Research Citations
All ELEVATE conference sessions are based on research.
It is one of our requirements to be a speaker for ELEVATE.
Science of Reading & English Language Arts
Aukerman, M., & Chambers Schuldt, L. (2021). What matters most? Toward a robust and socially just science of reading. Reading Research Quarterly, 56, S85-S103.
Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly, 56, S25-S44.
Ehri, L. C. (2020). The science of learning to read words: A case for systematic phonics instruction. Reading research quarterly, 55, S45-S60.
Kuo, N. C. (2023). Instructing students with dyslexia through structured literacy. International Journal of Education, Technology and Science, 3(1), 110-124.
Pangari-Schneller, R. (2024). Let’s/r//ē//d: Using Decodable Texts with Beginning Readers. Essays in Education, 30(2), 10.
Shanahan, T. (2020). The science of reading. The Reading Teacher, 74(2), 119-125.
Shanahan, T. (2020). What constitutes a science of reading instruction?. Reading Research Quarterly, 55, S235-S247.
Snowling, M. J., Hulme, C., & Nation, K. (Eds.). (2022). The science of reading: A handbook. John Wiley & Sons.
Math
Bay-Williams, J. M., & SanGiovanni, J. J. (2021). Figuring out fluency in mathematics teaching and learning, grades K-8: Moving beyond basic facts and memorization. Corwin.
Diller, D. (2023). Math work stations: Independent learning you can count on, k-2. Routledge.
Li, X. (2021). Investigating US preschool teachers’ math teaching knowledge in counting and numbers. Early Education and Development, 32(4), 589-607.
Gilligan‐Lee, K. A., Hawes, Z. C., Williams, A. Y., Farran, E. K., & Mix, K. S. (2023). Hands‐On: Investigating the role of physical manipulatives in spatial training. Child Development, 94(5), 1205-1221.
Gottfried, M., Fletcher, T., & Comstock, M. (2023). Teaching Mathematics in Kindergarten: How Does Instruction Differ by Classroom Ability?. Teachers College Record, 125(10), 102-130.
Pellegrini, M., Lake, C., Neitzel, A., & Slavin, R. E. (2021). Effective programs in elementary mathematics: A meta-analysis. Aera Open, 7, 2332858420986211.
Suwetha, M. R., Anitha, M. A., & Malciya, M. S. (2025). PROMOTING MATHEMATICAL FLUENCY: A REVIEW OF STRATEGIES FOR DEVELOPING STRONG FOUNDATIONS. Contemporary Techniques in Math Education.
Writing
Coker Jr, D. L., Farley-Ripple, E., Jackson, A. F., Wen, H., MacArthur, C. A., & Jennings, A. S. (2016). Writing instruction in first grade: An observational study. Reading and Writing, 29(5), 793-832.
Guo, Y., Puranik, C., Xie, Y., Dinnesen, M. S., & Breit, A. (2023). An observational study of writing instruction and practice in kindergarten classrooms. Literacy Research and Instruction, 62(2), 180-202.
Kirby, M. S., Spencer, T. D., & Chen, Y. J. I. (2021). Oral narrative instruction improves kindergarten writing. Reading & Writing Quarterly, 37(6), 574-591.
Levy, C. M., & Ransdell, S. (2013). The science of writing: Theories, methods, individual differences and applications. Routledge.
Petersen, D. B., Staskowski, M., Spencer, T. D., Foster, M. E., & Brough, M. P. (2022). The effects of a multitiered system of language support on kindergarten oral and written language: A large-scale randomized controlled trial. Language, Speech, and Hearing Services in Schools, 53(1), 44-68.
Science
Akerson, V. L., & Bartels, S. L. (2023). Elementary science teaching: Toward the goal of scientific literacy. In Handbook of research on science education (pp. 528-558). Routledge.
Davis, E. A., & Smithey, J. (2009). Beginning teachers moving toward effective elementary science teaching. Science Education, 93(4), 745-770.
Ligado, F. N., Guray, N. D., & Bautista, R. G. (2022). Pedagogical beliefs, techniques, and practices towards hands-on science. American Journal of Educational Research, 10(10), 584-591.
Mulholland, J., & Wallace, J. (2001). Teacher induction and elementary science teaching: Enhancing self-efficacy. Teaching and teacher education, 17(2), 243-261.
Social Studies
Grant, S. G., VanSledright, B. A., & Halvorsen, A. L. (2025). Elementary social studies: Constructing a powerful approach to teaching and learning. Routledge.
Mindes, G., & Newman, M. (2021). Social studies for young children: Preschool and primary curriculum anchor. Bloomsbury Publishing USA.
Savage, T. V., & Armstrong, D. G. (1996). Effective Teaching in Elementary Social Studies. Prentice-Hall, Inc., A Simon & Schuster Company, Englewood Cliffs, NJ 07632.
The Arts
Ferreri, L., & Verga, L. (2016). Benefits of music on verbal learning and memory: How and when does it work?. Music Perception: An Interdisciplinary Journal, 34(2), 167-182.
Jackson, N. (2009). The little book of music for the classroom: using music to improve memory, motivation, learning and creativity. Crown House Publishing.
Muñoz, M. E. M., & Valencia, M. (2010). Teaching English vocabulary to third graders through the application of the total physical response method (Doctoral dissertation, Universidad Tecnológica de Pereira. Facultad de Bellas Artes y Humanidades. Licenciatura en Enseñanza de la Lengua Inglesa).
Sariyati, I. (2013). The effectiveness of TPR (Total Physical Response) method in English vocabulary mastery of elementary school children. PAROLE: Journal of Linguistics and Education, 3(1 April), 50-64.
STEAM
Cotabish, A., Dailey, D., Robinson, A., & Hughes, G. (2013). The effects of a STEM intervention on elementary students' science knowledge and skills. School science and Mathematics, 113(5), 215-226.
Daugherty, M. K., Carter, V., & Swagerty, L. (2014). Elementary STEM education: The future for technology and engineering education?. Journal of STEM teacher education, 49(1), 7.
Kennedy, T. J., & Odell, M. R. (2014). Engaging students in STEM education. Science education international, 25(3), 246-258.
McDonald, C. (2016). STEM Education: A review of the contribution of the disciplines of science, technology, engineering and mathematics. Science Education International, 27(4), 530-569.
Cross-Curricular
Kelly, L., & Stead, D. (2013). Enhancing Primary Science: Developing Effective Cross-Curricular Links: Developing Effective Cross–Curricular Links. McGraw-Hill Education (UK).
Kerry, T. (2011). Cross-curricular teaching in the primary school. Abingdon: Routledge.
Olavarria, N. (2023). Multisensory Learning Strategies: Teacher Preparedness. Lakewood, New Jersey: Academic Excellence Celebration.
Schlesinger, N. W., & Gray, S. (2017). The impact of multisensory instruction on learning letter names and sounds, word reading, and spelling. Annals of dyslexia, 67(3), 219-258.
Play-Based Learning
Bubikova-Moan, J., Næss Hjetland, H., & Wollscheid, S. (2019). ECE teachers’ views on play-based learning: A systematic review. European early childhood education research journal, 27(6), 776-800.
Danniels, E., & Pyle, A. (2023). Teacher perspectives and approaches toward promoting inclusion in play-based learning for children with developmental disabilities. Journal of Early Childhood Research, 21(3), 288-302.
Fesseha, E., & Pyle, A. (2016). Conceptualising play-based learning from kindergarten teachers’ perspectives. International Journal of Early Years Education, 24(3), 361-377.
Keung, C., & Cheung, A. (2023). A family-school-community partnership supporting play-based learning: A social capital perspective. Teaching and Teacher Education, 135, 104314.
Ndlovu, B., Okeke, C., Nhase, Z., Ugwuanyi, C., Okeke, C., & Ede, M. (2023). Impact of play-based learning on the development of children in mobile early childhood care and education centres: Practitioners' perspectives. International Journal of Research in Business & Social Science, 12(3).
Pang, E., & Simoncelli-Bulak, L. (2017). Benefits of play-based learning in the kindergarten classroom. Success in High-Need Schools Journal, 13(1), 23.
Taylor, M. E., & Boyer, W. (2020). Play-based learning: Evidence-based research to improve children’s learning experiences in the kindergarten classroom. Early Childhood Education Journal, 48(2), 127-133.
Tekman, T. K., & Yeniasır, M. (2023). The impact of Play-Based Learning Settings on reading, writing, listening, and speaking skills. Sustainability, 15(12), 9419.
Social Emotional Learning
Gimbert, B. G., Miller, D., Herman, E., Breedlove, M., & Molina, C. E. (2023). Social emotional learning in schools: The importance of educator competence. Journal of Research on Leadership Education, 18(1), 3-39.
Greenberg, M. T. (2023). Evidence for social and emotional learning in schools. Learning Policy Institute.
Mondi, C. F., Giovanelli, A., & Reynolds, A. J. (2021). Fostering socio-emotional learning through early childhood intervention. International Journal of Child Care and Education Policy, 15(1), 1-43.
Raimundo, R., Marques‐Pinto, A., & Lima, M. L. (2013). THE EFFECTS OF A SOCIAL–EMOTIONAL LEARNING PROGRAM ON ELEMENTARY SCHOOL CHILDREN: THE ROLE OF PUPILS’CHARACTERISTICS. Psychology in the Schools, 50(2), 165-180.
Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. The future of children, 137-155.
Fine Motor
Bahri, N. F., Ramawisari, I., & Putri, S. A. (2023). Design concept analysis of educational toys to stimulate early childhood fine motor development. Gelar: Jurnal Seni Budaya, 21(1), 57-70.
Bondi, D., Robazza, C., Lange‐Küttner, C., & Pietrangelo, T. (2022). Fine motor skills and motor control networking in developmental age. American Journal of Human Biology, 34(8), e23758.
Huffman, J. M., & Fortenberry, C. (2011). Developing fine motor skills. Young Children, 66(5), 100-103.
Riyadi, S., Darwis, M., Muhammadiah, M. U., & Cahyono, D. (2023). Analysis of the Relationship between Fine Motor Skills and Montage Activities in Early Childhood. Journal of Childhood Development, 3(1), 56-63.
Syafril, S., Susanti, R., Fiah, R. E., Rahayu, T., Pahrudin, A., Yaumas, N. E., & Ishak, N. M. (2018). Four ways of fine motor skills development in early childhood. ResearchGate, 1-15.
ELL/ESL
Abbasi, A. M. (2011). A survey of teaching strategies in ESL classroom.
Ferlazzo, L., & Sypnieski, K. H. (2022). The ESL/ELL teacher's survival guide: Ready-to-use strategies, tools, and activities for teaching all levels. John Wiley & Sons.
Gunderson, L. (2011). Best practices in ELL instruction. Guilford Press.
Artificial Intelligence
Lee, S., Mott, B., Ottenbriet-Leftwich, A., Scribner, A., Taylor, S., Glazewski, K., ... & Lester, J. (2020, June). Designing a collaborative game-based learning environment for AI-infused inquiry learning in elementary school classrooms. In Proceedings of the 2020 ACM conference on innovation and technology in computer science education (pp. 566-566).
Purba, N., Pujiati, D., Sihombing, P. S. R., Simanjuntak, H., & Sijabat, D. (2025). The Use of AI in Elementary School Learning: A Systematic Literature Review. QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama, 17(1), 83-98.
Rindaningsih, I., Mustaqim, I., Indra, I. R., & Astuti, R. (2024). Transforming Learning in Primary Schools: The Role of AI and Flipped Classroom-based Apps. International Journal of Artificial Intelligence Research, 8(1.1).
Tulli, S. K. C. (2022). An Evaluation of AI in the Classroom. International Journal of Acta Informatica, 1(1), 41-66.
Zafar, F., Nichol, C., & Cushing, M. (2025, June). Bringing Artificial Intelligence (AI) and Machine Learning (ML) into Elementary Classrooms. In 2025 ASEE Annual Conference & Exposition.
Data-Driven Instruction
Keuning, T., Van Geel, M., & Visscher, A. (2017). Why a data–based decision–making intervention works in some schools and not in others. Learning Disabilities Research & Practice, 32(1), 32-45.
Means, B., Padilla, C., DeBarger, A., & Bakia, M. (2009). Implementing data-informed decision making in schools: Teacher access, supports and use. US Department of Education.
Van Geel, M., Keuning, T., Visscher, A. J., & Fox, J. P. (2016). Assessing the effects of a school-wide data-based decision-making intervention on student achievement growth in primary schools. American Educational Research Journal, 53(2), 360-394.
Classroom Management
Canter, L. (2010). Assertive discipline: Positive behavior management for today's classroom. Solution Tree Press.
Eisenman, G., Edwards, S., & Cushman, C. A. (2015). Bringing reality to classroom management in teacher education. Professional Educator, 39(1), n1.
Evertson, C. M., Emmer, E. T., Sanford, J. P., & Clements, B. S. (1983). Improving classroom management: An experiment in elementary school classrooms. The Elementary School Journal, 84(2), 173-188.
Marzano, R. J., & Marzano, J. S. (2003). Classroom management that works: Research-based strategies for every teacher. Ascd.
Stichter, J. P., Lewis, T. J., Whittaker, T. A., Richter, M., Johnson, N. W., & Trussell, R. P. (2009). Assessing teacher use of opportunities to respond and effective classroom management strategies: Comparisons among high-and low-risk elementary schools. Journal of Positive Behavior Interventions, 11(2), 68-81.
School Culture
Hargreaves, D. H. (1995). School culture, school effectiveness and school improvement. School effectiveness and school improvement, 6(1), 23-46.
Lucas, L. (2023). Practicing presence: Simple self-care strategies for teachers. Routledge.
McMakin, D., Ballin, A., & Fullerton, D. (2023). Secondary trauma, burnout, and teacher self‐care during COVID19: A mixed‐methods case study. Psychology in the Schools, 60(5), 1442-1458.
Wagner, C. R. (2006). The school leader’s tool for assessing and improving school culture. Principal Leadership, 7(4), 41-44.
Student Engagement
Al Hussaini, M. H., Kousar, S., Kousar, N., Batool, U., & Munawar, N. (2024). Exploring Effective Strategies for Student Engagement and Learning Outcomes in Elementary Education. International Journal of Learning Reformation in Elementary Education, 3(02), 90-101.
Carter, C. P., Reschly, A. L., Lovelace, M. D., Appleton, J. J., & Thompson, D. (2012). Measuring student engagement among elementary students: Pilot of the Student Engagement Instrument—Elementary Version. School Psychology Quarterly, 27(2), 61.
Martins, J., Cunha, J., Lopes, S., Moreira, T., & Rosário, P. (2022). School engagement in elementary school: A systematic review of 35 years of research. Educational psychology review, 34(2), 793-849.
O'Hayer, L. (2022). Perspectives of Kindergarten through Second Grade Teachers Regarding Methods to Promote Student Engagement in Learning (Doctoral dissertation, Walden University).
School Leadership
Chatzipanagiotou, P., & Katsarou, E. (2023). Crisis management, school leadership in disruptive times and the recovery of schools in the post COVID-19 era: A systematic literature review. Education Sciences, 13(2), 118.
Karakose, T. (2024). Will Artificial Intelligence (AI) make the school principal redundant? A preliminary discussion and future prospects. Educational Process: International Journal (EDUPIJ), 13(2), 7-14.
Karakose, T., & Tülübas, T. (2024). School Leadership and Management in the Age of Artificial Intelligence (AI): Recent Developments and Future Prospects. Educational Process: International Journal, 13(1), 7-14.
Martins, J., Cunha, J., Lopes, S., Moreira, T., & Rosário, P. (2022). School engagement in elementary school: A systematic review of 35 years of research. Educational psychology review, 34(2), 793-849.
Spillane, J. P., & Healey, K. (2010). Conceptualizing school leadership and management from a distributed perspective: An exploration of some study operations and measures. The elementary school journal, 111(2), 253-281.
Vukasovic, T. (2013). Building successful brand by using social networking media. Journal of Media and Communication Studies, 5(6), 56.
Access & Opportunity
Boutte, G. S. (2012). Urban schools: Challenges and possibilities for early childhood and elementary education. Urban Education, 47(2), 515-550.
Levinson, M., Geron, T., & Brighouse, H. (2022). Conceptions of educational equity. Aera Open, 8, 23328584221121344.
Lindner, K. T., Schwab, S., Emara, M., & Avramidis, E. (2023). Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education. European Journal of Special Needs Education, 38(6), 766-787.
Love, H. R., & Beneke, M. R. (2021). Pursuing justice-driven inclusive education research: Disability critical race theory (DisCrit) in early childhood. Topics in Early Childhood Special Education, 41(1), 31-44.
Nachbauer, M. (2024). How schools affect equity in education: Teaching factors and extended day programs associated with average achievement and socioeconomic achievement gaps. Studies in Educational Evaluation, 82, 101367.
Winter, E., & O’Raw, P. (2010). Literature review of the principles and practices relating to inclusive education for children with special educational needs. National Council for Special Education. Trim, Northern Ireland.
Community & Belonging
Allen, K. A., & Boyle, C. (2022). School belonging and student engagement: The critical overlaps, similarities, and implications for student outcomes. In Handbook of research on student engagement (pp. 133-154). Cham: Springer International Publishing.
Darling-Hammond, S. (2023). Fostering Belonging, Transforming Schools: The Impact of Restorative Practices. Learning Policy Institute.
Graham, S., Kogachi, K., & Morales-Chicas, J. (2022). Do I fit in: Race/ethnicity and feelings of belonging in school. Educational Psychology Review, 34(4), 2015-2042.
Palikara, O., Castro-Kemp, S., Gaona, C., & Eirinaki, V. (2021). The mediating role of school belonging in the relationship between socioemotional well-being and loneliness in primary school age children. Australian Journal of Psychology, 73(1), 24-34.