Global ETD Search

1	The development and reflections of elementary school grade three number and operation problem-posing curriculum and instruction Wu, Chai-hui 12 July 2006 (has links) This study focuses on the result of problem-posing teaching, covering units on number and operation on third grade elementary school students. The problem-posing teaching method incorporates: teacher formulating problem, discussion and debate, problem-solving activities, and problem-posing activities. This researcher was also the one who carried out teaching. The teachers guide was adapted from the teaching goals of textbook published by KNSH in 1993 and the researcher selected the units on number and operation from the fifth and sixth volumes. We used the teacher¡¦s math diaries, videotapes of actual teaching sessions, observation notes on teaching records, students¡¦ feedback surveys, and interviews of students. The objectives of this study are: 1. developing and integrating problem-posing into mathematics curriculum; 2. promoting students¡¦ ability in communication; and, 3. reflecting upon practice on problem-posing instruction through action research. There results are three results. First, when comparing performances of experimental class to control group, 5 out of 9 units were having statistical significance and 4 were not. Second, students¡¦ ability in communication improved after problem-posing instruction. Third, two challenges were identified when teachers implemented the problem-posing activities. Reflections Development of teaching materials Elementary school grade three Problem-posing teaching Number and operation
2	Vad tänker elever och lärare i årskurs 3 om klimatförändringen? Waldenström, Hedvig, Bubnjevic, Valentina January 2019 (has links) The children who are included in this study are 9 years old and they go to schools in the south of Sweden. The data collection is based on interviews with 17 children and their teachers. The interviews have been analysed and the aim was to get an understanding of what students in third grade know about climate change and what they feel about this complex phenomenon. Our aim was also to get an understanding of what teachers of these students think about teaching about climate change in third grade.The result shows that the children have not discussed about climate change as a topic in school. They have studied environment and topics related to environment and contamination with litter.The result from the teacher interviews show, as with the interviewed children, that they do not discuss climate change as a topic. The teachers prefer to teach about environment and the causes of good/bad environment. All teachers in the study see climate change as a too complex phenomenon to discuss with children in third grade. The teachers say discussing climate change is a sensitive topic to discuss with children nine years of age because they do not want to worry them. Climate change teachers students grade three oro klimatförändringen årskurs 3 lärare elever Biological Sciences Biologiska vetenskaper
3	The Language of Mathematics: Virginia Standards of Learning Mathematical Pictionary for Grades K-3. Collins-Browning, Amanda Rashelle 19 August 2009 (has links) (PDF) My experience teaching in Virginia schools, pacing and aligning instruction to the Virginia Standards of Learning, caused me to recognize the need for a mathematics tool to simplify and transition K-3 mathematics vocabulary usage and instruction. The language of mathematics uses three linguistic tools: words, symbols, and diagrams. Within this thesis I developed an instructional tool, a "Mathematics Pictionary", to accommodate primary grades K-3 and transition mathematical language and vocabulary skills between the primary grades aligned to the instruction and guidelines of the Virginia Standards of Learning. The Pictionary may be used coherently with lesson plans, available from the Virginia Department of Education, for instructional use in teaching mathematical vocabulary usage throughout the primary grade levels, K-3. Pictionary Vocabulary Mathematics Instruction Kindergarten - Grade Three Education Science and Mathematics Education
4	The impact of phonemic awareness difficulties on grade three learners performance in English in Musina Municipality Area Mulea, Maemu 29 January 2016 (has links) MEd / Department of Curriculum Studies Phonemic awareness Grade three learners Performance 428.00768257 Reading -- South Africa -- Limpopo Readers (Primary
5	Bra jobbat pojkar! : En kvantitativ studie av skillnader i flerspråkiga flickors och pojkars skrivande / Well done boys! : A quantitative study of differences in multilingual girls and boys writing Persson, Maria, Ericsson, Emma January 2018 (has links) Syftet med studien är att undersöka eventuella skillnader i flickors och pojkars skrivande under grundskolans tidigare år. I studien undersöks dagbokstexter skrivna av flerspråkiga flickor och pojkar i årskurs tre. Fokus ligger på att undersöka elevernas text- och meningslängd, långord samt nominalkvot. Tidigare forskning utförd på elever i årskurs nio samt på gymnasiet visar att pojkar tagit ett steg närmare flickorna i vissa aspekter i sin skriftliga komplexitet. Vår studie om elevers skrivande i årskurs tre talar till och med för att pojkarna gått förbi flickorna. Materialet består av tio dagböcker skrivna av sex flickor och fyra pojkar. I studien delar vi in eleverna som skriver texterna i flickor och pojkar, och vi förutsätter därmed att det finns vissa skillnader mellan dem som påverkar deras skriftspråksutveckling. Vi utgår från en positivistisk vetenskapsteori med en viss kvantitativ ansats och med tydligt mätbara textaspekter. De skillnader som studien visar är att pojkar skriver längre texter, har högre nominalkvot samt använder fler långord. Flickorna skriver däremot längre meningar än pojkar. text length sentence lenght long words noun quota girls boys grade three Textlängd meningslängd långord nominalkvot flickor pojkar årskurs tre General Language Studies and Linguistics
6	Contributions of oral language and word-level literacy skills to elementary writing in first and second language learners Perkins, Christina Jacqueline 23 April 2019 (has links) Second language (L2) learners are a growing population in Canadian school systems, and acquisition of literacy skills is critical to their success in Canadian society. While much research has been devoted to writing development in first language (L1) learners, text-level writing remains relatively underexplored in L2 populations. The present study sought to address this gap by considering the relative contributions of component oral language and word-level literacy skills to writing in elementary students speaking English as a first (EL1) or second (EL2) language. A sample of 124 kindergarten students (56 EL1, 68 EL2) and 112 grade three students (51 EL1, 61 EL2) completed a battery of standardized measures assessing oral language, word-level literacy, and writing skills. An ordinary least squares (OLS) regression-based mediation path analysis was used to test associations among oral language, word-level literacy, and writing skills in each group. Results indicated that word-level literacy skills had a significant direct effect on writing in all groups, but that oral language had no significant direct effect on writing in any groups. Instead, the effect of oral language on writing was significantly mediated by word-level skills in the kindergarten EL1 and EL2 groups, and the grade three EL1 group. The indirect effect of oral language on writing through word-level skills was not significant in the grade three EL2 group. Despite this, no significant differences in variable associations were found between EL1 and EL2 groups in either grade. Oral language skills were additionally found to have a significant effect on word-level literacy skills in the kindergarten EL1 and EL2 groups and the grade three EL1 group; the significance of this effect in the grade three EL2 group was unclear. Results of this study are discussed in relation to existing literature, and existing theories of L1 and L2 writing. / Graduate English as a Second Language EL2 Oral Language Skills Word-Level Literacy Skills Second Language Learners Path Analysis ELL ESL Writing Simple View of Writing Elementary Writing Kindergarten Grade Three Literacy Education Indirect Effect Primary Grades Component Skills Writing Components Word Level Literacy Skills Mediation Analysis Oral Language Second Language L2 Writing Outcomes Text-Level Writing Text Level Writing Writing Composition

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