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The effects of cross-age peer tutoring on writing and reading comprehension skills and attitudes and self- perceptions as writers of third and fourth grade studentsGray, Artis McChesney 04 April 2000 (has links)
The purpose of this study was to investigate the effects of cross-age peer writing response groups on the writing and reading achievement of third and fourth grade students. Students' attitudes about writing and their perceptions of themselves as writers were also measured at the end of the study.
One hundred and twenty-two third and fourth grade students enrolled in a public school in a middle-class, mulit-cultural neighborhood participated in the study. Four existing classes of students were randomly assigned to either the experimental condition (EC) or the control condition (CC). Both groups were pretested and posttested for writing and reading achievement. The intervention, cross-age peer writing groups, met for eleven weeks.
Three hypotheses were examined in this study: (a) writing improvement score, (b) reading comprehension improvement score, and (c) students' attitudes toward writing and their perception of themselves as writers based on the five scales measured on the Writer Self-Perception Scale.
ANOVAs were done on the pretests and posttests for writing and the Stanford Achievement Test reading comprehension subtest scores for the year of the study and the previous year. ANOVAs were also done for the five areas of the Writer Self-Perception Scale. Cross-tabulations were also used to compare improvement level verses treatment group, and grade level.
Analysis of the data revealed that there was no evidence that the tutoring (EC) groups made more progress than the non-tutoring (CC) groups in writing and reading. There was evidence of growth in writing, especially by the fourth graders. Most importantly, the fourth grade tutors, the experimental group, had the most positive feelings about writing and themselves as writers.
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AN ASSESSMENT OF FEEDBACK PROCEDURES AND INFORMATION PROVIDED TO INSTRUCTORS WITHIN COMPUTER-MANAGED LEARNING ENVIRONMENTSUnknown Date (has links)
Source: Dissertation Abstracts International, Volume: 39-11, Section: A, page: 6507. / Thesis (Ph.D.)--The Florida State University, 1978.
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QUALITATIVE VARIABLES IN THE USE OF ANALOGIES TO FACILITATE RULE USING IN ELECTRICAL SCIENCEUnknown Date (has links)
Source: Dissertation Abstracts International, Volume: 39-11, Section: A, page: 6512. / Thesis (Ph.D.)--The Florida State University, 1978.
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DESIGNING ROLES FOR THE INSTRUCTOR IN SYSTEMATICALLY DESIGNED MULTIMEDIA INSTRUCTIONAL SYSTEMSUnknown Date (has links)
Source: Dissertation Abstracts International, Volume: 40-06, Section: A, page: 3082. / Thesis (Ph.D.)--The Florida State University, 1978.
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LEARNING TO WRITE BY WRITING IN A COMMUNITY COLLEGE REMEDIAL COMPOSITION COURSEUnknown Date (has links)
Source: Dissertation Abstracts International, Volume: 37-06, Section: A, page: 3388. / Thesis (Ph.D.)--The Florida State University, 1976.
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AN ASSESSMENT OF EDUCATIONAL TECHNOLOGY INFORMATION NEEDS AND THE STATUS OF INFORMATION SOURCES IN LATIN AMERICAUnknown Date (has links)
Source: Dissertation Abstracts International, Volume: 38-05, Section: A, page: 2533. / Thesis (Ph.D.)--The Florida State University, 1977.
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A COMPARISON OF MODULAR AND TEXTBOOK INSTRUCTION IN AN INDIVIDUALIZED, COMPETENCY BASED, TEACHER EDUCATION PROGRAMUnknown Date (has links)
Source: Dissertation Abstracts International, Volume: 38-05, Section: A, page: 2537. / Thesis (Ph.D.)--The Florida State University, 1977.
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THE EFFECTS OF PREINSTRUCTIONAL ACTIVITIES ON THE ACQUISITION AND RETENTION OF PROSE MATERIALUnknown Date (has links)
Source: Dissertation Abstracts International, Volume: 38-12, Section: A, page: 7102. / Thesis (Ph.D.)--The Florida State University, 1977.
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PREINSTRUCTIONAL STRATEGIES AND THEIR MODES OF ADOPTION IN LEARNINGUnknown Date (has links)
Source: Dissertation Abstracts International, Volume: 39-03, Section: A, page: 1286. / Thesis (Ph.D.)--The Florida State University, 1977.
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A STUDY OF THE RELATIONSHIP OF LOCUS OF CONTROL, ACHIEVEMENT, AND OPPORTUNITY FOR LEARNER DECISION MAKING IN HIGH SCHOOL SCIENCE CLASSES USING ISIS MATERIALSUnknown Date (has links)
Source: Dissertation Abstracts International, Volume: 39-03, Section: A, page: 1291. / Thesis (Ph.D.)--The Florida State University, 1978.
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