This randomized controlled trial examined a fraction intervention enhanced with worked examples (presolved problems) to develop verbal conceptual explanations in grade 5 students with mathematics difficulties. Students analyzed worked examples depicting correct and incorrect solutions-both individually and in pairs for comparison-to explain key fraction concepts and common misconceptions. Ninety-nine students were randomly assigned to the intervention (n = 48) or a business-as-usual comparison group (n = 51). The intervention consisted of 36 lessons delivered over 12 weeks. Results favored intervention students significantly on fractions proficiency (g = 0.39-1.11) and both verbal and written explanations (g = 0.89-1.11). Findings suggest that incorporating worked examples to develop students' verbal explanations is effective when embedded in multicomponent fractions interventions for students with mathematics difficulties.
This study presents a Text Complexity Continuum of Multimodality in Science Books from recently published lists of award-winning science books. This text complexity continuum considers factors such as the degree to which the text layout is linear or nonlinear, the range of visuals present, the interactive nature of multimodal elements, and the density of information, including the text and visuals contained across pages. Using content analysis methods, texts were coded and organized into a hierarchical continuum of multimodality to represent the complexity of information presented. This text complexity continuum adds to the literature by acknowledging that the demands of science texts go beyond the written word to also include challenges from layout and visuals. The Text Complexity Continuum of Multimodality in Science Books can be used by researchers and educators to better inform literacy instruction regarding the demands readers face accessing and comprehending information from science books.
Given the established importance of engaging in satisfactory peer relationships, we examined children who withdraw from peer interaction due to a preference for playing alone. Hypotheses addressed the degree to which belief in the importance of belonging moderates the relation between unsociable behavior and social adjustment. Data from 473 fourth and fifth graders were used to assess peer perceptions of unsociable behavior. Children reported on their beliefs about the importance of belonging and their dissatisfaction with their dyadic and network-level relations, separately. Results indicated that unsociability predicts dyadic and network dissatisfaction, but only when children report that belonging is relatively unimportant to them. It is possible that beliefs about the importance of belonging motivate some children who are unsociable to accept more social bids from peers, suggesting such beliefs could be a reasonable intervention target for educators. Other results suggest opportunities for educators to improve the classroom environment.
Children often stereotypically perceive scientists to be White men, and such exclusionary stereotypes can dissuade children of color and White girls from studying science and pursuing a career in science. This exploratory study tested an intervention to examine whether children's engagement with picture books featuring diverse racial, ethnic, and gender representation could change children's conceptualization of who works and has careers in scientific fields and their interest in science more generally. This study identified several key findings associated with the intervention. Students' conceptualizations of scientists were more likely to be stereotypical regarding gender than race or ethnicity. After the intervention, students were more likely to conceptualize scientists as a woman or person of color, with girls of color having a statistically significant change. Finally, girls and boys reported greater interest in science after the intervention.
Instructional coaching is widely promoted as a means of enhancing elementary teacher learning and improving instructional practices. However, research reveals inconsistent outcomes. This article addresses the disparity between the substantial investment in coaching and its variable impact by advocating for the development of theories of action as a foundational step. We argue that a clearly articulated theory of action can serve as an explicit blueprint that links intentions to outcomes, which can help ensure that coaching initiatives are purposefully designed and systematically implemented. To illustrate this approach, we present a theory of action guiding a multiyear project around mathematics elementary teacher learning. We conclude by offering principles to guide the development of contextually appropriate theories of action for instructional coaching.
