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Enseignement systématique et acquisition de six connecteurs explicites par des élèves des deuxième et troisième cycles du primaire /Leblond, Fabienne, January 2002 (has links)
Mémoire (M.éd.)-- Université du Québec à Chicoutimi, 2002. / Document électronique également accessible en format PDF. CaQCU
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A Study of Certain Creative Dramatics Techniques as Applied in the Second Grade Classroom of the North Texas State University Laboratory SchoolWise, Nancy Susan 08 1900 (has links)
"It is the purpose of this thesis to employ some of the basic methods currently in practice in the teaching of creative dramatics, in a second grade class of the North Texas State University Laboratory School in Denton, Texas, and to record the results."--2.
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How Computer Use Functions as an Aspect of Literacy Development : A Qualitative Description of a Second-grade ClassroomKostelnik, Joyce L. 12 1900 (has links)
In this study, the researcher investigated how computer use functions as an aspect of literacy development within a second-grade classroom. The researcher sought to gather data to help define the role that computer use plays in the literacy development of elementary school students by concentrating on how computers are actually used in the classroom being studied, and by looking for relationships revealed by students' and teacher's beliefs about computer use in the classroom.
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The Influence Of Virtual Manipulatives On Second Grader's Acquisition Of Place Value ConceptsJolicoeur, Kay 01 January 2011 (has links)
The purpose of this study was to examine my own practice of teaching place value and the influence virtual manipulatives had, in addition to physical manipulatives, on place value understanding of my second grade students. I wanted to see how adding a base-ten computer applet might better meet the needs of all learners while also meeting the needs of today’s technological classroom. Through this study, I found that both physical and virtual manipulatives helped students acquire place value concepts. I found that virtual manipulatives had features that engaged students in a way that increased their mathematical language, increased students’ ability to represent more conceptual understanding of composing and decomposing numbers, and express enthusiasm towards mathematics. A pretest and posttest revealed that students’ academic performance increased. While research on virtual manipulatives and mathematical achievement is fairly recent, this study offers insight to other classroom teachers and the research community.
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