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Asset prices and monetary policy /

By Campbell, John Y. .
University of Chicago Press, 2014 .
444 pages; , Includes index. 9780226092126

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"And then my creativity took over" : productivity of teacher adaptations to an adolescent literacy curriculum /

By Troyer, Margaret..
Chicago, USA ; University of Chicago Press , 2019 .
Volume 119, pages 351-385 : , The Elementary School Journal, vol. 119, no. 3, pages 351-385, March 2019. 25 cm..

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The vocabulary of core reading programs /

By Graves, Michael F. .
Chicago,USA ; University of Chicago Press , 2019 .
Volume 119, pages 386-416 : , The Elementary School Journal, vol. 119, no. 3, pages 386-416, March 2019. 25 cm..

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Supporting students' learning practices : Redefining participation and engagement /

By Goldin, Simona..
Chicago,USA ; University of Chicago Press , 2019 .
Volume 119, pages 417-442 : , The Elementary School Journal, vol. 119, no. 3, pages 417-442, March 2019. 25 cm..

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The impact of adaptive, web-based, scaffolded silent reading instruction on the reading achievement of students in grades 4 and 5 /

By Spichtig, Alexandra N. .
Chicago,USA ; University of Chicago Press , 2019 .
Volume 119, pages 443-467 : , The Elementary School Journal, vol. 119, no. 3, pages 443-467, March 2019. 25 cm..

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Competing strands of educational reform policy : can collaborative school reform and teacher evaluation reform be reconciled? /

By Jones, Nathan D. .
Chicago,USA ; University of Chicago Press , 2019 .
Volume 119, pages 468-486 : , The Elementary School Journal, vol. 119, no. 3, pages 468-486, March 2019. 25 cm..

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Writing skills, knowledge, motivation, and strategic behavior predict students' persuasive writing performance in the context of robust writing instruction /

By Graham, Steve. .
Chicago,USA ; University of Chicago Press , 2019 .
Volume 119, pages 487-510 ; , The Elementary School Journal, vol. 119, no. 3, pages 487-510, March 2019. 25 cm..

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Literacy teachers' beliefs about data use at the bookends of elementary school /

By Barnes, Nicole. .
Chicago,USA ; University of Chicago Press , 2019 .
Volume 119, pages 511-533 ; , The Elementary School Journal, vol. 119, no. 3, pages 511-533, March 2019. 25 cm..

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Teacher implementation and intensification of behavior supports within and across tiers : introduction to the special section /

By Lloyd, Blair P. .
Chicago,USA ; University of Chicago Press , 2019 .
Volume 119, pages 535-541 : , The elementary school journal, vol. 119, no. 4, pages 535-541, June 2019. 25 cm..

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Adapting an evidence-based early childhood tier 2 program for early elementary school /

By Sutherland, S. .
Chicago,USA ; University of Chicago Press , 2019 .
Volume 119, pages 542-561 : , The Elementary School Journal, vol. 119, no. 4, pages 542-561, June 2019. 25 cm..

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Examining the additive effects of check-in/check-out to coping power /

By McDaniel, Sara C. .
Chicago, Illinois ; University of Chicago Press , 2019 .
Volume 119, pages 580-600 : , The Elementary School Journal, vol. 119, no. 4, pages 580-600, June 2019. 25 cm..

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Effects of self-monitoring on the praise rates of paraprofessionals for students with emotional and behavioral disorders /

By Wills, Howard P. .
Chicago,USA ; University of Chicago Press , 2019 .
Volume 119, pages 562-579 : , The Elementary School Journal, vol. 119, no. 4, pages 562-579, June 2019. 25 cm..

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Function-based interventions in K-8 general education settings : a focus on teacher implementation /

By Lloyd, Blair P. .
Chicago,USA ; University of Chicago Press , 2019 .
Volume 119, pages 601-628 : , The Elementary School Journal, vol. 119, no. 4, pages 601-628, June 2019. 25 cm..

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What parents bring to the table : maternal behaviors in a grocery game and first graders' literacy and math skills in a low-income sample /

By Leyva, Diana. .
Chicago,USA ; University of Chicago Press , 2019 .
Volume 119, pages 629-650 : , The Elementary School Journal, vol. 119, no. 4, pages 629-650, June 2019. 25 cm..

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The quality of mathematics Instruction in Kindergarten : associations with students' achievement and motivation /

By Mantzicopoulos, Panayota..
Chicago,USA ; University of Chicago Press , 2019 .
Volume 119, pages 651-676 : 25 cm..

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Effects of symbolic and nonsymbolic equal-sign intervention in second-grade classrooms /

By Chow, Jason C. .
Chicago,USA ; University of Chicago Press , 2019 .
Volume 119, pages 677-702 : , The Elementary School Journal, vol. 119, no. 4, pages 677-702, June 2019. 25 cm..

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Improvements in teachers' reading comprehension instruction and bilingual students' reading test performance in high-poverty schools /

By Garcia, Georgia Earnest..
USA ; University of Chicago Press, 2021 .
volume 122, pages 357-384, , The Elementary School Journal, v. 122 n. 3, pages 357-384, March 2021.

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Promoting learning for students experiencing adversity and trauma : the everday, yet profound, actions of teachers /

By Koslouski, Jessica B. .
USA ; University of Chicago Press, 2021 .
volume 122, pages 430-453, , The Elementary School Journal, v. 122, n. 3, pages 430-453, March 2021

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Narrative instruction in elementary classrooms : an observation study /

By Hall, Colby..
USA ; University of Chicago Press, 2021 .
volume 122, pages 454-483, , The Elementary School Journal, v. 122, n. 3, pages 454-483, March 2021

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Teacher facilitation of elementary science discourse after a professional development initiative /

By Borko, Hilda..
USA ; University of Chicago Press, 2021 .
volume 122, pages 561-585, , The Elementary School Journal, v. 122, n. 4, pages 561-585, June 2021

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The impacts of school-wide positive behavior interventions and supports on school discipline outcomes for diverse students /

By Lee, Ahhyun..
USA ; University of Chicago Press, 2021 .
volume 122, pages 410-429, , The Elementary School Journal, v. 122, n. 3, pages 410-429, March 2021

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Detailing new dangers : linking kindergarten chronic absenteeism to long-term declines in executive functioning /

By Gottfried, Michael A. .
USA ; University of Chicago Press, 2021 .
volume 122, pages 484-503, , The Elementary School Journal, v. 122, n. 3, pages 484-503, March 2021

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Understanding the relation between mathematics vocabulary and mathematics performance : a meta-analysis /

By Lin, Xin..
USA ; University of Chicago Press, 2021 .
volume 122, pages 504-540, , The Elementary School Journal, v. 122, n. 3, pages 504-540, March 2021

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Accounting for levels of language in narrative and expository writing : a skills analysis of second-grade student writing /

By Datchuk, Shawn M. .
USA ; University of Chicago Press , 2021 .
volume 122, pages 541-560, , The Elementary School Journal, v. 122, n. 4, pages 541-560, June 2021

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Effects of positive action in elementary school on student behavior and social- emotional outcomes /

By Lewis, Kendra M. .
USA ; University of Chicago Press, 2021 .
volume 122, pages 635-655, , The Elementary School Journal, v. 122, n. 4, pages 635-656, June 2021

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Can teaching fractions improve teachers' fraction understanding? : insights from a causa;-comparative study /

By Fuchs, Lynn S. .
USA ; University of Chicago Press, 2021 .
volume 122, pages 656-673 , The Elementary School Journal, v. 122, n. 4, pages 656-673, June 2021

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Examining reading difficulty and reading disability in racially and socioeconomically diverse student population : introduction to the special issue /

By Terry, Nichole Patton..
Chicago,USA ; University of Chicago Press , 2023 .
Volume 123, pages 363-366 ; , The Elementary School Journal, vol. 123, no. 3, pages 363-366, March 2023. 26 cm..

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Examining the preschool to first-grade literacy and language outcomes of black children experiencing a high-quality early childhood program /

By Bingham, Gary E. .
USA ; University of Chicago Press , 2023 .
Volume 123, pages 367-395 : , The Elementary School Journal, vol. 123, no. 3, pages 367-395, March 2023. 26 cm..

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Revisiting the fourth-grade slump among black children : taking a closer look at oral language and reading /

By Terry, Nicole Patton..
Chicago,USA ; University of Chicago Press , 2023 .
Volume 123, pages 414-436 : , The Elementary School Journal, vol. 123, no. 3, pages 414-436, March 2023. 26 cm..

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The impact of student race, sex, and mindset on reading intervention response at the upper elementary level /

By Donegan, Rachel E..
Chicago,USA ; University of Chicago Press , 2023 .
Volume 123, pages 437-456 : , The Elementary School Journal, vol. 123, no. 3, pages 437-456, March 2023. 26 cm..

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The impact of embedding behavioral supports into reading instruction for upper elementary students with reading difficulties and inattention /

By Roberts, Garrett J. .
Chicago,USA ; University of Chicago Press , 2023 .
Volume 123, pages 457-478 : , The Elementary School Journal, vol. 123, no. 3, pages 457-478, March 2023. 26 cm..

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Understanding students as achievers and learners : a mixed methods study of how frames shape, and are shaped by, teachers' interpretation of interim assessment data /

By Jennings, Austin S. .
Chicago,USA ; University of Chicago Press , 2023 .
Volume 123, pages 485-512 : , The Elementary School Journal, vol. 123 no. 4, pages 485-512, June 2023. 26 cm..

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Promoting expressive language skills for preschool children with developmental concerns : effect of a parent-educator partnership intervention /

By Knoche, Lisa L. .
Chicago,USA ; University of Chicago Press , 2023 .
Volume 123, pages 513-537 : , The Elementary School Journal, vol. 123, no. 4, pages 513-537, June 2023. 26 cm..

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Academic achievement of first graders with inattentiveness and hyperactivity in classes with various academic compositions /

By Kuzmina, Yulia..
Chicago,USA ; University of Chicago Press , 2023 .
Volume 123, pages 538-562 : , The Elementary School Journal, vol. 123, no. 4, pages 538-562, June 2023. 26 cm..

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A synthesis of early literacy intervention research conducted in Africa for students in kindergarten through third grade /

By White, Zainab U..
Chicago,USA ; University of Chicago Press , 2023 .
Volume 123, pages 563-582 : , The Elementary School Journal, vol. 123, no. 4, pages 563-583, June 2023. 26 cm..

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The impact of covid-19 on student reading development /

By Gray, Jacob S..
Chicago,USA ; University of Chicago Press , 2023 .
Volume 123, pages 583-598 : , The Elementary School Journal, vol. 123, no. 4, pages 583-598, June 2023. 26 cm..

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Considering the social-emotional well-being of multilingual learners : a comparative case study across program models /

By Heineke, Amy J..
Chicago,USA ; University of Chicago Press , 2023 .
Volume 123, pages 599-624 : , The Elementary School Journal, vol. 123, no. 4, pages 599-624, June 2023. 26 cm..

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Predictable variation in the implementation of a curricular intervention — and why it matters /

By Hsin, Lisa B..
USA ; The University of Chicago Press , 2023 .
Volume 124, pages 1-30 : , The Elementary School Journal, vol. 124, no. 1, pages 1-30, September 2023. 26 cm..

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Effects of a paraphrasing strategy on the text comprehension of fourth-grade striving readers /

By Washburn, Erin K. .
USA ; University of Chicago Press, 2021 .
volume 122, pages 586-609, , The Elementary School Journal, v. 122, n. 4, pages 586-6008, June 2021

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Using assessment to improve the accuracy of teachers' perceptions of students' academic competence /

By Gatlin-Nash, Brandy..
USA ; University of Chicago Press, 2021 .
volume 122, pages 609-634, , The Elementary School Journal, v. 122, n. 4, pages 609-634, June 2021

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The elementary school journal /

USA ; University of Chicago Press, 2023 .
various paging : 26 cm..

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Examining the relationship between word reading and nonword reading development within an orthographic learning framework : are there variations as a functions of SES and reading ability? /

By Edwards, Ashley A..
USA ; University of Chicago Press , 2023 .
Volume 123, pages 396-413 : , The Elementary School Journal, vol. 123, no. 3, pages 396-413, March 2023. 26 cm..

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Role of the match between individual levels of anxious-withdrawal and affiliation group characteristics in predicting : implications for choice of peer partners /

By McKiraham, John..
USA ; The University of Chicago Press , 2023 .
Volume 124, pages 31-55 : , The Elementary School Journal, vol. 124, no. 1, pages 31-55, September 2023 26 cm..

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how do intervention studies measure the relation between implementation fidelity and students reading outcome? a systematic review /

By Dijk, Wilhelmina Van. .
USA ; The University of Chicago Press , 2023 .
Volume 124, pages 56-84 : , The Elementary School Journal, vol. 124, no. 1, pages 56-84, September 2023 26 cm..

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Comparing the effects of concepts-first and iterative fraction instruction sequences /

By Running, Kristin. .
USA ; The University of Chicago Press , 2023 .
Volume 124, pages 85-108 : , The Elementary School Journal, vol. 124, no. 1, pages 85-108, September 2023 26 cm..

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Examining the type and direction of teacher feedback provided in fourth-grade classrooms to inform teacher preparation /

By Stevens, Elizabeth A. .
USA ; The University of Chicago Press , 2023 .
Volume 124, pages 109-128 : , The Elementary School Journal, vol. 124, no. 1, pages 109-128, September 2023 26 cm..

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Attempting equity in classroom practice : a debate across educational systems /

By Hegseth, Whitney M. .
USA ; The University of Chicago Press , 2023 .
Volume 124, pages 129-156 : , The Elementary School Journal, vol. 124, no. 1, pages 129-156, September 2023 26 cm..

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41 Teachers, 41 different ways : Exploring teacher implementation of a universal social-emotional learning program under routine conditions /

By Neugebauer, Sabina Rak..
USA ; The University of Chicago Press , 2023 .
Volume 124, pages 157-192 : , The Elementary School Journal, vol. 124, no. 1, pages 157-192, September 2023 26 cm..

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Parenting perceptions on remote learning during covid-19 /

By Harmon, Trina M..
USA ; The University of Chicago Press, 2023 .
Volume 124, pages193-218, , The Elementary School Journal, v. 124, n. 2, pages 193-218, December 2023

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"It's just something that you have to do as a teacher" : investigating the intersection of educational infrastructure redesign, teacher discretion, and educational equity in the elementary ELA classroom /

By Blaushild, Naomi L..
USA ; The University of Chicago Press, 2023 .
Volume 124, pages 219-244, , The Elementary School Journal, v. 124, n. 2, pages 219-244, December 2023

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