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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.
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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.
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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.
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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.
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Bullying in a third grade classroom /Falco, Kristen. January 1900 (has links)
Thesis (M.S.)--Rowan University, 2008. / Typescript. Includes bibliographical references.
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The Value of Filmstrips in the Third GradeAdair, Elva Gaynelle 08 1900 (has links)
The purpose of this study is to determine the possible influence of the use of filmstrip material upon a group of third-grade pupils as compared with another group of third-grade pupils not using filmstrip materials.
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Improving Reading in a Third GradeHam, Mary Swan 08 1900 (has links)
The purpose of this study is to determine and evaluate a third grade reading program that will increase the individual child's reading ability and will stimulate maximum progress during a period of nine months. It is believed that through the development of this program a larger number of the children in this particular group will be able to make the transition from the primary type of reading to the intermediate level at the end of their third year in school.
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The Relative Effectiveness of Three Approaches to Teaching Reading to Third Grade Negro ChildrenWarren, Maxine Young 08 1900 (has links)
The purpose of this study was to determine the relative effectiveness of the use of an individualized reading approach, a combination basal-SRA approach, and a basal reader approach, when taught to third grade Negro children.
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A Comparison Between Reading and Listening in Comprehension and Retention of Certain Language Concepts in the Third GradeGay, Marcella 08 1900 (has links)
This thesis compares reading verses listening comprehension in third grade students. The problem under consideration is to determine whether it is easier for a third-grade child to understand a given meaning when that meaning is presented to him in spoken words than it is when the meaning is presented in printed words,
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Establishing Growth Mindset Teaching Practices as Part of the Third Grade Math Curriculum to Increase Math Self-Efficacy, Math Mindset and Student AchievementJanuary 2019 (has links)
abstract: This mixed methods action research dissertation examines the effects of implementing growth mindset teaching practices in third grade math as a means to improve student math self-efficacy, math mindset and student achievement. Since the transition to the Pennsylvania Core Standards, students across the state including those in this district have been experiencing a decrease in math achievement in grades three through eight according to the Pennsylvania System of School Assessment (PSSA) the standardized achievement test all public school students take. Locally, traditional interventions such as worksheets, boxed programs, computer-based programs and extra practice have not yielded gains so this intervention focused on developing growth mindset teaching practices in math to answer four research questions. Framed in Dweck’s Implicit Theories of Personal Attributes (1995), Bandura’s description of self-efficacy (1997) and Hall and Hords’ work with teachers in bridging research into practice (2011), this study used Jo Boaler’s, Mathematical Mindset (2015) in a book study with the third-grade teachers. The dissertation study analyzed pre and post survey data from the third-grade class (n=57) on both mindset and self-efficacy. The study also analyzed pre and post survey data from the teachers (n=2) on mindset along with pre and post intervention interviews with the teachers. Qualitative and quantitative data analysis revealed the intervention had a positive effect on teacher mindsets and practices, a positive effect on student mindsets and a positive effect on student math self-efficacy. While the study did not reveal the intervention to have a positive impact on student achievement at this time, previous research included in the literature review cites improvement in student achievement through developing growth mindset thinking. This gives reason to predict that with more time, these students will experience improved achievement in math. Implications from this study include that we should train all math teachers in incorporating growth mindset practices, and that administrators should build the bridge between research and practice for teachers as they implement new teaching practices in effort to positively affect student performance. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2019
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