Spelling suggestions: "subject:"fifth grade (educationization)."" "subject:"fifth grade (education.action).""
11 |
The effects of program model and language on science TAKS scores among fifth gradersZelenak, Stephanie. January 2008 (has links)
Thesis (Ph. D.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.
|
12 |
An exploratory study of school climate and student behavior in thirteen Delaware public elementary schoolsCase, Jane N. January 2008 (has links)
Thesis (Ph.D.)--University of Delaware, 2007. / Principal faculty advisor: Kathryn Denhardt, School of Urban Affairs. Includes bibliographical references.
|
13 |
A Comparison of Three Different Presentations of Reading Material Presented to Fifth-Grade ChildrenHill, John Paul, 1940- 08 1900 (has links)
The purposes of this study were (1) to ascertain the effect of three approaches of presenting reading material to fifth-grade children, (2) to analyze the results of each approach in relationship to reading ability, mental ability, and sex, and (3) to ascertain the implications of these approaches for elementary teachers and principals.
|
14 |
The Relationship of Fifth-Grade Students' Self-Concepts and Attitudes toward Mathematics to Academic Achievement in Arithmetical Computation, Concepts, and ApplicationMoore, Bobbie Dean 08 1900 (has links)
The purpose of this study was to determine the interrelationship of self-concept and attitude toward mathematics to academic achievement in the areas of arithmetical computation, concepts, and application.
|
15 |
The Effects of Systematic Desensitization on Test Anxiety, General Anxiety, and Attitude Toward School Among Fifth-Grade PupilsLautin, Devora Juster 05 1900 (has links)
The problem of this study was to investigate the effectiveness of systematic desensitization on test anxiety, general anxiety, and attitude toward school among fifth-grade elementary-school children.
|
16 |
A Quasi-Experimental Study of 5th-Graders' Use of Selected Self-Directing Perceptions and Learning StrategiesLane, Pam S. 12 1900 (has links)
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.
|
17 |
The Skip To Breakfast project : development, implementation, and feasibility evaluation of an intervention to increase healthful breakfast consumption among fifth grade students and their families.Hochberg-Garrett, Heather F. Hoelscher, Deanna M., DuPont, Herbert L., January 2008 (has links)
Source: Masters Abstracts International, Volume: 46-04, page: 2087. Adviser: Deanna M. Hoelscher. Includes bibliographical references.
|
18 |
Integrating new literacy instruction to support online reading comprehension : an examination of online literacy performance in 5th grade classroomsKingsley, Tara L. 05 August 2011 (has links)
This quantitative study explored the effect of intervention lessons on online
reading skills in fifth grade classrooms. First, it sought to examine the relationships
among demographic variables including gender, ethnicity, and socioeconomic status and
self-reported Internet use and Internet ability. Second, this study was designed to
investigate which variables best predict performance on a measure of online reading.
Third, the effect of lessons designed to improve online reading comprehension was
explored to determine the efficacy of targeted classroom-based instruction on learned
skills.
Three theoretical frameworks underpinned this study: 1) a new literacies
framework (Leu, Kinzer, Coiro, & Cammack, 2004), 2) transactional model (Rosenblatt,
1978), and 3) socioconitive model (Ruddell & Unrau, 2004a). The study was conducted
in a Midwestern, suburban school over a 12-week time period with 443 fifth grade
students. The repeated measures quasi-experimental research design allowed a
quantitative investigation of online reading comprehension instruction to provide a
reliable and valid assessment of the impact of online reading comprehension instruction
on changes in student performance on an established measure of online reading
comprehension. Additional attention to common variables known to influence outcomes
in reading and technology performance (e.g., demographic variables, prior reading
achievement scores) strengthened the design by allowing a more refined analysis of the
isolated impact from the instructional activities.
A regression analysis revealed prior achievement on norm-referenced measures of
English/Language Arts as well as reported Internet use accounted for a significant
amount of variance on online reading comprehension performance. Statistical analyses
revealed significant differences between the experimental and control groups in online
reading performance growth. Results from the subskill analysis show students in the
experimental group demonstrated significant improvement over the control group on two
of the three subskills (locating and synthesizing). No significant differences in group
growth were observed for the Web evaluation task.
Findings from this study indicate teachers varying in experience and Internet
familiarity can effectively teach online reading in a classroom setting, and that students
who received this instruction developed these skills at a greater rate. This work can
inform future efforts as to how to best teach the skills and strategies of online reading. / Department of Educational Psychology
|
19 |
Gender-specific reading motivation : considering reading from the perspective of five ethnically diverse fifth grade boys / Gender specific reading motivationManwell, Anita K. 15 December 2012 (has links)
This qualitative study used a triangulation of survey, conversational interviews, and observations in an authentic setting to explore the phenomenon of reading motivation from the perspectives of a specific group of individuals. Five participants, all African American fifth grade boys qualifying for meal subsidies, gathered in a local youth facility, where they regularly attended as members. The researcher interviewed and observed the boys over the span of three months. Three major themes from the study unveiled the influence of individual interests on reading motivation. This particular group of boys was motivated to read according to measured success and competition, familiarity of topics, and varied selections of reading materials. The study’s findings could potentially influence the gender achievement gap in literacy. / Department of Elementary Education
|
20 |
The relationship of readability on the science achievement test a study of 5th grade achievement performance /Amos, Zachary Scott. January 2009 (has links)
Thesis (M.Ed.)--Bowling Green State University, 2009. / Document formatted into pages; contains vii, 137 p. Includes bibliographical references.
|
Page generated in 0.0867 seconds