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Little is known about the integration of social-emotional learning (SEL) with science instruction. We used a sequential mixed-methods design to examine (1) how fourth graders use argumentation practices and social gestures in science class and (2) how argumentation practices and social gestures differ between intervention and comparison classrooms. Intervention classrooms implemented Connect Science. Fourteen student conversations in seven classrooms were coded for argumentation practices (i.e., claims, evidence, and questions) and social gestures (i.e., agreement, disagreement, assertive speech, and prosocial speech). Across all classrooms, science conversations were most productive when students used social gestures to support use of argumentation practices. Without social gestures, conversations were disconnected or highly assertive. Proportionally, Connect Science students discussed science content more and discussed logistics less than comparison students. Findings include recommendations for conditions (i.e., SEL instruction, science reference materials, and time) to enhance scientific discourse and argumentation in elementary school classrooms. [This article was published in "Elementary School Journal" (EJ1283311).]

The development of energy literacy for all citizens is critical as we face climate change and rapid depletion of existing energy resources. This study explores energy literacy development in fourth grade classrooms. Our team developed a curriculum on energy resources aligned with the Next GenerationScience Standards. We then trained teachers how to implement the program and support their students' engagement in a service-learning project related to energy conservation. We used qualitative methods to analyze students 'open-ended responses from an energy literacy assessment. Students were familiar with solar, hydropower and wind energy, and suggested that solar energy should be used more in the future. Students were more easily able to explain energy transfer in wind turbines and solar panels than in other electricity production systems. Students learned important energy and natural resource concepts in the context of an environmental service-learning program. Discussion focuses on the importance of integrated science instruction that helps students see how their electricity use impacts the environ-ment, and provides them with opportunities to take action. We also suggest important ways that renewable energy companies can contribute to energy and climate literacy initiatives.

Little is known about the integration of social-emotional learning (SEL) with science instruction. We used a sequential mixed-methods design to examine (1) how fourth graders use argumentation practices and social gestures in science class and (2) how argumentation practices and social gestures differ between intervention and comparison classrooms. Intervention classrooms implemented Connect Science. Fourteen student conversations in seven classrooms were coded for argumentation practices (i.e., claims, evidence, and questions) and social gestures (i.e., agreement, disagreement, assertive speech, and prosocial speech). Across all classrooms, science conversations were most productive when students used social gestures to support use of argumentation practices. Without social gestures, conversations were disconnected or highly assertive. Proportionally, Connect Science students discussed science content more and discussed logistics less than comparison students. Findings include recommendations for conditions (i.e., SEL instruction, science reference materials, and time) to enhance scientific discourse and argumentation in elementary school classrooms.

Teachers need more clarity about effective teaching practices as they strive to help their low-achieving students understand mathematics. Our study describes the instructional practices used by two teachers who, by value-added metrics, would be considered "highly effective teachers" in classrooms with a majority of students who were English learners. We used quantitative data to select two fifth-grade classrooms where students, on average, made large gains on a mathematics achievement test, and then examined teaching practices and contextual factors present in each classroom. Participants included two teachers from a mid-Atlantic district and their students who were 67% English learners and 68% economically disadvantaged. We found that the use of multiple representations of mathematics concepts, attention to vocabulary building, individual and group checks for understanding and error analysis were prevalent practices in both high gains classrooms. Also, class sizes ranged from 12-19 students. Discussion focuses on whether observed practices are aligned with recommended teaching practices for English learner students.

Teachers of elementary mathematics face multiple, convergent demands. These demands include supporting the growing population of English language learners (ELLs) and facilitating mathematical discussions across relevant curricular contexts. The authors used a comparative case study to examine how two teachers attempt to facilitate discussions while enacting a Calendar Math curriculum, in Grade 4 classrooms with high concentrations (>50%) of ELLs. The authors found that these teachers' use of Calendar Math did not provide a supportive context for conceptually based discussions. However, teachers did support ELLs in mathematical discussions by including display questions, elaborating student responses, modeling the use of mathematical vocabulary use, and use of self-talk. Teachers differed with regard to how often they elaborated responses, used vocabulary, the amount of teacher speech and the length of lessons. We discuss what these practices may mean for ELLs.

Facilitating productive discussions in the mathematics classroom is a challenge for many teachers. Discourse--student communication of mathematical ideas with teachers and peers--provides a platform on which students share their understanding, clarify misperceptions, and evaluate ideas. If students are unable to access and participate in discourse, their opportunities to learn mathematics may be diminished. The Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010), as well as the National Council of Teachers of Mathematics (NCTM's) (2000) Process Standards describe discourse as crucial to students' mathematical development. One potential barrier to accessing discourse is students' English language proficiency. Discourse can be difficult to implement, especially in classrooms with students who are learning English in addition to mathematics. Teachers need concrete suggestions for effective practices that can help them facilitate discourse in classrooms with English language learners (ELLs), so that discourse can advance ELLs' mathematical development. This article presents suggested instructional strategies to support ELLs in both understanding and participating in mathematical discourse.

This randomized controlled field trial examined the efficacy of the Responsive Classroom (RC) approach on student achievement. Schools (n = 24) were randomized into intervention and control conditions; 2,904 children were studied from end of second to fifth grade. Students at schools assigned to the RC condition did not outperform students at schools assigned to the control condition in math or reading achievement. Use of RC practices mediated the relation between treatment assignment and improved math and reading achievement. Effect sizes (ES) were calculated as standardized coefficients. ES relations between use of RC practices and achievement were 0.26 for math and 0.30 for reading. The RC practices and math achievement relation was greater for students with low initial math achievement (ES = 0.89). Results emphasize fidelity of implementation.