The problem for this study was to enhance the development of higher order thinking skills and improve attitudes toward computers for fifth and sixth grade students. The purpose of this study was to determine the impact of a Technology Enriched Classroom on student development of higher order thinking skills and student attitudes toward the computer. A sample of 80 sixth grade and 86 fifth grade students was tested using the Ross Test of Higher Cognitive Processes. The Ross Test was selected because of its stated purpose to judge the effectiveness of curricula or instructional methodology designed to teach the higher-order thinking skills of analysis, synthesis and evaluation as defined by Bloom. The test consisted of 105 items grouped into seven subsections. In addition, the students were surveyed using the Computer Attitude Questionnaire developed by the Texas Center for Educational Technology. The questionnaire assessed sixty-five questions combined to measure eight attitudes.

The purposes of this study were threefold: (1) to examine the effects of time spent on CAI on student attitudes, (2) to examine the effects of time spent on CAI among ability groups, and (3) to determine whether initial attitudes would be maintained throughout a school year, and if not, determine variables associated with an attitude shift.

No description available.

The purpose of this study was to improve my teaching practice, as well as my second grade students' success with two-digit addition concepts, by allowing them to choose the manipulative tools to explore problems and justify solutions. I examined how allowing my students this choice influenced their attitudes, achievement, and explanations of their thought processes. I found that allowing students to choose their own manipulatives had positive influences in all three areas. Pre- and post-test results showed an overall shift toward more positive mathematics attitudes, as well as increased academic achievement with two-digit addition concepts. Students also demonstrated changes in the ways they used the manipulatives, as well as how they explained their solutions to two-digit addition problems.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-06-15T12:33:17Z No. of bitstreams: 1 Lívia Fernandes Bomfim.pdf: 1246247 bytes, checksum: 88f733c8ab9828aedd4ac8a88c9a9d30 (MD5) / Made available in DSpace on 2018-06-15T12:33:17Z (GMT). No. of bitstreams: 1 Lívia Fernandes Bomfim.pdf: 1246247 bytes, checksum: 88f733c8ab9828aedd4ac8a88c9a9d30 (MD5) Previous issue date: 2018-04-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The Good Behavior Game is a behavior management technique that has its effectiveness proven in changing various behavioral cathegories, on groups of different ages, in various settings, over 50 years of research. It is based in the division of the participants in teams, in the punctuation or withdrawal of points of these teams given the occurrence of inappropriate or unwanted behaviors and in the awards of the teams that have reached a certain score. This study investigated the changes in the occurrence of engagement and non-engagement on the task behaviors of 26 students of the 2nd year of Elementary School in a Brazilian public school, given the application of a positive variation of the Good Behavior Game, in which the teams are scored by the occurrence of appropriate behaviors. The students were divided into four teams and were scored by the teacher if all the members were following the rules: respect the teacher and colleagues, have good manners, do the homework and speak quietly. The results showed an increase in the occurrence of the engagement behaviors and a decrease in the occurrence of non-engagement. The results of this research base the recommendation of using the positive variation of the Good Behavior Game in Brazilian schools because it is an easy-to-implement technique that demands little or no monetary resources, requires minimal response cost in its application and is based on the use of positive reinforcement, rather than aversive control, with its participants / O Good Behavior Game é uma técnica de manejo de comportamentos que teve sua eficácia comprovada no que se refere à alteração de diversas categorias de comportamento, com grupos de diversas faixas etárias e em diversos settings de aplicação ao longo de 50 anos de pesquisa e baseia-se na divisão dos participantes em times, na pontuação ou retirada de pontos destes dada a ocorrência de comportamentos inadequados ou indesejados e na premiação dos times que tenham alcançado determinada pontuação. Este estudo investigou as alterações na ocorrência de comportamentos de engajamento e não-engajamento na tarefa de 26 alunos do 2º ano do Ensino Fundamental de uma escola pública brasileira dada a aplicação em sala de aula de uma variação positiva do Good Behavior Game, na qual pontua-se os times pela ocorrência de comportamentos adequados. Os alunos foram divididos em quatro times e eram pontuados pela professora num quadro caso todos os integrantes estivessem seguindo as regras: respeitar a professora e os colegas, ter bons modos, fazer a tarefa de sala e falar baixo. Os resultados mostraram aumento na ocorrência dos comportamentos de engajamento e diminuição na ocorrência nos de não-engajamento. Os resultados dessa pesquisa embasam a recomendação do uso da variação positiva do Good Behavior Game nas escolas brasileiras por ser uma técnica de fácil implementação, que demanda pouco ou nenhum recurso monetário, requer um investimento de tempo mínimo na sua aplicação e se baseia no uso de reforçamento positivo, e não de controle aversivo, sobre seus participantes

呈交日期: "1999年12月" / 論文(博士)--香港中文大學, 2000. / 參考文獻 (p. 128-138) / 中英文摘要. / Cheng jiao ri qi: "1999 nian 12 yue" / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Lun wen (Bo shi)--Xianggang Zhong wen da xue, 2000. / Can kao wen xian (p. 128-138) / Zhong Ying wen zhai yao.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

This research focuses on aspects of parental involvement in homework and the differing power relations which homework uncovered within the family. It is concerned with the deeper implications of homework through exploring the attitudes, behaviours and beliefs of teachers and/or parents and/or pupils and to consider who really is in control of the homework process, the perceived and actual roles of the participants, the resistances to homework and the possible changing social factors which impinge on homework. This thesis offers a unique contribution to the homework discourses as it uses a qualitative approach, drawing on an extended version of the French and Raven (1959) conceptualisation of power as a means of interrogating the data, by labelling certain attitudes, behaviours and beliefs, to seek explanations of the patterns of power. These patterns of power are exposed through the family’s story of their engagement, or not, in the homework process. The notion of engaging pupils in the learning process is at the heart of many of the recent educational initiatives, arising from the National debate on Education (2002). At the heart of these new initiatives is the notion of learners being actively involved in the learning process, in and out of the classroom to encourage them to take responsibility for their learning. A number of implications for pupils, parents, teachers and the government are considered. These particularly relate to the effective practices of teachers and parents as a means of preventing the pupils from controlling the homework process and to the government to consider appropriate and effective means of ensuring that all concerned are engaged in conducting homework which is interesting, stimulating and motivating.

The problem of this study was to determine the effects of implementing writing-to-learn tasks in mathematics instruction on fourth grade students' achievement and attitude toward mathematics. Also addressed in this study is whether or not achievement and attitude measures of female students and low achieving students are effected by the use of writing in mathematics.