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Multidimensional Framing of Environments beyond Blocks and Texts in K-12 Programming
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Ndudi Okechukwu Ezeamuzie; Mercy Noyenim Ezeamuzie – Review of Educational Research, 2025
Computer programming provides a framework for interdisciplinary learning in sciences, arts and languages. However, increasing integration of programming in K--12 shows that the block-based and text-based dichotomy of programming environments does not reflect the spectrum of their affordance. Hence, educators are confronted with a fundamental…
Descriptors: Kindergarten, Elementary Secondary Education, Computer Science Education, Programming
Online Teaching in K-12 Education in the United States: A Systematic Review
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Carla C. Johnson; Janet B. Walton; Lacey Strickler; Jennifer Brammer Elliott – Review of Educational Research, 2023
The transition to fully or partially online instruction for K-12 students necessitated by the 2020 COVID-19 pandemic highlighted the current lack of understanding of practices that support K-12 student learning in online settings in emergency situations but also, more troublingly, in K-12 online teaching and learning more generally. A systematic…
Descriptors: Online Courses, Teaching Methods, Kindergarten, Elementary Secondary Education
A Review of Classwide or Universal Social, Emotional, Behavioral Programs for Students in Kindergarten
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Sabey, Christian V.; Charlton, Cade T.; Pyle, Daniel; Lignugaris-Kraft, Benjamin; Ross, Scott W. – Review of Educational Research, 2017
The purpose of this article is to synthesize the existing research on classwide social, emotional, and behavioral programs for kindergarten students. The researchers identified 26 studies in peer-reviewed journals and dissertation databases to review. Each study was examined and coded in terms of study characteristics, strength of evidence, and…
Descriptors: Kindergarten, Young Children, Educational Research, Intervention
A Meta-Analytic Review of the Relations between Motivation and Reading Achievement for K-12 Students
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Toste, Jessica R.; Didion, Lisa; Peng, Peng; Filderman, Marissa J.; McClelland, Amanda M. – Review of Educational Research, 2020
The purpose of this meta-analytic review was to investigate the relation between motivation and reading achievement among students in kindergarten through 12th grade. A comprehensive search of peer-reviewed published research resulted in 132 articles with 185 independent samples and 1,154 reported effect sizes (Pearson's r). Results of our…
Descriptors: Meta Analysis, Reading Achievement, Reading Motivation, Kindergarten
Assessment Fidelity in Reading Intervention Research: A Synthesis of the Literature
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Reed, Deborah K.; Cummings, Kelli D.; Schaper, Andrew; Biancarosa, Gina – Review of Educational Research, 2014
Recent studies indicate that examiners make a number of intentional and unintentional errors when administering reading assessments to students. Because these errors introduce construct-irrelevant variance in scores, the fidelity of test administrations could influence the results of evaluation studies. To determine how assessment fidelity is…
Descriptors: Fidelity, Reading Tests, Student Evaluation, Reading Research
Does Creative Drama Promote Language Development in Early Childhood? A Review of the Methods and Measures Employed in the Empirical Literature
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Mages, Wendy Karen – Review of Educational Research, 2008
This systematic review of the literature synthesizes research from a number of disciplines and provides a succinct distillation of the methods and measures used to study the impact of creative drama on the language development of young children. An analysis of the merits and limitations of the reviewed studies reveals a number of methodological…
Descriptors: Drama, Dramatics, Young Children, Language Acquisition