ABOUT THIS BOOK
This is volume 123 issue 3 of The Elementary School Journal. The Elementary School Journal (ESJ) has served researchers, teacher educators, and practitioners in the elementary and middle school education for more than one hundred years. ESJ publishes peer-reviewed articles that pertain to both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching.