Purpose: The purpose of this paper is to present insights from the implementation of a dialogic social studies curriculum and its potential to support diverse learners. Policymakers and educators must attend to the learning needs of diverse/minoritized (Note: In this paper, the authors use minoritized and diverse interchangeably) students who have…

Learning a FL [foreign language] may be frustrating for some young learners; however, integrating fun in learning would encourage them to develop positive attitudes towards learning a language (Ellis & Brewster, 1991). Stories are an effective and enthusiastic technique in teaching young learners; they inject lots of amusement and help…

Formative assessment, assessment used to inform subsequent learning, can have a powerful positive impact on student achievement, but little empirical work has been conducted to investigate the role of teachers' knowledge in its practice. This study investigated reciprocal relations between elementary science teachers' formative assessment…

This article describes how a survey designed to assess attitudes and dispositions about mathematics informed curricular decision making in a fourth-grade setting. (Contains 7 figures.)

Success for All (SFA)[R] is a whole-school reform model that includes a reading, writing, and oral language development program for students in prekindergarten through eighth grade. Classroom reading instruction is delivered in daily 90-minute blocks to students grouped by reading ability. Immediate intervention with tutors who are certified…

This report identifies the different settings in which summer programs for disadvantaged youth most commonly take place--schools, parks and recreation departments, community--and faith-based organizations, and child-care programs-- and examines the limitations and opportunities presented by each in building better programming. It reviews broadly…

This study replicates a 2005 study of the status of social studies in the K-5 curriculum in Indiana. The current study reports the results of a comprehensive survey (33 fixed and 2 open-ended) of a stratified (by grade) random sample of K-5 teachers in Indiana (n = 385; response rate = 32%). Results indicated a continued marginalization of social…