Global ETD Search

1	Monkeying around : examining the effects of a community zoo on the science achievement of third graders / Kenny, Heather A. January 2009 (has links) Dissertation (Ph.D.)--University of Toledo, 2009. / Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Curriculum and Instruction." Bibliography: leaves 174-184. Science Third grade (Education) Zoos
2	Characteristics of an existing third grade social studies curriculum and students' views on an alternative instructional strategy / Whitefield, Stefanie R. January 1900 (has links) Thesis (M.S.)--Rowan University, 2006. / Typescript. Includes bibliographical references. Third grade (Education) Social sciences
3	The effect of positive reinforcement on the achievement of 3rd grade students' spelling / Pintel, Leandra. January 1900 (has links) Thesis (M.S.)--Rowan University, 2006. / Typescript. Includes bibliographical references.
4	An exploratory investigation of third graders' perceptions of bullying / Burns, Laura N. January 1900 (has links) Thesis (M.S.)--Rowan University, 2007. / Typescript. Includes bibliographical references.
5	Bullying in a third grade classroom / Falco, Kristen. January 1900 (has links) Thesis (M.S.)--Rowan University, 2008. / Typescript. Includes bibliographical references.
6	Comparative study of the relationship between children's personality and their choice of library reading at the third grade level / Lange, Mary Cornelia, Sister, S.S.N.D. January 1971 (has links) Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1971. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p.44-48).
7	The impact of positive reinforcement and self-recording on the on-task behavior of third grade students / Bishop, Shannon L. January 1900 (has links) Thesis (M.S.)--Rowan University, 2006. / Typescript. Includes bibliographical references.
8	Helping struggling writers through self-regulated strategy development / Kamdar, Rajvi. January 1900 (has links) Thesis (M.S.)--Rowan University, 2008. / Typescript. Includes bibliographical references.
9	What art means to third and fourth graders : a two-year case study / May, Wanda Tignor. January 1900 (has links) Thesis (Ph. D.)--Ohio State University, 1985. / Includes vita. Includes bibliographical references (leaves 284-296). Available online via OhioLINK's ETD Center.
10	The Effects of the Ready for Success Classroom Guidance Program on the Social-Emotional Skills and Competence, Reading Proficiency, and Promotion Rate of Third-Grade Students Unknown Date (has links) The purpose of the current outcome study was to determine the effects of the Ready for Success (RFS) classroom guidance program (Brigman & Webb, 2012) on the social-emotional skills and competence, reading proficiency, and promotion between third-grade students who received the RFS intervention (treatment group; n = 104), and third-grade students who did not receive the intervention (comparison group; n=91). Following training in the manualized RFS curriculum, certified school counselors in the treatment group implemented five, weekly, 30-minute lessons followed by three monthly booster lessons. This study followed a quasi-experimental, non-equivalent group design. The study employed a teacher report measure of social-emotional skills and competence (i.e., Devereux Student Strengths Assessment) and a standardized formative assessment of reading proficiency (i.e., Reading Running Record). Furthermore, retention data was provided by the participating school district’s data source. Statistical significance between the groups was measured by a series of MANCOVA analyses and a Pearson’s chi-square analysis. A partial eta-squared ηp2 effect size was reported for each dependent variable. The data supported the RFS classroom guidance program as an effective Social-Emotional Learning (SEL) intervention for promoting student social-emotional skill development (i.e. selfawareness, self-management, social awareness, relationship skills, and responsible decision making) and overall social-emotional competence (SEC). This study provided support for the use of school counselor-led SEL classroom programs to promote the social-emotional development of students in the school setting. Furthermore, the study further supports the value of school counseling interventions for students in the domain of social-emotional development. Finally, the findings of this study provided empirical support for the RFS classroom guidance program as an effective SEL intervention. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection School counseling Student success programs Social skills Third grade (Education)

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