The Elementary School Journal Volume 107, Number 2
© 2006 by The University of Chicago. All rights reserved.
0013-5984/2006/10702-0007$05.00
DOI: 10.1086/510657
Commentary
National Institute of Child Health and Human Development
The deadline for submitting papers for consideration has been extended to July 15, 2009.
The editors of The Elementary School Journal (ESJ) are planning a special issue focused on coaching and its relation to teaching and learning. This special issue will cross topics (e.g., effectiveness of coaching, knowledge held by coaches and teachers, the relationship between coaches and teachers), subject areas (e.g., literacy, math, science, social studies), and methodologies (e.g., experimental, quasi-experimental, ethnographic, case studies). Their interest is in expanding the knowledge base on the role of coaching in improving teacher practices, and consequently, the students’ educational experiences. Papers published in this special issue must be based on original empirical research.Schools get better student achievement results when teachers work in teams to identify student learning problems and cooperatively develop instructional solutions. That is the conclusion of a study on teaching improvement programs published in the May issue of The Elementary School Journal.
Improving Teacher EducationA nationwide study of first grade classrooms finds that while many teachers create positive social environments in the classroom, most provide inadequate instructional support.
Featured in Education Week
"Study Says Most 1st Grade Classes Not High Quality" March 4 2009
Profiles of Educational Quality in First Grade
Megan W. Stuhlman and Robert C. Pianta
According to the research, published this month in the Elementary School Journal , only 23 percent of classrooms could be judged to be of “high quality” in both their instructional practices and social and emotional climate.
National Institute of Child Health and Human Development