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Effects of guided inquiry on students' attitudes and academic performance in scienceWilkinson, Julie K. 01 January 2004 (has links)
No description available.
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How problem-based learning affects students' attitudes and performance in the elementary mathematics classroomMcDuffie, Deanna L. 01 April 2003 (has links)
No description available.
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Multiple intelligences with an attitude : the effect of multiple intelligences in mathematicsWhite, Michele Lynne 01 April 2002 (has links)
No description available.
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Using science journals to promote inquiry in the primary classroomDunn, Angela 01 April 2003 (has links)
No description available.
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An Examination of Certain Theories and Tendencies in Teaching Arithmetic as Found in Various Educational Periodicals During the Period of 1934-1941Giles, O. E. 09 1900 (has links)
The purpose of this study is to analyze certain recent trends in the teaching of arithmetic, particularly those trends which have dealt with the reconstruction of the curriculum, and to determine to what extent the advocated theories seem to have been put into practice in the elementary school, according to reports in various school magazines and bulletins.
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Promoting historic preservation in the state of Kansas : a program for childrenJones, Rebecca Boggs January 2011 (has links)
Typescript (photocopy). / Digitized by Kansas Correctional Industries
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Adapting instruction to meet the individual needs of foundation phase readers and writersSwart, Marika 03 1900 (has links)
Thesis (MEd)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Current intervention programmes implemented in most Western Cape schools reflect the
use of isolated item-based literacy teaching methods. However, the low literacy levels in the
Western Cape primary grades do not indicate successful literacy learning. Therefore, this
study seeks to implement alternative approaches to fostering literacy comprehension, such
as socio-cognitive processing and constructivist approaches, which are more in line with
current research than the traditional items based models of literacy instruction.
The alternative, research-based methods were explored through the implementation of an
individualized contingent literacy intervention with emergent literacy learners. The
intervention took shape as a comparison between low progress learners, who participated in
the literacy intervention lessons, and average progress learners, who did not participate in
the literacy intervention lessons. The aim was to accelerate the low progress learners’
literacy learning so that they could reach the average-band performance of their classmates
after 12 weeks in the intervention. Data were gathered by means of observations of learners
and a Grade one teacher, an interview with the teacher and assessment results obtained in
a pre-mid-post-test design. In order to triangulate the results of the intervention, both
qualitative data and quantitative data were obtained and discussed. Based on qualitative
data, the intervention lessons proved to be successful, because observations indicated
positive change in the low progress learners’ reading and writing behaviours. Given the
small sample size, the overall trend in the quantitative data supported the value of the
intervention and indicated a need for extending the research beyond a pilot study. Further
research using larger sample sizes is thus recommended. More research is also needed to
obtain data on research-based interventions that are flexible enough to meet the diverse
needs of learners from different cultural backgrounds. / AFRIKAANSE OPSOMMING: Die meerderheid Wes-Kaapse skole maak gebruik van intervensie programme wat geskoei
is op die geïsoleerde item-geletterdheidsmetodes. Die lae geletterdheidsvlakke in die Wes-
Kaapse laerskool grade reflekteer egter nie positief op die metode wat tans gebruik word
nie. Daarom word hierdie studie onderneem met die oog op alternatiewe benaderings om
geletterdheid te bevorder en sodoende verbeterde leesbegrip tot gevolg sal hê. Die
benaderings ter sprake is sosio-kognitiewe prossessering en konstruktivistiese benaderings,
wat beide meer in gehoor is met huidge navorsing.
Deur alternatiwe navorsingsgebaseerde metodes, is ‘n individuele geletterdheid-intervensie
program ontwikkel vir ontluikende geletterdheidsleerders. Die intervensie is geïmplementeer
en gemeet deur middel van ‘n vergelyking tussen stadig vorderende leerders en gemiddeld
vorderende leerders, waarvan laasgenoemde nie in die intervensie lesse deelgeneem het
nie. Sodoende kan die impak onafhanklik vergelyk word. Die doel was om die stadig
vorderende leerders se geletterdheidsvlak te versnel ten einde dieselfde geletterdheidsvlak
van hul gemiddeld vorderende klasmaats binne 12 weke te behaal. Data is ingesamel deur
middel van observasies van die leerders en ‘n Graad 1 juffrou, ‘n onderhoud met die juffrou
en toetsresultate verkry in ‘n voor-middel-na-toets ontwerp. Om die resultate van die
intervensie interpreteerbaar te vergelyk, is beide kwalitatiewe en kwantitatiewe data
ingesamel en bespreek. Uit die kwalitatiewe data blyk dit dat die intervensie lesse suksesvol
was aangesien die observasies dui op ‘n positiewe lees en skryf gedragsverandering in die
stadig vorderende leerders. Met die klein steekproef van leerders betrokke, was die
algemene tendens van die kwantitatiewe data dat die intervensie wel waardevol was, maar
dat verdere studies met groter steekproef groepe noodsaaklik is. Verdere navorsing t.o.v.
die insameling van data vir navorsingsgebaseerde intervensies is nodig. Hierdie data
insameling en evaluasie tegnieke moet die diverse behoeftes van leerders, afkomstig van ‘n
verskeidenheid agtergronde, in ag neem en akkomodeer om resultate vergelykbaar te maak.
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THE EFFECTS OF GUIDED PROMPTS ON THE WRITTEN RECALLS OF COMMUNITY COLLEGE STUDENTS (COMPREHENSION, READING/WRITING RELATIONSHIPS).Stockseth, Jennifer Leonore January 1986 (has links)
The purpose of this study was examine the effects of guided recall prompts on the written recalls of community college students. Data were presented relative to the following areas: (1) statistical analysis of frequency of idea units; (2) statistical analysis of frequency as well as proportion of idea units categorized as literal; inferential, text-relevant supplementary, and text-irrelevant supplementary; (3) statistical analysis of frequency as well as proportion of idea supplementary units categorized as relating to character, theme, reader reaction, or none; (4) statistical analysis of holistic scores for quality of recall; (5) statistical analysis of correlation of holistic scores to frequency scores. Descriptive data relative to categorization of supplementary idea units relating to character, theme, reader reaction, or none were also reported. Subjects were students enrolled in developmental reading courses at Pima Community College who demonstrated a reading ability of at least ninth grade level on the Nelson Denny Reading Test. Subjects were randomly assigned to one of four recall prompts: (1) guided recall prompt which called attention to character, (2) guided recall prompt which called attention to theme, (3) guided recall prompt which called attention to reader reaction, or (4) free recall prompt. Findings indicated that guided recall prompts had effects on the written recalls and that those effects were specific to the respective prompt. Additionally, the responses of readers provided with the guided recall prompts were qualitatively better than those provided with the free recall prompt. A comparison of the frequency scores to the holistic scores seemed to indicate that the holistic score does reflect some aspects of comprehension--specifically literal and inferential recall; however, data also seemed to indicate that the holistic score measures something beyond those things measured by the frequency data
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Learning and development of probability concepts: Effects of computer-assisted instruction and diagnosis.Callahan, Philip. January 1989 (has links)
This study considered spontaneous versus feedback induced changes in probability strategies using grouped trials of two-choice problems. Third and sixth grade Anglo and Apache children were the focus of computer assisted instruction and diagnostics designed to maximize performance and measure understanding of probability concepts. Feedback, using indeterminate problems directed at specific strategies, in combination with a large problem set permitted examination of response latency and hypothesis alternation. Explicit training, in the form of computer based tutorials administered feedback as: (a) correctness and frequency information, (b) mathematical solutions, or (c) in a graphical format, targeted by weaknesses in the prevailing strategy. The tutorials encouraged an optimal proportional strategy and sought to affect the memorial accessibility or availability of information through the vividness of presentation. As the subject's response selection was based on the query to select for the best chance of winning, each bucket of the two-choice bucket problems was coded as containing target or winner (W) balls and distractor or loser (L) balls. Third and sixth grade subjects came to the task with position oriented strategies focusing on the winner or target elements. The strategies' sophistication was related to age with older children displaying less confusion and using proportional reasoning to a greater extent than the third grade children. Following the tutorial, the subjects displayed a marked decrease in winners strategies deferring instead to strategies focusing on both the winners and losers; however, there was a general tendency to return to the simpler strategies over the course of the posttest. These simpler strategies provided the fastest response latencies within this study. Posttest results indicated that both third and sixth grade subjects had made comparable gains in the use of strategies addressing both winners and losers. Based on the results of a long-term written test, sixth grade subjects appeared better able to retain or apply the knowledge that both winners and losers must be considered when addressing the two-choice bucket problems. Yet, for younger children, knowledge of these sophisticated strategies did not necessarily support generalization to other mathematical skills such as fraction understanding.
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ANALYSIS OF SUBJECT MATTER CONTENT IN GARDENING AND NUTRITION FOR ELEMENTARY SCHOOL STUDENTS.Bopp, Laurie Anne. January 1985 (has links)
No description available.
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