Thesis advisor: Michael Barnett / This mixed method study examined the impact of a LEGO<super>TM</super>-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines. This study takes a social constructivist theoretical stance that science learning involves learning scientific concepts and their relations to each other. From this perspective, students are active participants, and they construct their conceptual understanding through the guidance of their teacher. With the goal of better understanding the use of engineering education materials in classrooms the National Academy of Engineering and National Research Council in the book "Engineering in K-12 Education" conducted an in-depth review of the potential benefits of including engineering in K-12 schools as (a) improved learning and achievement in science and mathematics, (b) increased awareness of engineering and the work of engineers, (c) understanding of and the ability to engage in engineering design, (d) interest in pursuing engineering as a career, and (e) increased technological literacy (Katehi, Pearson, & Feder, 2009). However, they also noted a lack of reliable data and rigorous research to support these assertions. Data sources included identical written tests and interviews, classroom observations and videos, teacher interviews, and classroom artifacts. To investigate the impact of the design-based simple machines curriculum compared to the scientific inquiry-based simple machines curriculum on student learning outcomes, I compared the control and the experimental groups' scores on the tests and interviews by using ANCOVA. To analyze and characterize the classroom observation videotapes, I used Jordan and Henderson's (1995) method and divide them into episodes. My analyses revealed that the design-based Design a People Mover: Simple Machines unit was, if not better, as successful as the inquiry-based FOSS Levers and Pulleys unit in terms of students' content learning. I also found that students in the engineering group outperformed students in the control group in regards to their ability to answer open-ended questions when interviewed. Implications for students' science content learning and teachers' professional development are discussed. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

A major change being advocated in education is that of making students more self-directing; that is, helping them become more responsible for their own learning. The focus of this investigation was on fifth grade students' use of self-directed learning strategies and self-directed perceptual skills. An experimental study was conducted using the nested design for analyzing data obtained from the Guglielmino Self-Directed Learning Readiness Scale, the Zimmerman and Martinez-Pons1 Self-Regulated Learning Interview Schedule, and the Bradley-Lane Self-Directing Perceptual Scale. One hundred fifty-two fifth graders were involved in the eight week study along with their six teachers. Both students and teachers were immersed in a module of training that included emphasis upon self-directing behaviors and learning strategies. Two striking findings emerged; namely, (a) in comparing the average number of learning strategies acquired after treatment, the experimental group (low, middle, and high IQ levels) scored 40%, 50% and 29% higher respectively, than did the control group; (b) in comparing the fifth grade students use of learning strategies it was found that most students nearly doubled the number of learning strategies they had previously acquired. Thus, it was concluded that children who do not have actual teaching of information or data concerning learning strategies will likely never acquire the same repertoire of skills that students acquire when exposed to this critical information in some specific, systematic fashion. A primary product developed for the purposes of this investigation was the Bradley-Lane Self-Directing Perceptual Scale—a 132-item Likert Scale designed to identify the self-perceptions of elementary and middle school students. After field-testing, a chi-square treatment was applied to each item of the Perceptual Scale resulting in a reliability of p<.01 for the majority (79%) of the test items, while an additional twelve items (9%) were found to be reliable at the .02 level of significance.

In a southeastern state school district, 23.2% of the students did not meet the 80% passing requirement on the 2014 state’s writing assessment. Research for writing and grammar instruction is extensive, yet many teachers struggle with finding effective instructional strategies. The purpose of this instrumental case study was to explore the instructional strategies used at 7 schools to teach writing and grammar skills to Grade 5 students and to identify instructional gaps. Howard Gardner’s theory of multiple intelligences and Lev Vygotsky’s theory of cognitive development together provided a theoretical foundation that emphasizes constructive social learning strategies as well as attention to multiple intelligences. A simple review of background data was conducted on the district’s writing curriculum guide to outline instructional strategies and test data to document scores of the fifth grade students at the 9 elementary schools. The primary source of data came from semi-structured interviews of 6 teaching and learning specialist assistant principals and a fifth grade teacher, who altogether represented 7 of the 9 elementary schools. The interview questions elicited participant perceptions about current writing instructional strategies and resources used with Grade 5 students. Typological data analysis revealed 5 themes of collaboration of teachers, vertical teaming, test format, vocabulary, and writing across the curriculum. These instructional strategies were included in the resulting professional development project. This project has implications for positive social change by increasing the number of teachers at the lower performing schools improving implementation of instructional strategies, and improving students’ writing test scores.

The purpose of this study was to evaluate a six week nutrition program in terms of its effect on nutrition knowledge and its effect on food practices and attitudes. A survey of the dietary food intake was also made. Fifth grade students in Granite School District, Salt Lake City, Utah, were the participants. A pretest and a postest were used to determine the effect of the program. The tests showed that cognitive knowledge increased in many areas, attitudes became more positive and there was little improvement in dietary intake. Dietary intake was low in fruits, vegetables and milk but adequate in meat.

<p> </p><p>Tekniska yrken har av tradition valts av män. Även tekniska intressen som exempelvis bilar och motorer förknippas med män. Syftet med denna studie var att undersöka 11-åringars uppfattning och inställning till teknik och ifall denna skiljer sig åt mellan pojkar och flickor. 40 elever i 19 grupper om två och två (två grupper om tre) genomförde en könsneutral teknikuppgift. Uppgiften var att utveckla den optimala chipsförpackningen i form och funktion. Grupperna bestod av tre gruppkonstellationer baserade på kön (pojke/pojke; pojke/flicka; flicka/flicka). Datainsamlingen baserades på observationer där samarbets- och koncentrationsförmåga bedömdes enligt bra/varken eller/dålig, och tiden för genomförande mättes. Samtliga deltagare besvarade avslutningsvis en enkät med 18 frågor där förhållandet till ämnet teknik besvarades.</p><p> </p><p>Resultatet visar att 11-åringar har generellt en positiv uppfattning om ämnet teknik då de tycker att teknik bl.a. är spännande och viktigt. I denna ålder är det även många, både flickor och pojkar, som kan tänka sig att ha ett tekniskt yrke som t.ex. ingenjör i framtiden. Av resultaten går även att utläsa vilken könsmaktsordning som omger eleverna i hemmen där majoriteten av flickorna svarat att de kommer att städa och laga mat i hushållet i framtiden medan många av pojkarna svarat att de kommer laga bilen, skotta snö eller sätta upp hyllor. Studien visar även på skillnader mellan flickors och pojkars sätt att arbeta. Grupperna uppvisade liknande slutresultat men det finns signifikanta skillnader i effektiviteten. Den statistiska analysen visar att flickgrupperna var betydligt effektivare än de andra gruppkonstellationerna.</p><p> </p> / <p> </p><p>Technical professions are traditionally chosen by men. Technological interests such as cars and engines are also associated with men. The purpose of this study was to study 11-year-old's perception and attitudes towards technology and if there is difference between boys´ and girls´. 40 pupils in 19 groups of two and two (two teams of three) carried out a gender-neutral technology task. The challenge was to develop the optimal crisppackage in form and function. There were three types of groups based on gender (boy/boy; boy/girl; girl/girl). Data collection was based on observations by the author in which teamwork and concentration was graded as good / neither / poor and time of implementation was measured in minutes. All participants finally answered a questionnaire with 18 questions, where the relationship to the subject of technology was explored.</p><p>The results show that 11-year-olds generally have a good view of technology and they think it is exciting and important. In this age, there are also many, both girls´ and boys´, who are prepared to have a technical profession such as engineering in the future. It is also possible to deduce from the results the gender power structure that surrounds the pupils in their homes. While the majority of the girls´ replied that in the future they will clean and cook in the household, the boys´ replied that they will fix the car, shovel snow or put up shelves. The study also shows the differences between girls´ and boys´ way of working. The groups showed a similar final outcome but there are significant differences in efficiency. The statistical analysis shows that the girls were much more effective than the other group formations.</p>

Bullying is one of the most pervasive challenges in schools across the world. This investigation is an evaluation of a school’s attempt to address the large number of incidents of bullying. Materials from the Bully Free Classroom (BFC) by Allan Beane (2009) served as the intervention curriculum for 21, fifth grade students and six teachers. A 14-week (with the exception of school breaks), six lesson intervention was implemented with three groups of students: two groups identified as perpetrators and one group of victims. Teachers received training on bullying knowledge and how to appropriately report bullying-related incidents. Pre and post measures of bullying knowledge, frequency ratings of bullying and prosocial behaviors observed, and discipline referrals for bullying served as the dependent measures for the student participants. Results support the use of the intervention as the mean number of discipline referrals for participants of bully status significantly decreased, student ratings for negative behaviors significantly decreased, student knowledge of bullying significantly increased, and teacher’s ratings of the frequency of bullying decreased while school climate ratings became more positive. Moderate to large effect sizes are interpreted to provide strong support for a recommendation for school-wide adoption of the program. The scope and nature of the intervention plan is discussed in relation to recommended features of bully prevention and intervention programs and recommendations are made for implementation of this intervention.

Tekniska yrken har av tradition valts av män. Även tekniska intressen som exempelvis bilar och motorer förknippas med män. Syftet med denna studie var att undersöka 11-åringars uppfattning och inställning till teknik och ifall denna skiljer sig åt mellan pojkar och flickor. 40 elever i 19 grupper om två och två (två grupper om tre) genomförde en könsneutral teknikuppgift. Uppgiften var att utveckla den optimala chipsförpackningen i form och funktion. Grupperna bestod av tre gruppkonstellationer baserade på kön (pojke/pojke; pojke/flicka; flicka/flicka). Datainsamlingen baserades på observationer där samarbets- och koncentrationsförmåga bedömdes enligt bra/varken eller/dålig, och tiden för genomförande mättes. Samtliga deltagare besvarade avslutningsvis en enkät med 18 frågor där förhållandet till ämnet teknik besvarades.   Resultatet visar att 11-åringar har generellt en positiv uppfattning om ämnet teknik då de tycker att teknik bl.a. är spännande och viktigt. I denna ålder är det även många, både flickor och pojkar, som kan tänka sig att ha ett tekniskt yrke som t.ex. ingenjör i framtiden. Av resultaten går även att utläsa vilken könsmaktsordning som omger eleverna i hemmen där majoriteten av flickorna svarat att de kommer att städa och laga mat i hushållet i framtiden medan många av pojkarna svarat att de kommer laga bilen, skotta snö eller sätta upp hyllor. Studien visar även på skillnader mellan flickors och pojkars sätt att arbeta. Grupperna uppvisade liknande slutresultat men det finns signifikanta skillnader i effektiviteten. Den statistiska analysen visar att flickgrupperna var betydligt effektivare än de andra gruppkonstellationerna. / Technical professions are traditionally chosen by men. Technological interests such as cars and engines are also associated with men. The purpose of this study was to study 11-year-old's perception and attitudes towards technology and if there is difference between boys´ and girls´. 40 pupils in 19 groups of two and two (two teams of three) carried out a gender-neutral technology task. The challenge was to develop the optimal crisppackage in form and function. There were three types of groups based on gender (boy/boy; boy/girl; girl/girl). Data collection was based on observations by the author in which teamwork and concentration was graded as good / neither / poor and time of implementation was measured in minutes. All participants finally answered a questionnaire with 18 questions, where the relationship to the subject of technology was explored. The results show that 11-year-olds generally have a good view of technology and they think it is exciting and important. In this age, there are also many, both girls´ and boys´, who are prepared to have a technical profession such as engineering in the future. It is also possible to deduce from the results the gender power structure that surrounds the pupils in their homes. While the majority of the girls´ replied that in the future they will clean and cook in the household, the boys´ replied that they will fix the car, shovel snow or put up shelves. The study also shows the differences between girls´ and boys´ way of working. The groups showed a similar final outcome but there are significant differences in efficiency. The statistical analysis shows that the girls were much more effective than the other group formations.

The purpose of this study was to investigate mistakes made by elementary fifth grade students regarding basic fractional concepts and operations, and difficulties that they encounter. The other purpose was to investigate underlying misconceptions and reasons of those difficulties and mistakes. For this purpose, a mixed-method research combining quantitative and qualitative approach respectively was performed. Data were collected from elementary fifth grade students at the end of the spring semester of 2009-2010. Operation with Fraction Questionnaire (OFQ) was administered to 151 fifth grade students who were chosen from the two public elementary schools in Eskisehir province. By this way, difficulties that elementary fifth grade students encounter and mistakes they make regarding basic fractionalconcepts and operations was analyzed. Afterwards, sixteen of these students participated in a semi-structured interview which was designed to investigate underlying reasons and misconceptions behind those mistakes and difficulties. Results were presented in two phases. In the first phase, common mistakes and difficulties of students were analyzed in detail and representative examples of these errors were introduced. In the second phase, students&#039 / mistakes were grouped under five categories as: algorithmically based mistakes, intuitively based mistakes, mistakes based on formal knowledge on fractions, misunderstanding on problem, and missing information in solution. In this phase, misconceptions and underlying reasons of those mistakes and difficulties which students may encounter while learning fractions were described. Results revealed that there was evidence that fifth grade students made various mistakes regarding fractional concepts and operations in the fifth grade elementary mathematics curriculum and they had many misconceptions regarding fraction concepts and operations.

Source: Masters Abstracts International, Volume: 46-04, page: 2087. Adviser: Deanna M. Hoelscher. Includes bibliographical references.

The work which follows arose from the examination of three fifth grade social studies textbooks widely adopted and accepted in the State of Texas. Within these history textbooks, seven historical events which occurred during the American Revolution were investigated to determine how primary sources are represented in each selected textbook to support a version of the historical event they accompany. The research question guiding this qualitative study was: How do fifth grade social studies textbooks present primary sources in an American Revolution unit of study. To answer this question, I analyzed the three fifth grade social studies textbooks’ American Revolution unit of study. Historical events common to the textbooks and included in the unit of study were Tax Laws, The Boston Massacre, The Boston Tea Party, Paul Revere’s Ride, Lexington and Concord, The Battle of Bunker Hill, and The Declaration of Independence. Within the textbooks’ American Revolution units of study, the following primary sources were found: quotes, written documents, photographs, cartoons, posters, maps, artifacts, paintings, and sculpture or statuary. The researcher discovered three findings related to the representation of primary sources in the fifth grade social studies textbooks. These include the conundrum of fact, monolithic representation, and verisimilitude. Suggestions for improving school history textbooks and opportunities for future research are included. / text