to coaching and (2) structures of time and workload. Coaches responded to these forces differently depending on whether the force functioned to support or inhibit access. This research expands on the micropolitical work of coaching and coach agency.
中文摘要：教练开发和使用一个复杂的战略系统，以获得进入教师的教室辅导。在这个过程中，教练面临的微观政治力量，在学校组织形式的准入，或增强或阻碍教练的机会，被视为一个值得信赖的合作伙伴，在教师的学习。在一个学区对28名以内容为中心的教练进行的定性访谈研究中，我们使用微观政治的视角来更好地理解教练如何协调微观政治力量和策略，以获得进入教师课堂的机会，发现力量-策略耦合是一种普遍的教练实践。我们发现，教练最经常使用策略来应对两种微观政治力量: (1)教师对教练的开放性和(2)时间和工作量的结构。教练对这些力量的反应不同，取决于这些力量的作用是支持还是阻止进入。本研究拓展了教练与教练代理的微观政治工作。
https://doi.org/10.1086/731078
《Unpacking Implementation》
《解包实现》
作者：Michael P. Mesa · Colby Hall · Tricia A. Zucker · Katlynn Dahl‐Leonard · Yoonkyung Oh · Carolyn A. Denton
英文摘要：Young students at risk for reading difficulties are likely to have long-term reading difficulties if they are not provided with evidence-based, supplemental instruction. This pilot study evaluated the feasibility of a Tier 2 reading intervention (Reading RULES! Kindergarten; RRK) and its promise to improve outcomes for kindergarten students (n = 92) at risk of reading difficulties. Participating teachers (n = 21) were randomly assigned to deliver RRK or business-as-usual instruction. Although the results suggest null treatment effects, the intervention appears to have promising effects on students’ word-reading skills when implemented with sufficient dosage. However, most teachers in the study struggled to implement the intervention with sufficient dosage and adherence, citing systems-level barriers to implementation such as insufficient time. The results suggest teachers may need more systems-level support to ensure the intensity of instruction required to improve the early reading skills of students at risk for reading difficulties.
中文摘要：有阅读困难风险的年轻学生，如果没有提供以证据为基础的补充教学，很可能会有长期的阅读困难。这项初步研究评估了第二层阅读干预的可行性(阅读规则！幼儿园)及其承诺，以改善结果的幼儿园学生(n = 92)在阅读困难的风险。参与的教师(n = 21)被随机分配到提供 RRK 或一切照旧的指导。尽管研究结果表明无效治疗效果，但如果实施足够剂量的干预，似乎对学生的阅读能力有很好的效果。然而，研究中的大多数教师难以以足够的剂量和依从性来实施干预措施，引用了系统级的障碍，如时间不足。结果表明，教师可能需要更多的系统级支持，以确保所需的教学强度，以提高学生的早期阅读技能的风险，阅读困难。
https://doi.org/10.1086/731257
《Comprehension Growth in a Virtual Reading Clinic》
《虚拟阅读诊所中的理解增长》
作者：Meghan D. Liebfreund · Melissa Wrenn
英文摘要：This case study investigates how teachers supported below-level readers who made reading comprehension gains in a virtual reading clinic during the COVID-19 pandemic. Data sources included case reports, lesson plans with reflections, and recorded instructional sessions for 10 participants—5 teachers and 5 students. All student participants were in third through fifth grade and attended a 10-week virtual reading clinic. Data sources were analyzed using open coding to identify themes. Findings indicate that teachers provided strategy instruction with an emphasis on creating a virtual environment that responded to the whole learner, selecting authentic text that motivated readers, and supporting reader success through developing their metacognition. Teachers were capable of transitioning high-quality reading comprehension instruction into the virtual setting with a supportive context. Implications for future research and practice are explored.
中文摘要：这个案例研究调查了教师如何支持那些在阅读理解大流行期间在虚拟阅读诊所获得2019冠状病毒疾病的低水平读者。数据来源包括案例报告、带有反思的教学计划以及为10名参与者(5名教师和5名学生)录制的教学课程。所有的学生参与者都在三年级到五年级，并参加了为期10周的虚拟阅读诊所。数据源使用开放式编码进行分析，以确定主题。研究结果表明，教师提供策略指导的重点是创造一个能够回应整个学习者的虚拟环境，选择能够激励读者的真实文本，并通过发展读者的元认知来支持读者的成功。教师有能力把高质素的阅读理解教学转化为具支援性的虚拟环境。对今后的研究和实践的启示进行了探讨。
https://doi.org/10.1086/731095
《Inquiry at Its Core》
《探究的核心》
作者：Kathryn L. Roberts · Kristy A. Brugar · Alexander Cuenca
英文摘要：This article describes a content analysis of 37 Inquiry Design Modules (https://c3teachers.org), conducted with the purpose of identifying the core teaching practices (CTP) necessary to successfully enact them. Although there has been research identifying CTP in other content areas, research on social studies inquiry at the elementary level is an area that has received little attention. In this study, we identify 16 CTP, each of which is observable, teachable, and replicable. Six of these CTP (facilitating discussion; guiding, reinforcing, or directing thinking; asking questions; introducing and defining vocabulary; curating resources; and using graphic organizers or specific tools) occurred with high frequency in the data set and are discussed in depth. Implications for preservice teacher education are discussed.
中文摘要：本文介绍了37个探究设计模块( https://c3teachers.org )的内容分析，旨在确定成功实施这些模块所必需的核心教学实践。虽然在其他内容领域也有确定现金转移支付制度的研究，但在初级阶段对社会研究探究的研究很少受到重视。在这项研究中，我们确定了16个 CTP，每个都是可观察的，可教的，和可复制的。其中六个 CTP (促进讨论; 引导、加强或指导思维; 提问; 介绍和定义词汇; 管理资源; 使用图形组织者或特定工具)在数据集中频繁出现并被深入讨论。讨论了对职前教师教育的启示。
https://doi.org/10.1086/729838
《Exploration of an SRSD Writing Strategy on Students’ Written Expressions of Math Reasoning and SenseMaking》
《学生数学推理与意义表达的 SRSD 写作策略探讨》
作者：Elizabeth M. Hughes · Paul J. Riccomini · Joo-Young Lee · Michelle Jane Cook · Kaleena A. Selfridge
英文摘要：This exploratory study evaluated the effects of self-regulated strategy development (SRSD) on students’ written expression when asked to solve a word problem and explain reasoning. A secondary question evaluated potential for differential effects based on determination of having mathematics difficulty (MD). We implemented a quasi-experimental design with 163 students with and without MD in grade 4. Results indicated that students in the treatment group (n = 83) significantly outperformed students in the comparison group (n = 80) on measures of mathematical writing involving subtraction and division word problems. For the subtraction problems, students in the treatment group improved their overall written expression of mathematics scores (g = 0.688), yielding a medium effect. The intervention differentially benefited students without MD. Our findings call for greater integration of systematic writing opportunities in mathematics and highlight the importance of explicitly teaching students how to approach the written expression of their mathematical reasoning.
中文摘要：本研究旨在探讨自我调节策略发展(SRSD)在解决文字问题和解释推理时对学生书面表达的影响。根据数学难度(MD)的确定评估差异效应潜力的次要问题。我们采用准实验设计，对163名四年级有或无医学博士学位的学生进行实验。结果表明，治疗组学生(n = 83)在涉及减法和除法题的数学写作测试中明显优于对照组学生(n = 80)。对于减法题，治疗组学生数学成绩的整体书面表达能力有所提高(g = 0.688) ，效果中等。干预对非医学博士生有不同程度的益处。我们的研究结果呼吁更大程度地整合数学中的系统写作机会，并强调明确教学学生如何处理他们的数学推理的书面表达的重要性。
https://doi.org/10.1086/730114
《Appreciation of Modern/Contemporary Art by Polish Primary School Children》
《波兰小学生现当代艺术欣赏》
作者：Magdalena Szubielska · Marcin Wojtasiński
英文摘要：The current study tested changes in modern/contemporary art valuation among students ages 6–15. Participants rated paintings and conceptual works (and two control categories—traditional Western figurative paintings and everyday objects) on the dimensions of liking and art classification. As we hypothesized, modern/contemporary art was valued lower than traditional paintings. In addition, conceptual works were assessed lower than everyday objects. The relationship between the students’ age and the evaluation of contemporary art depended on the genre. Liking and art classification of conceptual works decreased linearly with increasing age. In turn, the relationship between the students’ age and paintings’ ratings (on both dimensions) was curvilinear because in younger students, ratings increased with age, and in older students, they decreased. Summing up, considered modern/contemporary art genres pose a challenge to students who, without special preparation, do not appreciate their value, even in the older grades.
中文摘要：目前的研究测试了6-15岁学生中现代/当代艺术评价的变化。参与者对抽象绘画和概念作品(以及两个控制类别——传统西方比喻绘画和日常物品)的喜好和艺术分类维度进行评分。正如我们假设的那样，现当代艺术的价值低于传统绘画。此外，概念性作品的评价低于日常物品。学生的年龄与当代艺术评价的关系取决于体裁。随着年龄的增长，概念作品的喜好度和艺术分类呈线性下降趋势。反过来，学生的年龄和抽象绘画的评分(在两个维度上)之间的关系是曲线型的，因为在年轻的学生中，评分随着年龄的增长而增加，而在年长的学生中，评分下降了。总而言之，被认为是现代/当代艺术流派的学生，如果没有特别的准备，即使在较老的年级，也不能欣赏他们的价值，这对他们构成了挑战。
https://doi.org/10.1086/728450
《Are Coeducational Classes Truly Coeducational?》
《男女同校的班级真的是男女同校吗？》
作者：Carol Lynn Martin · Richard A. Fabes · Laura D. Hanish · Dawn DeLay · Krista Oswalt · Sonya Xinyue Xiao
英文摘要：Boys and girls sit together in most classrooms, but do they interact? Based on 40-year-old evidence, coeducational classes may not be coeducational but instead segregated by gender, which may undermine student success. Our goal is to answer this question in today’s classrooms. We used longitudinal data to assess gender segregation in 26 classes in 3 US coeducational elementary schools over an academic year. Third- to fifth-grade students (n = 515) from diverse backgrounds were asked how often they work with (frequency) and how well they work together (quality) with each classmate. Analyses illustrated a strikingly consistent pattern: for every grade, gender, and classroom, and across both fall and spring, students reported that they interacted more frequently with and had higher-quality interactions with same- than with other-gender classmates. Given the findings, teachers should encourage mixed-gender interactions; students likely will benefit socially and academically from these efforts.
中文摘要：在大多数教室里，男孩和女孩坐在一起，但他们互动吗？根据40年前的证据，男女同校的班级可能不是男女同校，而是按性别隔离，这可能会破坏学生的成功。我们的目标是在今天的课堂上回答这个问题。我们使用纵向数据来评估美国3所男女同校小学在一个学年内26个班级的性别隔离情况。来自不同背景的三年级到五年级学生(n = 515)被问及他们与每个同学一起工作的频率和质量。分析显示了一个惊人的一致模式: 对于每个年级、性别和教室，以及秋季和春季，学生们报告说，他们与同性同学的互动更频繁，与其他性别同学的互动质量更高。考虑到这些发现，教师应该鼓励男女混合的互动; 学生可能会从这些努力中受益于社会和学术。
https://doi.org/10.1086/728674
《The COVID-19 Pandemic and Oral Reading Fluency》
《2019冠状病毒疾病流行及口语阅读流利程度》
作者：David Furjanic · Christopher Ives · David Fainstein · Patrick C. Kennedy · Gina Biancarosa
英文摘要：The COVID-19 pandemic disrupted school, work, and daily life on a global scale. In the wake of this unprecedented health crisis, schools across the United States were forced to abruptly adapt their educational delivery models. Understanding how student learning trajectories shifted throughout the ongoing pandemic is critical for equipping educators, policy makers, families, and other vested partners to respond to and serve students going forward. Using a national sample of oral reading fluency (ORF) scores, we estimated trajectories of literacy development for students in grades 1–5 before and during the pandemic. Results showed that students began fall 2020 (after pandemic onset) with lower average ORF scores than their same-grade peers from the prior (i.e., prepandemic) year. In addition, this disparity in reading fluency between cohorts widened between the beginning- and middle-of-year benchmark periods. Schools must be prepared to serve a population of students unlike that of before the pandemic onset.
中文摘要：2019冠状病毒疾病大流行在全球范围内扰乱了学校、工作和日常生活。在这场前所未有的健康危机之后，美国各地的学校被迫突然调整他们的教学模式。了解学生的学习轨迹是如何在当前流感大流行期间发生变化的，对于教育工作者、政策制定者、家庭和其他既得利益伙伴在未来应对和服务学生至关重要。使用全国口语阅读流利性(ORF)分数样本，我们估计了大流行之前和期间1-5年级学生识字发展的轨迹。结果显示，2020年秋季(大流行发生后) ，学生的平均 ORF 分数低于上一年(即大流行前)的同年级同学。此外，在年初和年中的基准期间，同龄人之间在阅读流畅性方面的差距扩大了。学校必须准备为不同于大流行爆发前的学生群体提供服务。
https://doi.org/10.1086/730115
《A Cross-Lagged Analysis of the Relationship between Math Achievement and Behavioral Outcomes of At-Risk Students》
《高危学生数学成绩与行为结果关系的交叉滞后分析》
作者：Jiyung Hwang · Jiwon Hwang · Jessica Rodrigues · Minkyung Han
英文摘要：The present study used the Early Childhood Longitudinal Study, Kindergarten Class of 2011 (ECLS-K:2011) to examine the bidirectionality and co-occurrence between math achievement and behavioral outcomes of upper elementary school students. We analyzed the cross-lagged relations across four groups of students who had different initiating statuses in math achievement and behaviors. We found a negative feedback cycle initiated by early learning difficulties in math, where math achievement significantly predicted behavioral outcomes, which subsequently predicted math achievement in later grades in all risk groups. The opposite direction of the path was not considered significant (i.e., behavioral difficulties did not initiate a negative feedback cycle). We also found that behaviors in grade 4 mediated the relationship between math achievement in grades 3 and 5. Findings indicate that cross effects of early math achievement may lead to positive outcomes in both math achievement and behaviors in later grades. The implications and limitations are discussed.
中文摘要：本研究使用2011年幼儿园班级追踪研究(ECLS-K: 2011)来检验小学高年级学生的数学成绩和行为结果之间的双向性和共现性。我们分析了不同启动状态的四组学生在数学成绩和数学行为上的交叉滞后关系。我们发现了一个由早期数学学习困难引起的负反馈循环，在这个循环中，数学成绩显著地预测了行为结果，这随后预测了所有风险组中后期的数学成绩。路径的相反方向不被认为是显著的(即，行为困难不会引发负反馈循环)。我们还发现四年级的行为中介了三年级和五年级的数学成绩之间的关系。研究结果表明，早期数学成绩的交叉效应可能导致后期数学成绩和行为的积极结果。讨论了其含义和局限性。
https://doi.org/10.1086/731240
《Exploring Longitudinal Associations between Teacher Expectancy Effects and Reading Achievement among a US Nationally Representative Sample of K–8 Students》
《美国 K-8学生教师期望效应与阅读成绩的纵向关系研究》
作者：Faiza M. Jamil · Abigail Stephan · Amanda Bennett
英文摘要：Teachers’ expectations of student capabilities can meaningfully affect future achievement. However, the consistency of teachers’ expectations over time and their differential impact by student gender and ethnicity have not been thoroughly investigated in the context of students’ reading achievement. The current study investigates the longitudinal influence of teacher expectancy effects on student achievement through a novel measurement approach that considers classroom context while drawing on cognitive assessments and teacher ratings collected through the large, nationally representative Early Childhood Longitudinal Study–Kindergarten data set (N = 8,503 students). Results of the autoregressive cross-lagged models with five time points between kindergarten and eighth grade indicate teachers’ expectations of students’ reading achievement are not significantly associated from one time point to the next, though their effects increase over time. Significant differences in longitudinal expectancy effects based on student gender and ethnicity were not found. Implications for teaching practice based on these results are discussed.
中文摘要：教师对学生能力的期望可以有效地影响未来的成绩。然而，在学生阅读成绩的背景下，教师期望随时间变化的一致性及其对学生性别和种族的不同影响并没有得到深入的研究。目前的研究调查了教师预期效应对学生成绩的纵向影响，通过一种新的测量方法，考虑到课堂环境，同时利用认知评估和教师评级通过大型，全国代表性的早期儿童追踪研究-幼儿园数据集(n = 8,503名学生)收集。幼儿园与八年级之间五个时间点的自回归交叉滞后模型的结果表明，教师对学生阅读成绩的期望从一个时间点到下一个时间点之间没有显著相关，但随着时间的推移，其效应会增加。基于学生性别和种族的纵向预期效应没有发现显著差异。讨论了这些结果对教学实践的启示。
https://doi.org/10.1086/731256
《Video Annotations Contribute to Coach and Teacher Conversations during Coaching Cycles》
《教练周期中教练与教师对话的视频注释》
作者：Ryan Gillespie · Julie M. Amador
英文摘要：We examined the characteristics of video annotations frequently discussed during debriefing conversations as part of video-assisted coaching cycles. We also analyzed how mathematics coaches used written annotations to inject ideas into debriefing conversations when supporting teachers to reflect on important classroom events. Coaches and teachers asynchronously created the annotations based on what they noticed while watching video of an implemented lesson. Findings revealed annotations that were coach-created, focused on the teacher, contained content about goals and discourse, or contained connections were most frequently taken up during the debriefing conversation. In addition, we identified four unique ways coaches used annotation references to inject new ideas into the conversations. We present a rationale for continued research on the relationship between noticing artifacts from a lesson (i.e., video annotations) and subsequent reflective conversation between a coach and teacher.
中文摘要：作为视频辅助教练周期的一部分，我们研究了在简报会话中经常讨论的视频注释的特征。我们还分析了数学教练在支持教师反思重要课堂事件时，是如何使用书面注释将想法注入到情况汇报对话中的。教练和教师根据他们在观看实施课程的视频时注意到的内容异步创建注释。调查结果显示，教练创建的注释，关注于教师，包含目标和话语的内容，或包含的联系，最经常在汇报对话中使用。此外，我们确定了四种独特的方式，教练使用注释引用将新的想法注入到会话中。我们提出了一个理论基础，继续研究从一节课中注意到的人工制品(例如，视频注释)和随后教练和老师之间的反思性对话之间的关系。
https://doi.org/10.1086/731241
《Challenging Educational Inequities in Early STEM Instruction》
《挑战 STEM 早期教学中的教育不平等》
作者：Megan Rojo · Christian T. Doabler · Jenna A. Gersib · Anna‐Mária Fall · Maria A. Longhi · Greg Roberts · Georgia L. Kimmel · Jasmine Uy · Shadi Ghafghazi · Sarah R. Powell · Gail E. Lovette · William J. Therrien
英文摘要：It is urgent to ensure that science, technology, engineering, and mathematics (STEM) education meets the needs of our nation’s increasingly diverse student population. This study examined whether a second-grade science program, Scientific Explorers, supported educational equity in STEM achievement for diverse student populations. Sociodemographic variables such as race and ethnicity, disability status, socioeconomic status, and gender were explored to determine their impact on student response variation within the program. Results of the moderator analysis indicated that students benefited equitably from the Scientific Explorers program, regardless of their sociodemographic identities, on three out of four science outcomes. Implications of the current study suggest early STEM programs that incorporate validated instructional design and delivery principles can serve as a viable mechanism to reduce sociodemographic achievement gaps in early elementary classrooms by empowering young females, building important science background and vocabulary knowledge, and offering students meaningful discourse and investigative practice opportunities.
中文摘要：当务之急是确保科学、技术、工程和数学(STEM)教育满足我国日益多样化的学生人口的需求。这项研究调查了二年级的科学项目“科学探索者”是否支持不同学生群体在 STEM 成就方面的教育公平。社会人口学变量，如种族和民族，残疾状态，社会经济地位和性别进行了探讨，以确定其对学生反应变化的影响在计划内。主持人分析的结果表明，学生公平地受益于科学探索者计划，不管他们的社会人口特征，四分之三的科学成果。当前研究的启示是，早期的 STEM 项目包含了经过验证的教学设计和交付原则，可以作为一个可行的机制，通过赋予年轻女性权力，建立重要的科学背景和词汇知识，以及为学生提供有意义的话语和调查实践机会，来缩小早期小学教室中的社会人口学成就差距。
https://doi.org/10.1086/732865
