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Research Citations

All ELEVATE conference sessions are based on research. It is one of our requirements to be a speaker for ELEVATE.

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NEW ENGLAND 2023 Conference

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When Kids Lead: Developing Student Voice by Adam Dovico

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  • Hess, L. (2010). Student Leadership Education in Elementary Classrooms. Online Submission.

  • Shosh, J. (2019). Democratizing knowledge of teaching and learning through student leadership projects. Educational Action Research, 27(3), 396-413.

  • Shosh, J. (2019). Democratizing knowledge of teaching and learning through student leadership projects. Educational Action Research, 27(3), 396-413.

  • Shosh, J. (2019). Democratizing knowledge of teaching and learning through student leadership projects. Educational Action Research, 27(3), 396-413.

  • Wallin, D. (2003). Student leadership and democratic schools: A case study. NASSP bulletin, 87(636), 55-78.

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Get This Dance by Alexia Pendleton

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  • Pellegrini, A. D., & Galda, L. (2020). The effect of brief periods of physical activity on academic performance in a primary school classroom. Journal of School Health, 90(2), 94-99.

  • Milne, A., Ballantyne, J., & Miller, S. (2020). The effect of classroom-based music listening on emotional well-being in primary school children. Psychology of Music, 48(2), 219-235.

  • Vassallo, S., Cooper, P., & Dougan, K. (2021). Movement and music interventions in early years classrooms: Impact on social skills. Education 3-13, 49(1), 21-37.

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Reimagining The Classroom Community by Alexia Pendleton

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  • Amorim, L., Lopes, J., & Torres, A. (2020). Effects of a culturally responsive teaching intervention on students’ academic achievement in primary schools. Journal of Educational Psychology, 112(5), 1022-1037.

  • DeLay, D., & Kim, M. (2020). Elementary teachers’ experiences with culturally responsive teaching: Challenges and opportunities. Urban Education, 55(9), 1219-1245.

  • Williams, R. J., & Cribbs, J. D. (2018). A classroom community-building intervention to promote prosocial behaviors in primary school children. Journal of Applied School Psychology, 34(4), 309-328.

  • Roorda, D. L., Koomen, H. M. Y., & Spilt, J. L. (2017). Teacher support in primary school: Relations with children's academic and social-emotional outcomes. Frontline Learning Research, 5(2), 21-40.

  • Watson, L., & Kehler, M. (2019). Collaborative learning and classroom community in a primary classroom. Learning Environments Research, 22(3), 297-313.

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From Ideas To Impact: Purposeful Literacy Centers by Angela Griffith

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High Priority: Data-Driven Literacy Instruction by Angela Griffith

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Phonemic Awareness & Phonics Fun by Christina DeCarbo

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  • Hennessy N. L. (2021). The reading comprehension blueprint : helping students make meaning from text. Paul H. Brookes Publishing. - Gotlieb, R., Rhinehart, L., & Wolf, M. (2022). The “Reading Brain” is Taught, Not Born: Evidence From the Evolving Neuroscience of Reading for Teachers and Society "W. https://www.thereadingleague.org/wp-content/uploads/2022/10/The-Reading-Brain.pdf

  • Moats L. C. (2020). Speech to print : language essentials for teachers (Third). Paul H. Brookes Publishing. - Zgonc, Yvette. (2010). Interventions for all : phonological awareness. Peterborough, NH :Crystal Springs Books.

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You're Invited To A Vocabulary Party! by Christina DeCarbo

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  • Beck, I. L. (2013). Bringing Words to Life, Second Edition: Robust Vocabulary Instruction. Guilford Publications, Incorporated.

  • Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934-945.

  • Fiona J. Duff & Charles Hulme (2012) The Role of Children's Phonological and Semantic Knowledge in Learning to Read Words, Scientific Studies of Reading, 16:6, 504-525, DOI: 10.1080/10888438.2011.598199

  • George Georgiou, Tomohiro Inoue & Rauno Parrila (2023) Are Vocabulary and Word Reading Reciprocally Related?, Scientific Studies of Reading, 27:2, 160-168, DOI: 10.1080/10888438.2022.2123275 - Nagy, W. E., & Anderson, R. C. (1984). How Many Words Are There in Printed School English? Reading Research Quarterly, 19(3), 304.

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Transforming The Dramatic Play Center by Jackie Kops

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Learning How To Write Letters & Numbers With Tiny Treasures by Jackie Kops

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  • Fine, M. (2022). Follow the Line: A kindergarten Journey from Lines to Letters. Young Children, 77(3).

  • Tortorelli, L. S., Gerde, H. K., Rohloff, R., & Bingham, G. E. (2021). Ready, set, write: Early learning standards for writing in the common core era. Reading Research Quarterly, 57(2), 729-752.

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Pave The Way For Scientific Literacy by Katie Blue-Mense

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  • Bingham, G. E., Quinn, M. F., & Gerde, H. K. (2017). Examining early childhood teachers’ writing practices: Associations between pedagogical supports and children’s writing skills. Early Childhood Research Quarterly, 39, 35-46.

  • DeJarnette, N. (2012). America's children: Providing early exposure to STEM (science, technology, engineering and math) initiatives. Education, 133(1), 77-84.

  • Kermani, H., & Aldemir, J. (2015). Preparing children for success: integrating science, math, and technology in early childhood classroom. Early Child Development and Care, 185(9), 1504-1527.

  • Reutzel, D. R. (2015). Early literacy research: Findings primary‐grade teachers will want to know. The Reading Teacher, 69(1), 14-24.

  • Tortorelli, L. S., Gerde, H. K., Rohloff, R., & Bingham, G. E. (2022). Ready, set, write: Early learning standards for writing in the Common Core era. Reading Research Quarterly, 57(2), 729-752.

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Manage Their Mischief by Katie Knight

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  • Atherley, C. (1990). The Implementation of a Positive Behaviour Management Programme in a Primary Classroom: a case study. School Organisation, 10(2-3), 213–228. https://doi.org/10.1080/0260136900100206

  • Poulou, M. S., Garner, P. W., & Bassett, H. H. (2021). Teachers’ emotional expressiveness and classroom management practices: Associations with young students’ social‐emotional and behavioral competence. Psychology in the Schools, 59(3). https://doi.org/10.1002/pits.22631

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Happy & Organized by Katie Knight

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  • Poulou, M. S., Garner, P. W., & Bassett, H. H. (2021). Teachers’ emotional expressiveness and classroom management practices: Associations with young students’ social‐emotional and behavioral competence. Psychology in the Schools, 59(3). https://doi.org/10.1002/pits.22631

  • Ferrari, J. R. (2020). The Negative Side of Office Clutter: Impact on Work-Related Well-Being and Job Satisfaction. North American Journal Os Psychology. http://najp.us/

  • Kyriacou, C. (1987). Teacher stress and burnout: an international review. Educational Research, 29(2), 146–152. https://doi.org/10.1080/0013188870290207

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From Nonsense To Number Sense by Keri Brown

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  • Shumway, J. (410 C.E.). Number Sense Routines: Building Numerical Literacy Every Day in Grades K-3. Stenhouse Publishers. 480 Congress Street, Portland, Me

  • Adamuz-Povedano, N., Fernández-Ahumada, E., García-Pérez, M. T., & Montejo-Gámez, J. (2021). Developing Number Sense: An Approach to Initiate Algebraic Thinking in Primary Education. Mathematics, 9(5), 518. https://doi.org/10.3390/math9050518

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The First 30 Days of School by Keri Brown

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Bilingualism, Building Brain Power by MariaMercedes Champion

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  • E, Bialystok (2001). Bilingualism in development: Language, literacy, and cognition Cambridge University Press 4456

  • E Bialystok, FIM Craik, R Klein, M Viswanathan (2004). Bilingualism, aging, and cognitive control: evidence from the Simon task. Psychology and aging 19 (2), 290

  • L, Wei ( 2012). Conceptual and methodological issues in bilingualism and multilingualism research. The handbook of bilingualism and multilingualism

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All day Every Day Meaningful Language Development Activities by MariaMercedes Champion

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  • BA, Blachman (2000). Phonological awareness. psycnet.apa.org

  • DK, Dickinson, Julie E, Griffith (2011). How reading books fosters language development around the world. Child Development Research, Volume 2012 | Article ID 602807

  • Suggate, S., Schaughency, E., McAnally, H. & Reese, E. (2018). From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development. 47, p. 82-95 14 p. Research output: Contribution to journal › Article › peer-review

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Rebellious Read Alouds by Vera Ahiyya

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  • Beers, K., & Probst, E. (2017). Disrupting thinking: Why how we read matters: Why how we read matters. Scholastic.

  • Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. Choosing and Using Books for the Classroom, 6(3).

  • Chenoweth, R. (2019, September 5). Rudine Sims Bishop: “Mother” of multicultural children’s literature. Osu.Edu. https://ehe.osu.edu/news/listing/rudine-sims-bishop-diverse-childrensbooks/

  • Duursma, E., Augustyn, M., & Zuckerman, B. (2008). Reading aloud to children: The evidence. Archives of Disease in Childhood, 93(7), 554–557.

  • Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Heinemann.

  • Gold, J., & Gibson, A. (2001). Reading aloud to build comprehension. Reading Rockets. https://www.readingrockets.org/article/reading-aloud-build-comprehension (Originally published by Northwest Education)

  • Hammond, Z. L. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin.

  • Kindle, K. J. (2009). Vocabulary development during read-alouds: Primary practices. The Reading Teacher, 63(3), 202–211.

  • Learning for Justice. (2021). Social justice standards. https://www.learningforjustice.org/frameworks/social-justice-standards

  • Neumann, S. B., Copple, C., & Bredekamp, S.(2000). Learning to read and write: Developmentally appropriate practices for young children. National Association for the Education of Young Children.

  • Newton, E., Padak, N. D., & Rasinski, T. V. (2008). Evidence-based instruction in reading: A professional development guide to vocabulary. Pearson Education.

  • Rice University. (n.d.). Diversity defined. https://canvas.rice.edu/courses/252/pages/diversity-defined

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Make Math Fun by Whitney Ramirez

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  • Boaler, J., Chen, L., Williams, C., & Cordero, M. V. (2016). Seeing as Understanding: The Importance of Visual Mathematics for our Brain and Learning. Journal of Applied & Computational Mathematics, 05(05).

  • Murata, A., & Stewart, C. (2017b). Facilitating Mathematical Practices through Visual Representations. Teaching Children Mathematics.

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Seamless & Simple STEAM by Whitney Ramirez

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  • Honey, M., Pearson, G., & Schweingruber, A. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. National Academies Press.

  • An, S. (2020), "The impact of STEAM integration on preservice teachers' disposition and knowledge", Journal of Research in Innovative Teaching & Learning, Vol. 13 No. 1, pp. 27-42.

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Student Led Learning by Kayla Dornfeld

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Bring the World To Your Classroom by Kayla Dornfeld

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  • Delacruz, S. (2018). Building Digital Literacy Bridges: Connecting Cultures and Promoting Global Citizenship in Elementary Classrooms through School-Based Virtual Field Trips. TechTrends, 63(4). TEST Garcia, M. B., Nadelson, L., & Yeh, A. (2023). “We’re Going on a Virtual Trip!”: A Switching- Replications Experiment of 360-Degree Videos as a Physical Field Trip Alternative in Primary

  • Education. Nternational Journal of Child Care and Education Policy, 17, 179–195. Han, I. (2021). Immersive Virtual Field Trips and Elementary Students’ Perceptions. British Journal of Educational Technology, 52(1), 179–195. https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.12946

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Sing Play Dance by Katie Wonderly

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Creating Multicultural Interdisciplinary Units by Derrick Carlson

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  • Hammond, Z. L. (2015). Culturally responsive teaching and the brain. Corwin Press.

  • Harris, R. (2011). Urban Classroom Culture. Education Review, 23(2).

  • Ihssen, B. L. (2013). Transforming classroom culture: Inclusive pedagogical practices. edited by ARLENEFALLALFAR, Estherkingston-Mann, and timseiber. New York, N.Y.: Palgrave, Macmillan, 2011. 259 pages. ISBN 978-0-230-11191. $74.44. Teaching Theology & Religion, 16. https://doi.org/10.1111/teth.12088

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Creating Cohesive Classroom Culture by Derrick Carlson

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  • Center on the Developing Child at Harvard University (2021). Three Principles to Improve Outcomes for Children and Families, 2021 Update. http://www.developingchild.harvard.edu

  • Hammond, Z. L. (2015). Culturally responsive teaching and the brain. Corwin Press.

  • Harris, R. (2011). Urban Classroom Culture. Education Review, 23(2).

  • Ihssen, B. L. (2013). Transforming classroom culture: Inclusive pedagogical practices. edited by ARLENEFALLALFAR, Estherkingston-Mann, and timseiber. New York, N.Y.: Palgrave, Macmillan, 2011. 259 pages. ISBN 978-0-230-11191. $74.44. Teaching Theology & Religion, 16. https://doi.org/10.1111/teth.12088

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Writing Through The Lens of SOR by Deedee Wills

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  • Santangelo, T., & Graham, S. (2015). A Comprehensive Meta-analysis of Handwriting Instruction. Educational Psychology Review, 28(2), 225–265. https://doi.org/10.1007/s10648-015-9335-1

  • Ahmed, Y., Kent, S., Cirino, P. T., & Keller-Margulis, M. (2021). The Not-So-Simple View of Writing in Struggling Readers/Writers. Reading & Writing Quarterly, 1–25. https://doi.org/10.1080/10573569.2021.1948374 -

  • Graham, S., Macarthur, C. A., & Fitzgerald, J. (2019). Best practices in writing instruction (third edition). The Guilford Press.

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It Starts With A Great Book by Deedee Wills

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  • Fisher, D & Frey, N. (2014). Speaking and Listening in Content Area Learning. The Reading Teacher, 68(1), 64–69 doi: 10.1002/trtr.1296

  • Hogan, T. P., Adlof, S. M., & Alonzo, C. N. (2014). On the importance of listening comprehension. International Journal of Speech-Language Pathology, 16(3), 199–207. https://doi.org/10.3109/17549507.2014.904441

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Putting The SOR Into Practice by Holly Ehle

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  • Ball, E. W., & Blachman, B. A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49–66. doi:10.1598/RRQ.26.1.3.

  • Foorman, B. R., Francis, D., Fletcher, J. K., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to reading: preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37–55. doi:10.1037/0022-0663.90.1.37.

  • Torgesen, J. K., Morgan, S. T., & Davis, C. (1992). Effects of two types of phonological awareness training on word learning in kindergarten children. Journal of Educational Psychology, 84, 364–370. doi:10.1037/0022-0663.84.3.364.

  • Ehri, L. C. (2000). Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders, 20, 19–36.

  • Lonigan, C., Schatschneider, C., & Westberg, L. (2008). Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling. In Developing early literacy: Report of the National Early Literacy Panel (pp. 55–106). Washington, DC: National Institute for Literacy.

  • Treiman, R. (1998). Why spelling? The benefits of incorporating spelling into beginning reading instruction. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 289–313). Mahwah, NJ: Erlbaum.

  • Treiman, R., Tincoff, R., Rodriguez, K., Mouzaki, A., & Francis, D. J. (1998). The foundations of literacy: Learning the sounds of letters. Child Development, 69, 1524–1540.

  • Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 30, 73–87.

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SOR Speech To Print by Holly Ehle

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  • Frost, S. J., Landi, N., Mencl, W. E., Sandak, R., Fulbright, R. K., Tejada, E. T., Jacobsen, L., Grigorenko, E. L., Constable, R. T., & Pugh, K. R. (2009). Phonological awareness predicts activation patterns for print and speech. Annals of Dyslexia, 59(1), 78–97. https://doi.org/10.1007/s11881-009-0024-y

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DIY Math & Literacy Centers by Greg Smedley-Warren

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  • Ocak, G. (2010). The Effect of Learning Stations on the Level of Academic Success and Retention of Elementary School Students. The New Educational Review.

  • Patall, E. A., Cooper, H., & Wynn, S. R. (2010). The effectiveness and relative importance of choice in the classroom. Journal of Educational Psychology, 102(4), 896–915. https://doi.org/10.1037/a0019545

  • Candice R. Stefanou, Kathleen C. Perencevich, Matthew DiCintio & Julianne C. Turner (2004) Supporting Autonomy in the Classroom: Ways Teachers Encourage Student Decision Making and Ownership, Educational Psychologist, 39:2, 97-110, DOI: 10.1207/s15326985ep3902_2

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Kick Your Day off RIGHT With Morning Meeting by Greg Smedley-Warren

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  • Dallalfar, A., Kingston-Mann, E., & R. Timothy Sieber. (2011). Transforming classroom culture : inclusive pedagogical practices. In Palgrave Macmillan eBooks. Palgrave Macmillan.

  • Bondy, E., & Ketts, S. (2001). “Like Being at the Breakfast Table”: The Power of Classroom Morning Meeting. Childhood Education, 77(3), 144-149.

  • Allen-Hughes, L. (2013). The social benefits of the morning meeting: Creating a space for social and character education in the classroom.

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Centers Management Made Simple by Greg Smedley-Warren

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  • Ocak, G. (2010). The Effect of Learning Stations on the Level of Academic Success and Retention of Elementary School Students. The New Educational Review.

  • Candice R. Stefanou, Kathleen C. Perencevich, Matthew DiCintio & Julianne C. Turner (2004) Supporting Autonomy in the Classroom: Ways Teachers Encourage Student Decision Making and Ownership, Educational Psychologist, 39:2, 97-110, DOI: 10.1207/s15326985ep3902_2

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Paving the Way with SEL: Creating a Systemic Approach by Crystal Oswald

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VIRTUAL 2023 Conference

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Intentional Anchor Charts by Abigail Peterson

 

  • Pearson, P. D., McVee, M. B., & Shanahan, L. E. (2019). In the Beginning: The Historical and Conceptual Genesis of the Gradual Release of Responsibility1. In The gradual release of responsibility in literacy research and practice (Vol. 10, pp. 1-21). Emerald Publishing Limited.

  • Kong, A. (2002). Scaffolding in a Learning Community of Practice: A Case Study of a Gradual Release of Responsibility from the Teacher to the Students.

  • Fisher, D. O. U. G. L. A. S., & Frey, N. A. N. C. Y. (2013). Gradual release of responsibility instructional framework. IRA e-ssentials, 1-8

 

Making a SPECIAL Impression by Adam Dovico

 

  • Goman, C.K. (2011, February 13). Seven seconds to make a good impression. Forbes. www.forbes.com/sites/ carolkinseygoman/2011/02/13/seven-seconds-to-make-afirst-impression

  • Lipinski-Harten, M. & Tafarodi, R.W. (2012). A comparison of conversational quality in online and face-to-face first encounters. Journal of Language and Social Psychology, 31 (3), 331-341.

  • Wargo, E. (2006, July). How many seconds to a first impression? Association of Psychological Science, 19 (7)

 

Connecting the Brain and Body by Amanda Tessier

 

  • Schlesinger, N., Gray, S., & Schlesinger, N. W. (2017). The impact of multisensory instruction on learning letter names and sounds, word reading, and spelling. Annals of Dyslexia, 67(3), 219–258. https://doi.org/10.1007/s11881-017-0140-z

  • Lee, Lay Wah (2016, Aug.) Multisensory modalities for blending and segmenting among early readers. Computer Assisted Language Learning, Vol. 29 Issue 5, p1017-1034. 16p. DOI: 10.1080/09588221.2015.1129347.

  • Morgan, K. (2019). Multisensory Teaching: Crossing Into a New Discipline. Palaestra, 33(1), 46–51.

 

Positive Behavior Management by Beth Pittman

 

  • Moreno, G. (2021). Stemming exclusionary school discipline: implementing culturally attuned positive behavior practices. Emotional and Behavioural Difficulties, 1–11. https://doi.org/10.1080/13632752.2021.1930907

  • Patall, E. A., Cooper, H., & Wynn, S. R. (2010). The effectiveness and relative importance of choice in the classroom. Journal of Educational Psychology, 102(4), 896–915. https://doi.org/10.1037/a0019545

  • Simonsen, B., Sugai, G., & Negron, M. (2008). Schoolwide Positive Behavior Supports. TEACHING Exceptional Children, 40(6), 32–40. https://doi.org/10.1177/004005990804000604

  • Sobeck, E. E., & Reister, M. (2020). Preventing challenging behavior: 10 behavior management strategies every teacher should know. Preventing School Failure: Alternative Education for Children and Youth, 1–9. https://doi.org/10.1080/1045988x.2020.1821347

 

Brain Building Boosters for Critical Thinking by Christina DeCarbo

 

  • Jensen, E., & Jensen, E. (2008). Brain-based learning: The new paradigm of teaching (2nd ed.). Thousand Oaks, CA.: Corwin Press.

  • Ricci, M. C. (2015). Mindsets in the classroom: building a culture of success and student achievement in schools. Moorabbin, Victoria: Hawker Brownlow Education.

  • Sundararajan, N., Adesope, O. & Cavagnetto, A. (2018). The Process of Collaborative Concept Mapping in Kindergarten and the Effect on Critical Thinking Skills. Journal of STEM Education, 19(1),. Laboratory for Innovative Technology in Engineering Education (LITEE). Retrieved March 22, 2023 from https://www.learntechlib.org/p/182981/.

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The CORE 5 of SEL by Crystal Oswald

 

 

Make The Science of Reading Come Alive by Cynthia Kaye

 

  • Ogletree, Dr. Tamra. Mix Methods Research “Findings Report” Letters Alive: Case Study. 8 Dec. 2022.Rasalingam, Rasslenda-Rass, et al. “Exploring the Application of Augmented Reality Technology in Early Childhood Classroom in Malaysia.” IOSR Journal of Research & Method in Education (IOSRJRME), vol. 4, no. 5, 2014, pp. 33–40, alivestudiosco.com/wp-content/uploads/2017/03/Augmented-Reality-Technology-in-Early-Childhood-Classroom.pdf, https://doi.org/10.9790/7388-04543340.

  • Willis, Judy, and Malana Willis. Research-Based Strategies to Ignite Student Learning Insights from Neuroscience and the Classroom, Revised and Expanded Edition. Alexandria Association For Supervision & Curriculum Development Ann Arbor, Michigan Proquest, 2020.

 

If You Can't Sing, Sing Loud by Debbie Clement

 

  • Hannon, Erin E, Nave-Blodgett., Jessica E, & Nave, Karli M. (2018) The Developmental Origins of the Perception and Production of Musical Rhythm CHILD DEVELOPMENT PERSPECTIVES, Volume 12, Number 3, 2018, Pages 194–198 https://srcd.onlinelibrary.wiley.com/doi/full/10.1111/cdep.12285

  • Harman, Maryann, (2022), Building Brains With Music, Words Matters

  • Feldman, Enrique, (2011), Living Like a Child, Red Leaf Press

  • Chenfeld, Mimi, (2014), Still Teaching in the Key of Life Red Leaf Press

  • Stipek, Deborah, Franke, Megan, Clements, Doug, Farran, Dale, (2017)

  • PK-3: WHAT DOES IT MEAN FOR INSTRUCTION?

  • Social Policy Report, Volume 30 #2, Pages 1-22 https://srcd.onlinelibrary.wiley.com/doi/epdf/10.1002/j.2379-3988.2017.tb00087.x

 

Standards Driven Stories by Hilary Statum

 

 

From Speech to Print (The Science of Reading) by Holly Ehle

 

  • Frost, S. J., Landi, N., Mencl, W. E., Sandak, R., Fulbright, R. K., Tejada, E. T., Jacobsen, L., Grigorenko, E. L., Constable, R. T., & Pugh, K. R. (2009). Phonological awareness predicts activation patterns for print and speech. Annals of Dyslexia, 59(1), 78–97. https://doi.org/10.1007/s11881-009-0024-y

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Putting the Science of Reading into Practice by Holly Ehle

 

  • Ball, E. W., & Blachman, B. A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49–66. doi:10.1598/RRQ.26.1.3.

  • Foorman, B. R., Francis, D., Fletcher, J. K., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to reading: preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37–55. doi:10.1037/0022-0663.90.1.37.

  • Torgesen, J. K., Morgan, S. T., & Davis, C. (1992). Effects of two types of phonological awareness training on word learning in kindergarten children. Journal of Educational Psychology, 84, 364–370. doi:10.1037/0022-0663.84.3.364.

  • Ehri, L. C. (2000). Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders, 20, 19–36.

  • Lonigan, C., Schatschneider, C., & Westberg, L. (2008). Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling. In Developing early literacy: Report of the National Early Literacy Panel (pp. 55–106). Washington, DC: National Institute for Literacy.

  • Treiman, R. (1998). Why spelling? The benefits of incorporating spelling into beginning reading instruction. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 289–313). Mahwah, NJ: Erlbaum.

  • Treiman, R., Tincoff, R., Rodriguez, K., Mouzaki, A., & Francis, D. J. (1998). The foundations of literacy: Learning the sounds of letters. Child Development, 69, 1524–1540.

  • Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 30, 73–87.

 

The Science of Writing by Holly Ehle

 

  • Holliday, W. G., Yore, L. D., & Alvermann, D. E. (1994). The reading–science learning–writing connection: Breakthroughs, barriers, and promises. Journal of research in science teaching, 31(9), 877-893.

  • Graham, S., & Hebert, M. (2010). Writing to read: Evidence for how writing can improve reading: A report from Carnegie Corporation of New York.

  • Graham, S. (2009). Want to improve children’s writing?. American Educator, 33(4), 20-40.

  • Graham, S., Bollinger, A., Olson, C. B., D'Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching Elementary School Students to Be Effective Writers: A Practice Guide. NCEE 2012-4058. What Works Clearinghouse.

 

Parent Involvement vs. Parent Engagement by Jackie Powell

 

  • Newman, N., Northcutt, A., Farmer, A., & Black, B. (2019). Epstein's model of parental involvement: Parent perceptions in urban schools. Language Teaching and Educational Research (LATER), 2(2), 81-100. DOI: https://doi.org/10.35207/later.559732

  • Smith, J. G. (2006). Parental involvement in education among low- income families: A ... - adi. Academic Development Institute. Retrieved March 1, 2023, from https://www.adi.org/journal/ss06/SmithSpring2006.pdf

  • Epstein's framework - six types of involvement - saisd.net. San Antonio ISD. (n.d.). Retrieved February 8, 2023, from https://www.saisd.net/upload/page/0707/epstein_framework.pdf

  • Preston, J. P., MacPhee, M. M., & O’Keefe, A. R. (2019, March 7). Kindergarten teachers' notions of parent involvement and perceived challenges. McGill Journal of Education / Revue des sciences de l'éducation de McGill. Retrieved March 23, 2023, from https://mje.mcgill.ca/article/view/9592

  • El Nokali NE, Bachman HJ, Votruba-Drzal E. Parent involvement and children's academic and social development in elementary school. Child Dev. 2010 May-Jun;81(3):988-1005. doi: 10.1111/j.1467-8624.2010.01447.x. PMID: 20573118; PMCID: PMC2973328.

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All Things Playdoh by Jackie Kops

 

  • Sutapa, P., Prasetyo, Y., Arjuna, F., & Prihatanta, H. (2018). Differences of influence of playing Playdough and puzzles on fine motor skills and logical-mathematical intelligence in early childhood. Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). https://doi.org/10.2991/yishpess-cois-18.2018.44

  • Swartz, M. (2005). Playdough: What's Standard. Young Children.

 

LGBTQ+ Inclusion In The Classroom by Jake Daggett

 

  • Lilienthal, Linda K, et al. Creating an Inviting Classroom for All Students: Inviting Teachers to Learn about LGBTQ Diversity. The Delta Kappa Gamma Bulletin: International Journal for Professional Educators

  • The Trevor Project: 2022 National Survey on LGBTQ Mental Health

 

Teaching Handwriting To Little Learners by Katie Blue-Mense

 

  • Elder, B. (2015, July 15). Building strong writing skills: Games that build the mechanics of your child's handwriting. Integrated Learning Strategies. Retrieved March 31, 2023

  • Elder, B. (2016, November 1). Hand grip: Weak hands? weak body? why kids and millennials are losing their grip. Integrated Learning Strategies. Retrieved March 31, 2023

  • Heid, M. (2020, May 12). Bring back handwriting: It's good for your brain. Medium. Retrieved March 31, 2023

 

Secrets Revealed For A Positive Classroom by Katie Knight

 

  • Atherley, C. (1990). The Implementation of a Positive Behaviour Management Programme in a Primary Classroom: a case study. School Organisation, 10(2-3), 213–228. https://doi.org/10.1080/0260136900100206

  • Poulou, M. S., Garner, P. W., & Bassett, H. H. (2021). Teachers’ emotional expressiveness and classroom management practices: Associations with young students’ social‐emotional and behavioral competence. Psychology in the Schools, 59(3). https://doi.org/10.1002/pits.22631

 

If You Code It, They Will Come by Kelli Coons

 

  • Kwon, K., Ottenbreit-Leftwich, A. T., Brush, T. A., Jeon, M., & Yan, G. (2021). Integration of problem-based learning in elementary computer science education: effects on computational thinking and attitudes. Educational Technology Research and Development. https://doi.org/10.1007/s11423-021-10034-3

  • Özcan, M. Ş., Çetinkaya, E., Göksun, T., & Kisbu‐Sakarya, Y. (2021). Does learning to code influence cognitive skills of elementary school children? Findings from a randomized experiment. British Journal of Educational Psychology, 91(4), 1434–1455. https://doi.org/10.1111/bjep.12429.

  • Pérez-Marín, D., Hijón-Neira, R., & Pizarro, C. (2022). Coding in early years education: which factors influence the skills of sequencing and plotting a route, and to what extent? International Journal of Early Years Education, 1–17. https://doi.org/10.1080/09669760.2022.2037076

  • Wang, L., Shi, D., Geng, F., Hao, X., Chanjuan, F., & Li, Y. (2022). Effects of cognitive control strategies on coding learning outcomes in early childhood. The Journal of Educational Research, 115(2), 133–145. https://doi.org/10.1080/00220671.2022.2074946

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Build Math Thinkers: Hands-On Subtraction Strategies by Kelly Threadgill

 

  • Boaler J., Chen L., Williams C., Cordero M (2016) Seeing as Understanding: The Importance of Visual Mathematics for our Brain and Learning. J Appl Computat Math 5: 325. doi: 10.4172/2168-9679.1000325

  • Murata, A., & Stewart, C. (2017). Facilitating Mathematical Practices through Visual Representations. Teaching Children Mathematics, Vol. 23(No. 7), 404-412. https://doi.org/March 2017

  • Björklund, C., & Marton, F. (2021). What is to be learnt? Critical aspects of elementary arithmetic skills. Educational Studies in Mathematics, 107, 261-284. https://doi.org/20 March 2021

  • Boaler, J., Dieckmann, J., LaMar, T., Leshin, M., Selback-Allen, M., & Perez-Nunez, G. (2021). The Transformative Impact of a Mathematical Mindset Experience Taught at Scale. Frontiers in Education, Vol. 6, 1-13. https://doi.org/10 December 2021

 

Planning + Tech = Gold by Keri Brown

 

  • Sias, C. M., Nadelson, L. S., Juth, S. M., & Seifert, A. L. (2016). The best laid plans: Educational innovation in elementary teacher generated integrated STEM lesson plans. The Journal of Educational Research, 110(3), 227–238. https://doi.org/10.1080/00220671.2016.1253539

  • Vanderlinde, R., & van Braak, J. (2012). Technology planning in schools: An integrated research-based model. British Journal of Educational Technology, 44(1), E14–E17. https://doi.org/10.1111/j.1467-8535.2012.01321.x

 

Playing & Learning Together by MariaMercedes Champion

 

  • SL, Brown. (2014). The Consequences of Play deprivation. Scholarpedia

  • Bodrova & J. Leong. (2003). The importance of being Playful Educational leadership: journal of the Department of Supervision and Curriculum Development, N.E.A 60(7):50-53

  • S. P., Schaughency, E. A. & Reese, E. (2013). Children learning to read later catch up to children reading earlier.Suggate, In: Early Childhood Research Quarterly. 28, 1, p. 33-48 16 p.

 

Integrating Science by Mary Amoson

 

  • Kermani, Hengameh, and Jale Aldemir. “Preparing Children for Success: Integrating Science, Math, and Technology in Early Childhood Classroom.” Early Child Development and Care, vol. 185, no. 9, Feb. 2015, pp. 1504–27, doi:https://doi.org/10.1080/03004430.2015.1007371.

  • Luna, Melissa J., et al. “Gardening for Homonyms: Integrating Science and Language Arts to Support Children’s Creative Use of Multiple Meaning Words.” Science Activities: Classroom Projects and Curriculum Ideas, vol. 52, no. 4, Oct. 2015, pp. 92–105, doi:https://doi.org/10.1080/00368121.2015.1102698.

  • Romance, Nancy R., and Michael R. Vitale. “Expanding the Role of K-5 Science Instruction in Educational Reform: Implications of an Interdisciplinary Model for Integrating Science and Reading.” School Science and Mathematics, vol. 112, no. 8, Dec. 2012, pp. 506–15, doi:https://doi.org/10.1111/ssm.12000.

 

Critical Thinking Across The Genres by Shannon Cunningham

 

  • Butler, H., Pentoney, C., & Bong, M. (2017). Predicting real-world outcomes: Critical thinking ability is a better predictor of life decisions than intelligence. Thinking Skills and Creativity, 25, 38-46.

  • Cui, R., & Teo, P. (2023). Thinking through talk: Using dialogue to develop students’ critical thinking. Teaching and Teacher Education, 125, Teaching and teacher education, 2023, Vol.125.

  • Florea, N., & Hurjui, E. (2015). Critical Thinking in Elementary School Children. Procedia, Social and Behavioral Sciences, 180, 565-572.

  • Ghanizadeh, A. (2017). The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education. Higher Education, 74(1), 101-114.

  • Zaltman, G. (1997). Rethinking Market Research: Putting People Back In. Journal of Marketing Research, 34(4), 424.

  • Zaltman, G. (2018). Unlocked: Keys to Improve Your Thinking. Gerald Zaltman.

 

Strategies, Activities & Games That Align With SOR by Sharyn Kish

 

  • Ehri, L. C. (2014). Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning. Scientific Studies of Reading, 18(1), 5–21. https://doi.org/10.1080/10888438.2013.819356

  • Ehri, L. C. (2000). Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders, 20, 19–36.

  • What Teachers Need to Know and Do to Teach Letter–Sounds, Phonemic Awareness, Word Reading, and Phonics. (2022). Reading Teacher, 76(1), 53–61. https://doi.org/10.1002/trtr.2095

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Engaging Primary Science by Stephanie Stewart

 

  • Kermani, H., & Aldemir, J. (2015a). Preparing children for success: integrating science, math, and technology in early childhood classroom. Early Child Development and Care, 185(9), 1504–1527. https://doi.org/10.1080/03004430.2015.1007371Cook

  • K. L., & Bush, S. B. (2018). Design thinking in integrated STEAM learning: Surveying the landscape and exploring exemplars in elementary grades. School Science and Mathematics, 118(3-4), 93–103. https://doi.org/10.1111/ssm.12268

 

Math Made Fun by Whitney Ramirez

 

  • Boaler, J., Chen, L., Williams, C., & Cordero, M. V. (2016). Seeing as Understanding: The Importance of Visual Mathematics for our Brain and Learning. Journal of Applied & Computational Mathematics, 05(05).

  • Murata, A., & Stewart, C. (2017b). Facilitating Mathematical Practices through Visual Representations. Teaching Children Mathematics.

 

Interventions with SOR by Deedee Wills

 

  • Louisa Cook Moats. (2020). SPEECH TO PRINT : language essentials for teachers. (3rd ed.). Brookes Publishing Co.

  • Burkins, J. M., & Yates, K. (2021). Shifting the balance : 6 ways to bring the science of reading into the balanced literacy classroom. Stenhouse Publishers.

  • Spear-Swerling, L. (2022). Structured literacy interventions : teaching students with reading difficulties, grades K-6. The Guilford Press.

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Creating Cohesive Classroom Culture by Derrick Carlson

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  • Center on the Developing Child at Harvard University (2021). Three Principles to Improve Outcomes for Children and Families, 2021 Update. http://www.developingchild.harvard.edu

  • Hammond, Z. L. (2015). Culturally responsive teaching and the brain. Corwin Press.

  • Harris, R. (2011). Urban Classroom Culture. Education Review, 23(2).

  • Ihssen, B. L. (2013). Transforming classroom culture: Inclusive pedagogical practices. edited by ARLENEFALLALFAR, Estherkingston-Mann, and timseiber. New York, N.Y.: Palgrave, Macmillan, 2011. 259 pages. ISBN 978-0-230-11191. $74.44. Teaching Theology & Religion, 16. https://doi.org/10.1111/teth.12088

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Sing, Play, Dance, and Read: Making Storytime Musical by Katie Wonderly

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