Global ETD Search

1	The relationship between participation in student-centered discussions and the academic achievement of fifth-grade science students / Mathues, Patricia Kelly, January 2003 (has links) Thesis (Ed. D.)--Lehigh University, 2003. / Includes vita. Includes bibliographical references (leaves 108-124). Science Fifth grade (Education)
2	Factors that influence the decision to read : an investigation of fifth grade students' out-of-school reading habits / McKool, Sharon Sundin, January 1998 (has links) Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 186-193). Available also in a digital version from Dissertation Abstracts.
3	Profiles of fifth-grade children who write avidly / Abbott, Judy Arlene, January 1996 (has links) Thesis (Ph. D.)--University of Texas at Austin, 1996. / Vita. Includes bibliographical references (leaves 456-461). Available also in an electronic version from UMI/Dissertation Abstracts International English language Fifth grade (Education)
4	The effects of being a reader and of observing readers on fifth grade students argumentative writing Moore, Noreen S. January 2009 (has links) Thesis (Ph.D.)--University of Delaware, 2009. / Principal faculty advisor: Charles MacArthur, School of Education. Includes bibliographical references.
5	Beginning the year in a fifth-grade reform-based mathematics classroom : a case study of the development of norms / Cheval, Kathryn Meador. January 1900 (has links) Thesis (Ph. D.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 166-174). Also available on the World Wide Web.
6	The effects of character education on the behavior of 5th grade students / Oxenberg, Lisa. January 1900 (has links) Thesis (M.S.)--Rowan University, 2008. / Typescript. Includes bibliographical references.
7	Children's peer victimization and daily psychological functioning Morrow, Michael Thomas. January 2009 (has links) Thesis (Ph.D.)--University of Delaware, 2009. / Principal faculty advisor: Julie A. Hubbard, Dept. of Psychology. Includes bibliographical references.
8	The relation between two models of how children's achievement-related beliefs affect academic task engagement and achievement Riley, Wendy Heberlein. Licht, Barbara Gail, January 2003 (has links) Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. Barbara Licht, Florida State University, Dept. of Psychology. Title and description from dissertation home page (viewed Apr. 8, 2004). Includes bibliographical references.
9	A COMPARISON OF DECIMAL - COMMON FRACTION SEQUENCE WITH CONVENTIONAL SEQUENCE FOR FIFTH GRADE ARITHMETIC Willson, George Hayden, 1931- January 1969 (has links) No description available. Fractions -- Study and teaching. Fifth grade (Education)
10	"I can read accurately but can't understand the text read" : the effects of using a reading intervention on fifth-grade students' "word callers" reading comprehension achievement Grant, Christina E. 20 July 2013 (has links) The purpose of this study was to determine the effects of an intervention of five researched reading strategies on fifth-grade students’ “word callers” reading achievement. Twenty-one fifth-grade students attending elementary schools in midwestern United States participated in this study. Students were randomly assigned to either the experimental group or the control group. The students in the experimental group received 50 minutes of small-group intervention, twice weekly, after-school, for 12 weeks focusing on the use of five research-based reading comprehension strategies. The control group received 50 minutes of small-group intervention, twice weekly after-school for 12 weeks, focusing on Common Core reading curriculum. Triangulation of data sources was achieved through analysis of the running records including comprehension retelling and answering of questions, a metacognition survey, an oral fluency rater scale, observational notes, and a reflective interview protocol on students’ strategy use. General findings included statistically significant changes in reading comprehension levels in all students (control and experimental) who participated in the after-school reading intervention. Importantly, statistically significant changes began to take place in “word callers” in the 12-week study. This was seen in their overall reading comprehension levels, and ability to report comprehension strategies and apply them to their reading. In summary, an after-school intervention explicitly using the Reciprocal Teaching model plus visualizing appears to play a large role in helping “word callers” improve their reading comprehension ability. / Department of Elementary Education Fifth grade (Education)

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