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Hensley, Charity Gail. "Project 3rd Grade Environment: Descriptive Phenomenological Study of the Physical and Learning Environment in a Transformed 3rd Grade Classroom." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1669.
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This is a descriptive phenomenological study of a 3rd grade classroom in East Tennessee that was transformed in late spring 2009 to be consistent with principles incorporated in the 21st Century Model for Teaching and Learning and Educational Change (Evanshen, 2010). The objectives of this study were 1)to document the current physical and learning environment and 2)interview the participant regarding a classroom transformation in relation to teaching and learning. Methods of data collection included: interview questions related to the classroom environment pretransformation and posttransformation, observation field notes, and photographs of the current environment. In addition, archival photographs of the pretransformation environment were used in analysis of data. Data were gathered and systematically analyzed and then compared to recommended best teaching practices for early childhood. Based on findings, one can conclude that a classroom environment based on principles of the 21st Century Model for Teaching and Learning and Educational Change (Evanshen, 2010) enhances teacher attitude in relation to role of the environment in the teaching and learning process.
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Taylor, Jennifer. "Medieval England: A Thematic Unit for 3rd Grade." Miami University Honors Theses / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1111684023.
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Bryant, Jennifer A. "READY, SET, LEARN: Portage County 3rd Grade Nutrition Education Curriculum." Kent State University Honors College / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1305047471.
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Evanshen, Pamela, and M. Brickell. "3rd Grade Classroom Makeover: the Before and After Classroom Design." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4380.
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Eftekhari, Parastou Afshar. "Best Practices for Improving the Writing of 3rd and 4th Grade Students." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10601716.
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<p> Scores on a state comprehensive assessment test showed that writing skills of 4th grade students enrolled in a K-8 magnet school in the southeastern part of the United States were below target. The assistant principal of the K-8 magnet school explained that a review of 3-year longitudinal data revealed that the number of students who met proficiency for the 4th grade writing assessment decreased by 1% each year. The purpose of this case study was to gain an understanding from teachers about the best practices on how to improve students’ writing skills. Denzin and Lincoln’s constructivist theoretical concepts of accommodation and assimilation of learning were the basis of the conceptual framework. The research focused on how 3rd and 4th grade magnet school teachers described best practices to improve their students’ writing skills. Data were gathered from three sources: (a) semistructured interviews with 5, 3rd grade and 5, 4th grade literacy teachers, (b) review of 10 lesson plans and 10 students’ writing samples, and (c) 10 classroom observations. Based on the findings from the data, the following themes led to the professional development training: (a) oral activities to discuss as a class, (b) group discussions to gather feedback, (c) feedback to monitor progress, and (d) corrections. This professional development training is intended to strengthen the participating teachers’ abilities to improve the writing skills of their students. The implications for positive social change is training teachers how to effectively instruct diverse elementary students to communicate effectively in writing.</p><p>
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Reed, Lauren. "Vertical Examination of Reading Environment and Student Engagement in 1st-3rd Grade Classrooms." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/honors/332.
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The purpose of this study was to examine the relationship between instructional environment and student engagement during reading instruction. Environment is composed of three key elements: teacher attributes, instructional methods, and the physical classroom setting (Blair, Rupley, & Nichols, 2007; De Naeghel, Van Keer, Vansteenkiste, & Rosseel, 2012; Guthrie, Hoa, Wigfield, Tonks, & Perencevich, 2006; Housand & Reis, 2008). This study examined a first, second, and third grade classroom in one East Tennessee school. Qualitative data was collected using a combination of instructional observation and teacher interviews in order to examine existing practices for successfully engaging young readers. Teachers for each of the classrooms were interviewed; following the interview, each teacher’s classroom was observed three times to examine the teacher’s attributes and most frequently used instructional methods, the physical classroom setting, and the expressed level of engagement of the student body in the classroom. The findings indicate that environment in terms of teacher attributes, instructional methods, and physical classroom setting affects student reading engagement; classrooms with high levels of organization, novel reading areas, and opportunity for students to select reading material were found particularly effective for reading engagement.
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Sarasti, Israel A. Laney James Duke. "The effects of reciprocal teaching comprehension-monitoring strategy on 3rd grade students' reading comprehension." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3919.
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Mahone, Robert H. "Diverse 3rd grade non-school activity participation associations with social competence and reading performance." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4791.
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This study examined indicators of 3rd Grade students' non-school activity participation (NSAP) for associations with measures of social competence and reading performance. The Early Childhood Longitudinal Study (ECLS-K), representative of a 1999 kindergarten cohort of more than 14,000 students was used. The study constructed social competence composites from responses provided by students, parents and teachers. Principal component analysis and iterative bivariate correlations were utilized to derive the most robust composite for use in tests of the main hypotheses of the study. Results confirmed prior research findings that social competence has strong positive associations with academic performance. Thereafter, the social competence composite and ECLS Reading IRT Scale Score were used as alternative outcome measures in the bivariate analyses and linear regressions on non-school activity participation (NSAP) and breadth of non-school activity participation (BNSAP) scores. Cluster and multiple regression analyses combined in the study and brought demographic and cognitive controls to bear on iterations of five distinct views of the independent variables. Results indicated that girls influenced the association strengths observed for NSAP, and boys seemed to drive the direction and strength of BNSAP associations. Although regression betas for total samples were nominal, when viewed by demographic cluster samples the values were appreciatively improved. The use of the cluster distinctions provided views of significant associations that were otherwise dissolved into nominal aggregates. The results of these analyses support the construct validity of applying the aggregate scoring metric of EAP research to NSAP. Regression results prompted a call for future inquiries into student self-selection.<br>ID: 030646211; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 157-162).<br>Ed.D.<br>Doctorate<br>Education and Human Performance<br>Education
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Sarasti, Israel A. "The Effects of Reciprocal Teaching Comprehension-monitoring Strategy on 3Rd Grade Students' Reading Comprehension." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3919/.
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Reciprocal teaching comprehension-monitoring is a reading comprehension instructional procedure that combines four instructional strategies: predicting, summarizing, questioning, and clarifying to enhance students' comprehension of text. The procedure is a dialogue between the teacher and the students. During reciprocal teaching instruction, the teacher and students take turns leading the dialogue in order to enhance the students' comprehension-monitoring skills. The research on reciprocal teaching has included meta-analyses, group designs, qualitative designs, and single-subject research designs. These studies have identified gaps in the literature to include the measurement of treatment fidelity and treatment acceptability, as well as the psychometric properties of the instruments used to measure daily reading comprehension growth. These gaps were investigated in this study. The purpose of this study was to investigate the effects of reciprocal teaching comprehension-monitoring with a group of fifteen 3rd grade students reading at grade level. Specifically, this study investigated the use of curriculum-based measurement maze probes (CBM-maze probes) to formatively assess the reading comprehension growth of the students. Additionally, this study implemented treatment integrity procedures and investigated the acceptability of reciprocal teaching and the CBM-maze probes through a treatment acceptability rating scale. A multiple baseline across groups with three phases (baseline, intervention, follow-up) was employed. Overall, visual analysis of the data suggested reciprocal teaching was an effective intervention in increasing reading comprehension abilities in students as measured by the CBM-maze probes. All three groups exhibited continual growth on the daily comprehension measures across all three phases. Implications for practice, cautions in interpreting the results, and future directions are discussed.
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McRae-Jones, Wanda Joycelyn. "Using Inquiry-Based Instructional Strategies to Increase Student Achievement in 3rd Grade Social Studies." Thesis, Brenau University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10265338.
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<p> 21<sup>st</sup> Century skills such as critical-thinking and problem-solving skills are very important when it comes to Science Technology Engineering and Mathematics or STEM. But those same skills should be integrated in social studies. The impact of students’ learning in social studies as a result of implementing inquiry-based instructional strategies was the problem investigated in the study. Participants in the study included 22 third-grade African-American students in a self-contained classroom in a large urban school system. Instrumental apparatus used in the study were a pre- and post- survey, a frequency behavior checklist, and a 4-point rubric. Students were given a pre- and post- survey to assess their perception of their inquiry skills before and after the study. Observable behaviors were recorded over the next eight weeks. The research design chosen for the study was action research using a mixed-methods approach because action research was commonly used by teachers because of its practicality. The impact of students’ learning in social studies as a result of implementing inquiry-based instructional strategies was that there was no impact between the inquiry-based instructional strategies and student achievement in social studies among 3<sup>rd</sup> grade students based on the data from the Inquiry-Based Instructional Strategies 4-point rubric and the Inquiry-based Instructional Strategies Frequency Behavior Checklist. As a result, implications of the study include improving teacher pedagogy in inquiry-based learning and instructional strategies and more professional development in project-based learning and integration in social studies, and using current events to make social studies relevant.</p><p>
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Nakjan, Sutat. "A Content Analysis of Reading Software Commercially Available for Pre-K to 3rd Grade Children." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3124/.
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The purpose of this qualitative study was to investigate the content and characteristics of the currently available commercial reading software for Pre-K through third grade children. The design of the study was a content analysis. Based on the evaluation rubric established by the researcher, ten commercial reading software were selected to be analyzed. By reviewing and transcribing, the data were obtained, and then coded, categorized, and interpreted. The findings from the analysis revealed that all reading software programs offered exercised for practicing basic phonics skills; the alphabetic principle, letter-sound association, word knowledge, sentence building, and reading comprehension. Depending on the software developers, phonics-based practice was presented in two ways; separate skill-based practice emphasis and storybook-reading emphasis. All software programs utilized drill-and-practice, direct instruction and mastery learning methods and utilized gaming strategies to motivate and engage the learners. Multimedia technology was used to make the software more appealing. All reading software programs were developed on the perspectives that view learning to read as the continuum of a child's oral language development and background experience about words. It is recommended that parents and teachers review and select the software based on reliable information sources, use the software as supplementary practice based on the learning objectives identified and individual student needs.
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Evanshen, Pamela, and Janet Faulk. "Primary Classrooms (K-3rd Grade): Assessing, Creating and Utilizing the Environment as a Teaching Tool." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4377.
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Lange, Alissa A., and Laura Robertson. "Collaborating to Teach Science to K-3rd Grade Students Using the New Tennessee State Science Standards." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4683.
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Medyn, Anthea Simone. "Improving student test scores through building upgrades effects of new buildings on 3rd grade MCAS passing rates /." Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/647959541/viewonline.
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Norman, Mary Ann. "Looking Through Their Lens: The Decisions about Reading Instruction Made by Experienced 2nd, 3rd and 4th Grade Teachers." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28751.
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Classroom teachers determine how reading is taught and their decisions are influenced both by the policies instituted by local, state and national agencies and the beliefs teachers hold. Teacher decision making strongly influences the teaching of reading in classrooms. Marzano (2003) stated, â â ¦ all researchers agree that the impact of decisions made by individual teachers is far greater than the impact of decisions made at the school level (p. 71).
Snow, Burns and Griffin (1998) state â quality classroom instruction in kindergarten and the primary grades is the single best weapon against reading failureâ (p. 343). Research on teacher decision making developed in the early 1980â s, yet little current research focuses on decision making concerning reading instruction. Often studies examine primary level reading instruction and if grades beyond primary are investigated, comprehension is the center of the examination (Durkin, 1978).
The purpose of this dissertation was to examine the decisions 2nd, 3rd and 4th grade experienced teachers make in their reading instructional practices. A case study approach was used with an analysis of data from field based observations and semi- structured interviews of 7 public school classroom teachers in one school. Artifact analysis from teacher samples and an analysis of reading instructional policies within the school and schools system were used to expand the analysis of data.
Three major themes were identified: (1) grouping; (2) instructional focus; and (3) strategies. Major differences were found between second grade, where students did not take the state mandated testing (SMT), and third and fourth grades where students were required to take the state mandated testing (SMT). Second grade teachers focused their reading instruction on the aesthetic components of reading with the purpose of developing readers who found enjoyment in reading. Third and fourth grade teachers focused their reading instruction on preparing students for test taking. This dissonance in reading instruction created a gap, or chasm in the decisions made about reading instruction in these grades. The chasm appeared to be based on the dissonance of purpose for grade levels. The emphasis on passing the SMT greatly affected the purpose of teacher decisions on the third and fourth grade levels, and this purpose is influenced by local, state and federal policy of accountability by high-stakes testing.<br>Ph. D.
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McGuffin, Marti Elnora. "The effects of Self-Correction on the acquisition, maintenance, and generalization of spelling words with 3rd grade students." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299010388.
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Robinson, Heather. "THE USE OF SCIENCE REFORM INSTRUCTIONAL METHODS AND THEIR EFFECT ON 3RD GRADE STUDENTS' PARTICIPATION AND ATTITUDE TOWARDS S." Master's thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3871.
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The purpose of this research study was to determine whether the use of science reform instructional methods had an effect on student participation in and attitudes towards science education. The participants in this 12 week study were third grade students. Data were collected using a pre and post attitudinal survey, student journals, a participation log, and a researcher reflection journal. Several conclusions were made. The use of science reform instructional methods did affect student participation and attitudes towards science. Student journals indicated that students enjoyed the use of technology, hands-on science equipment, working in pairs or small groups and the opportunity to share their ideas and learn from their classmates. This study does lend itself to additional research. Due to the small sample size, the shortened time for research, and the population, these research questions should be investigated with another group of students in order to make more definitive decisions regarding the methods to use in their classroom. If the research is conducted again using a different group of students, a larger population will be needed, as well as a lengthened period for research.<br>M.Ed.<br>Department of Teaching and Learning Principles<br>Education<br>K-8 Math and Science MEd
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Lombardo, Erin Marie. "The impact of a DVD based Obesity and Stress Prevention program on 3rd grade children’s psychosocial and dietary behaviors." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339698690.
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Pettersson, Carina. "Elevers kunskaper i årskurs 3 om höstlöv och nedbrytningen i naturen." Thesis, Karlstad University, Faculty of Social and Life Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1543.
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<p>Denna undersökning handlar om elevers kunskaper och uppfattningar angående höstlöven och nedbrytning i naturen. Studien har gjorts på två skolor i årskurs 3. Skola A har profilen ”Natur och Miljö” och skola B är en större skola utan profil. Syftet med arbetet är dels att kartlägga elevers föreställningar om nedbrytning i naturen och dels att undersöka hur man kan arbeta med ämnet i skolan för att få en god lärandemiljö. Elever i årskurs 3 intervjuades och resultatet berättar att alla elever är medvetna om lövfällningen. Sedan skiljer sig kunskaperna åt. Hälften av eleverna på skola A förklarar att löven blir till jord. På skola B nämner ingen elev det. Mer än hälften av eleverna på skola A och två på skola B berättar att jord bildas av ätande maskar och småkryp. Skillnaden tror jag beror på att skola A komposterar. De flesta elever anger skolan som kunskapskälla. Genom att tidigare börja arbeta med kretsloppstänkande i skolan så skulle barnens förståelse utvecklas.</p><br><p>This study examines pupils’ knowledge and conceptions concerning the autumn leaves and decomposition in nature. The investigation took place at two schools. School A has the profile ”Nature and Environment” and school B is a larger school without a profile. The purpose of this work is partly to map pupils’ ideas about decomposition in nature and partly to investigate how to work with the subject in school to get a good learning environment. Pupils in third grade were interviewed and the results show that all pupils are conscious of the leaves falling. Half the pupils at school A explain that the leaves become only soil but no one mentioned that at school B. More than half the pupils at school A and two at school B told that soil comes from worms and small animals feeding. I think the difference between the schools depends on the composting at school A. Most pupils state school as a source of knowledge. Talking about the cycle of matter at an earlier stage could develop children’s understanding.</p>
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Fisher, Ellen Suzanne. "The effect of the physical classroom environment on literacy outcomes how 3rd grade teachers use the physical classroom to implement a balanced literacy curriculum /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5699.
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Thesis (M.S.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 12, 2009) Vita. Includes bibliographical references.
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Weed, Laura Diane. "An investigation of the effects of Precision Teaching on building math fact fluency in 3rd-6th grade Christian home schoolers /." Free full text is available to ORU patrons only; click to view:, 2005. http://wwwlib.umi.com/cr/oru/fullcit?p3163183.
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Farragher, Matthew F. "Getting to know my downtown in the 3rd grade : a local history handbook for use in the Youngstown City Schools." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1371191.
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My creative project is the construction of a local history handbook to be used by third grade teachers in the Youngstown City Schools to teach their students the history of Youngstown as a part of their social studies curriculum. The local history handbook that I have constructed has two main parts; a teacher's edition and a student's edition. The teacher's edition is detailed history of Youngstown, written to an adult level of comprehension, and is meant to prepare the teacher with the information needed to answer students' questions. The student's edition is based on the teacher's edition. The student's edition is written to a student's level of understanding and is highlighted with numerous images and activities to further the students' learning of the subject matter.The local history handbook is one component of a larger program, Getting to Know my Downtown in the 3rd Grade, aimed at teaching local third graders the history of their town. Other parts of the program include local history experts and local government leaders coming to speak with the students; traveling activity resource packets; a three — dimensional, interactive map of the downtown; and a culminating field trip to the downtown where students visit many locations important to local history and government. One objective of this project is to establish and strengthen the students' "pride of place" and to prepare them to be better stewards of their local history and built environment in the future. A second objective is to give students a better understanding of how local government operates and the numerous ways for them to make a positive impact on their community.<br>Department of Architecture
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Chippa, Onaiza. "Using Picturebooks to Enhance Third Grade Science Instruction and Meet the English Language Arts Core State Standards." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1549.
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Teachers are constantly being asked to use innovative ways to teach core subjects, especially science. Teachers need to get students engaged and actively learning, at all times and that is not an easy task. The purpose of this project was to explore the use of quality children’s literature in enhancing science instruction in the third grade curriculum while implementing and helping students meet the English Language Arts Common Core State Standards (ELA CCSS). I researched how using children’s literature in the science curriculum may be beneficial for students. I have created a handbook that third grade teachers can use as a resource to enhance their science curricula. This handbook breaks down the four bodies of knowledge (Life Science, Earth and Space Science, Physical Science, and Nature of Science) and eleven big ideas for the third grade NGSSS. It includes titles and short descriptions of picturebooks that relate to those benchmarks. It also relates the third grade science benchmarks to the ELA CCSS through activities teachers can use to teach any given benchmark.<br>B.S.<br>Bachelors<br>Education and Human Performance<br>Teaching, Learning and Leadership
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Barrett, Mark Douglas. "Teaching language arts in third grade with HyperStudio, an interactive computer program." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/849.
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Cameron, Amy Louise Cox. "Opening doors| A collective case study of integrating technology in the preschool through 3rd grade classroom in a developmentally appropriate way." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731991.
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<p> Children today are growing up in a technology-saturated world and yet early childhood teachers do not typically include technology in their classrooms, or if they do, they include it inappropriately. The literature states that integrating technology in early education can yield many benefits, but many teachers of young children avoid using technology because they do not know how to incorporate it appropriately. This dissertation is an exploratory observational study of early childhood teachers (preschool through third grade) who integrate technology in their programs in developmentally appropriate ways.</p><p> This study involved three classroom teachers who were identified as model teachers at integrating technology in their classrooms: a preschool teacher and two kindergarten teachers. The study was guided by the recommendations from the National Association for the Education of Young Children (NAEYC) and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College (2012) position statement for early childhood teachers in the appropriate use of technology and digital media in the early childhood classroom.</p><p> In this exploratory collective case study, visits to the classrooms were conducted several times and observations were performed. Checklists and field notes were used to record the findings. The teachers were interviewed before and after the observations to create a clearer picture of the classroom practices. This resulted in three cases that can serve as examples for teachers on how to integrate technology in the early childhood classroom in a developmentally appropriately way for young children. This study also provides recommendations for teachers who want to provide children with digital learning tools that can extend, enrich, and scaffold their learning. This study contributes four conclusions and five recommendations to guide teachers in integrating technology in a developmentally appropriate way for young children.</p>
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Winningham, Christopher J. "Putnam County, Tennessee’s Prekindergarten Program as Measured by Test Scores, GPA, Attendance, and Discipline Reports in 3rd, 7th, and 9th Grade." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3281.
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The purpose of this quantitative study was to determine if there is a significant difference in the academic and behavioral performance of students who had attended Putnam County’s prekindergarten program and students who qualified for, but had not attended Putnam County’s prekindergarten program. The researcher examined individual student data of specific students in three grade bands (elementary, middle, and high school). The grade levels included 3rd grade, 7th grade, and 9th grade. The data analyzed were students’ individual GPA, ACT Explore scores, MAP Universal Screener scores, number of days absent, and number of discipline referrals of students who had attended Putnam County’s prekindergarten program and students who qualified for Putnam County’s prekindergarten program, but had not attended.
The population of this study consisted of 1,118 students in Putnam County, Tennessee. The researcher used end-of-year GPA, ACT Explore scores, fall and spring MAP universal screener scores in Math and Reading, absenteeism rates as defined by total number of days missed out of 180 instructional days, and end-of-year discipline referral rates. The researcher gathered this data from various resources such as individual student reports (MAP scores) and PowerSchool, which is Putnam County’s Student Information System. The data was then analyzed using a series of independent sample t-tests. Significant differences were found in all grade levels in GPA, MAP Reading, and MAP Math scores with students who had attended prekindergarten in Putnam County performing better than those who qualified for prekindergarten but had not attended. Significant differences were also found in 9th grade ACT Explore scores with students who had attended prekindergarten in Putnam County performing better than those who qualified for but had not attended. In regard to days absent and discipline reports, the only significant findings were found in 3rd grade with students who had attended prekindergarten in Putnam county missing fewer days than those who had not attended. This study concluded with recommendations that further specified focus should be applied to state-funded prekindergarten programs.
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Whaley, Kimberly Dawn. "Instructional Reading Practices for Third Grade African American Males." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6385.
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African American males often struggle to read on grade level. However, 3 East Texas Title I schools demonstrated exceptionally high levels of reading proficiency with this population. This study addressed the knowledge gap of understanding the instructional practices linked to high reading achievement of third grade African American males in Title I schools in East Texas. Guided by Ladson-Billings's theory of culturally relevant pedagogy, which builds upon academic success, cultural competence, and development of critical consciousness, and supported by Vygotsky's theory of social and cognitive constructivism, the reading instructional practices of the 3 schools were investigated. Research questions focused on the instructional strategies and practices used by the Grade 3 teachers that may explain such high reading achievement in these particular schools. The questions also addressed campus-level administrator supports for guiding effective reading instruction. Through an explanatory case study methodology, the high levels of reading achievement seen in this population were explained. Data were collected from classroom teachers and campus administrators through semistructured interviews, personal reflections, and observations. Through use of a priori codes, open coding with thematic analysis, and axial coding, the key results aligned with the conceptual framework and indicated that the application of culturally relevant pedagogy explains much of the success experienced in the schools. Three themes resonated through the study: relationships, collaboration, and high expectations. This study contributes to positive social change by engendering a deeper understanding of effective instructional reading practices for African American males.
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Kendler, Adam. "A Comparison of Performance for 3rd Through 8th Grade Students on the 2014 NJ ASK and 2015 End-Of-Year PARCC Assessments." Thesis, Fairleigh Dickinson University, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=28151890.
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State-mandated standardized testing comprises a significant component of student outcome measures utilized by the state and federal government to assess school district performance. Failure to meet Adequate Yearly Progress (AYP) on standardized assessments can result in negative consequences for districts both systemically and financially. The current study analyzes the transition from the New Jersey Assessment of Skills and Knowledge (NJ ASK) to the Partnership for Assessment of Readiness for College and Careers (PARCC) for the 2014-2015 school year. Among the differences between the two assessments is a change in modality, with students completing their PARCC English Language Arts (ELA) and Mathematics assessments via computer rather than the traditional paper-pencil administration on the NJ ASK. Outcome data for students from Vernon, New Jersey indicate that students performed significantly better on the NJ ASK than the PARCC for both ELA and Mathematics both in terms of score and proficiency level for the overall sample as well as a subset of students with disabilities. Familiarity with computer-based assessment from a cohort of students provided individual laptops for the duration of the school year did not improve student performance.
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Vannoy, Martha. "Placement in the prekindergarten bilingual and English as a second language programs as a predictor of reading achievement of 3rd grade students." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4680/.
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At the beginning of the 21st century, few challenges for educators compared to that of meeting the academic needs of the growing number of limited English proficient (LEP) students. Divergent views on whether those needs were best met through instruction in the student's first language and English, known as bilingual education, or instruction solely in English, compounded the challenge and led to varied language support programs. The present study looked at the prekindergarten (preK) language support program as a predictor of 3rd grade reading achievement of students with the intention of helping educators understand how best to serve LEP students. The study included an analysis of 3rd grade reading achievement for four groups of students with a primary home language of Spanish who attended bilingual or ESL prekindergarten. Multivariate analysis of variance (MANOVA) followed by descriptive discriminant analysis (DDA) was used to analyze scores from the Iowa Tests of Basic Skills (ITBS) reading test and the Texas Assessment of Knowledge and Skills (TAKS) reading test. No statistically significant difference in 3rd grade reading achievement was found among the four groups at the .05 level. There was, however, a small-to-medium effect size. The MANOVA indicated that the group to which the students belonged accounted for 5.5% of the variance in their scores. The DDA revealed the ITBS explained most of the difference in the group performance. The findings suggest that ESL instruction is a viable option to bilingual instruction for LEP preK students.
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Yeh, Chia Yu, and 葉家妤. "The practice of 3rd grade narrative writing teaching." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/65321894936918435512.
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碩士<br>國立臺北教育大學<br>語文與創作學系語文教學碩士班<br>98<br>The purpose of this study is to explore the feasibility of using narrative writing teaching practice materials on 3rd grade elementary school students and its impact to the writing interest, attitude, and performance of them. We are hoping to develop a complete set of writing practice materials to be used as teaching references by teachers so that their plight of teaching writing can be relieved and students’ writing ability enhanced.
Instructional action research will be adopted as the research method. The 3rd grade students in the Chocolate class in MM Elementary School, Songshan District, Taipei City is selected as samples of research target to undergo a writing teaching practice of 10 units for a duration of 5 months. The research process is to explore the practicality and connectivity of this set of writing practice materials through the design of handout, actual teaching, participating observation, questionnaire survey, in-depth interview, and student’s work analysis etc.
The main conclusions from this study are:
1. The narrative writing teaching practice enhances the student’s confidence toward writing and improves their learning attitude toward writing.
2. After implementing teaching using the narrative writing materials, the writing performance of students improves markedly.
3. The design of narrative writing materials and the implementation of teaching activities make the learning more complete and meaningful.
4. Teachers play an important guiding role in a planned writing teaching. When guiding students doing writing, not only do teachers need to concern about results but also pay attention to their course of learning.
Finally, results from this study will be summarized and conclusions and recommendations will be proposed to serve as references for teaching by teachers, school administrative units, and future research.
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CHEN, Mei-Hui, and 陳美慧. "The Study of the Chinese Conjunction Knowledge Structure for the 3rd Grade." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/47270402821309357190.
Full textAbstract:
碩士<br>國立臺中教育大學<br>教育測驗統計研究所<br>95<br>The Chinese conjunction is an important grammar conceptual knowledge. It is employed to show the varying logics and meanings. This research aims at analysing the knowledge structure of the Chinese conjunction regarding the 3rd-grade students, and comparing the difference in Chinese conjunction knowledge structure chart among the high, medium, and low degree students.
The participants of this research are based on the 3rd-grade students in a public elementary school in Chang-hua County. 103 students of three classes were selected by cluster random sampling and examined. Later, the “Ordering Theory” analytic approach was used to explain the result.
In this research, the following findings are found:
1. The Chinese conjunction could obviously demonstrate the only logical relation between two phrases of a compound (complex) sentence.
2. The Chinese conjunction of different relations is developed gradually along with the growth of students' logical thinking, and has order relations.
3. The difference in Chinese conjunction knowledge structure chart among the high, medium, and low degree students is obvious.
4. For the 3rd-grade students, the more complicated the logical semantic relation of Chinese conjunction is, the more difficult the students may master it.
5. Lower group students are relatively difficult to differentiate and analyze the Chinese conjunction that has obscure shape or meaning.
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LIU, YU-CHEN, and 劉玉珍. "《Experimental Mandarin Textbook》Reading Teaching Methods Rresearch for 3rd to 4th Grade." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/776q53.
Full textAbstract:
碩士<br>臺北市立大學<br>中國語文學系語文教學碩士學位班<br>106<br>Abstract
This study focuses not on past findings, but on a re-introduction and re-understanding of 《Experimental Mandarin Textbook》, and its characteristics, content, and useful strategies. At the same time, this study revisits the significance of the Banqiao model era, as well as its influence and contribution to Taiwanese education. Through literature reviews and text analysis, the study found that 《Experimental Mandarin Textbook》took well over 6 years to develop. Not only did it follow the scientific model and learned from foreign theories, it also went through countless experimentations on its teaching materials and methods.《Experimental Mandarin Textbook》become materials for learning, instead of materials for teaching, with a heavy focus on facilitating strong reading ability, reading strategy guidance, and for different reading purpose, offer students guidance to best achieve their goals.
《Experimental Mandarin Textbook》covers the main theme of the unit as well as clearly reveals the main focus at each stage of the language learning process, differentiating itself from previous, more traditional Mandarin teaching materials. 《Experimental Mandarin Textbook》centers reading as the basic core of study, consolidating listening, speaking, reading, writing into a systematic, step-by-step, well planned learning experience. In terms of teaching students how to read, in addition to emphasizing linguistic knowledge, technique, and reading comprehension, it also promotes the correct understanding of words and their meanings, grasping the center of the text, analyzing and solving problems, and sharing opinions. 《Experimental Mandarin Textbook》 provides not only rich context and stories, but also provides important values, such as caring for the disadvantaged, aboriginals and other related issues; It introduces elements not normally found in classroom environments, thus broadening students’ horizon and reading experiences.《Experimental Mandarin Textbook》will allow students the sufficient knowledge to appreciate denser readings, with different writer-styles and narrative methods, the wide variety of readings will attract students’ readership, raising students’ overall literacy appreciation. However, most importantly, 《Experimental Mandarin Textbook》 utilizes life like experiences that children can relate to, solve problems with learning to write Chinese characters, and incorporate the knowledge and technique of linguistics into the teaching material, thus providing students a solid foundation for self- and cooperative learning.
From observing the reading strategies of 《Experimental Mandarin Textbook》 for the third and fourth grades, one sees how it places emphasis on introducing the theme of the study by combining students’past reading experiences and shining light on the background context of the article. While reading, it is important to provide students a variety of reading strategies, methods, and guidance to help them grasp the content of the article and the way of expression. This way, students will develop better overall perception of the article, and have the agency to conduct in-depth discussion during post readings.
Therefore, developing students’reading ability is an important goal of《Experimental Mandarin Textbook》, from the design of 82 Curriculum and material development, one can see how reading comprehension strategies are becoming the new teaching focus, replacing language skills training as it becomes the mainstream teaching methodology.
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CHANG, HSIANG LI, and 張香莉. "Curriculum Articulation in 3rd and 4th Grades Social Studies: An Action Research of Grade 1-9 Curriculum Reform." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/48540215594083727468.
Full textAbstract:
碩士<br>國立台北師範學院<br>社會科教育學系碩士班<br>92<br>This is an action research of an elementary school teacher regarding the impact of social studies curriculum reform in Taiwan. The National Curriculum usually has one or two year preparation time before it acts. It usually enacts on first grade students and the students enter school after them will follow the new curriculum. However, under the pressure of the Legislative Yuan the grade 1-9 curriculum reform has to be held within 4 years which means 4 years later, the 1-9 school system in Taiwan will be all covered under the grade 1-9 curriculum.
In the circumstance, there were more than 643,789students who would have very similar social studies curriculum when they were in 3rd and 4th grades. The author is a 3rd grade teacher who had realized that her students were going to encounter such problem. She took an action research to study what she could do and the impact she and her students had encountered. She used content analysis to make sure the curriculum did overlap. She videotaped her teaching and transcribed the tapes and analyzed them. Other data includes journals, interviews with her colleagues, students. In addition to traditional assessment, she had portfolio assessment and performance assessment. She did a questionnaire survey in June of the study to find out what the other 4th grade teachers had done to respond to the overlap of the social studies curriculum.
The major findings of this study are: the social studies textbooks her school used did repeat itself. Nevertheless, the theory of spiral curriculum did prove to be very useful. Under the concept of spiral curriculum, teacher shall enrich the concepts that students had learned. Deepen and widen materials with familiarity can make learning much more easier. Various instruction and assessment methods are welcome by students. Teacher is the key play regarding the curriculum reform. Teachers who realize the overlapping will widen and deepen to enrich their teaching. Therefore, knowing teachers’ prior teaching experience and background are as important as knowing students’ prior knowledge. Teacher who conducts action research of her own teaching proves to have great impact on her empowering and professional growth.
Keywords: social studies, curriculum articulation, teacher professional growth,
action research
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陳又榛. "A Comparative Study of Terminology in Hakanese Teaching Materials ~Covers All The Textbooks from 1st Grade to 3rd Grade." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/68870093748945907026.
Full textAbstract:
碩士<br>國立新竹教育大學<br>人資處語文教學碩士班<br>95<br>Abstract
The article was completed by analyzing literatures and comparison along with making charts and tables, aiming to express simply and clearly and to conclude at the end.
This article consists of five chapters:
Chapter One—Introduction
In this chapter, the background, the motivation, the purpose of the study, important phrases, research methods and the limitation of the study are included.
Chapter Two—Literature Review
In this chapter, the researcher discusses the implementation of local language curriculum, language textbooks in elementary schools, the compiling principles of nativism language and Hakka textbooks and the teaching assessment.
Chapter Three—The Quantity of Phrases, the Content, the Charateristics and the Importance of the Textbooks in Every Version.
Chapter Four—Results and Discussion
It presents the study of types of vocabulary wordbuilding. The comparison in this chapter is based on the content of each lesson in the textbook in every version.
Chapter Five—Discussion and Suggestion
In this chapter, the researcher concludes the results and provides the suggestions.
Keyword: Hakka language, native language, nine-year consecutive curriculum, comparison analysis, vocabulary.
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RU, LO MEI, and 駱美如. "THE STUDY OF LENGTH CONCEPT OF 3rd AND 4th GRADE STUDENTS IN TATPIE." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/41214871183746696068.
Full textAbstract:
碩士<br>國立台北師範學院<br>數理教育研究所<br>90<br>Abstract
The purpose of this study is to investigate the concept of length of 3rd-and-4th-grade students in Taipei area. First of all, with reference to the relative documentation, we can divide the length concept into 3 categories: 1) the conservation of length, 2) length measurement, 3) estimation of length and distance. Next, we can develop the measurement tool. Our sampling method is: choose one elementary school from each district (east, west, north and south), and pick one class of 3rd-or-4th-grade students of each chosen school. In total, there are 115 students of 3rd grade and 125 of 4th grade for this sampling. Then, we chose 11 students from the 3rd-grade group and 16 from 4th —grade group for one-on-one semi structural interview.5 main research results:
1、See the different answering performance of 3rd-and-4th-grade students in Taipei in each category of length. The correct rate for length measurement is 75.9%, for the conservation of length is 65.1% and for length and distance estimation is 51.4%.
2、Generally, the 3rd-and-4th-grade students are quite excellent in the conservation of length . The average correct rate is above 60%, and there is no particular difference between 3rd -grade and 4th -grade students.
3、The content of length measurement includes: 1) the relation of length to block, measurement size, and measurement units. 2) to know rulers and 3) to use rulers. The 3rd-and-4th-grade students are extraordinary in using ruler. They got higher correct rate in this testing item (about 20% higher). This shows that the 3rd-and-4th-grade students are rather skillful in using rulers for drawing.
4、We found from the item “ estimation of length and distance”：the students got more accurate length estimation is the 120cm nylon rope estimation； the second best is 10cm estimation. Their worst estimation is the length over 1 kilometer.
5、Despite 3rd grade or 4th-grade, students got higher correct rate in ruler-related testing items (for example, they got 68.9% in the item “knowing ruler” and 88.5% in “using rulers” ) than they did in length conservation (65.1%). This indicates that even if students are not with complete length conservation, they can still use rulers quite well. Hence, the researcher thinks it is not necessary to acquire the length conservation before learning to use rulers.
Based on the results of research, the researcher would like to propose her ideas in teaching materials, method, and future research orientation .
keywords： the conservation of length， length measurement, estimation of length and distance.
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Lin, Hsing-Chi, and 林幸淇. "The Study of Applying Code.org to Acquaint 3rd Grade Primary Students with Programming." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/d32t7x.
Full textAbstract:
碩士<br>國立清華大學<br>課程與教學碩士在職專班<br>106<br>In recent years, lots of vasual programming software has been developed. In this study, we firstly surveyed the existing paper about Visual Programming and compaired Visual Programming software. Then we selected Code.org as an experiment platform for 3rd grade primary students to learn Programming.
In order to inspect feasible of code.org, 51 3rd grade primary students in an elementary school in Daxi District of Taoyuan city were invited to participate in 12-hours Code.org programing learning experiment. Students took a pre-test before they learned Code.org programming online 1 hour per week for 12 weeks. Then, students took a post-test after the experiment.
According to the result of the experiment, we found that most participants were highly interested in Code.org programming and they also agreed that it is easy and helpful for them
to learn Code.org. This study confirmed that Code.org is suitable for 3rd grade primary students to learn programming. In addition, we also found the boys' performance are better than and the girls' in programming skills, learning attitude and programming
ccompishment.
Therefor, there is indeed the difference between the boys and the girls in learning Code.org programming.
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CHEN, YU-CHING, and 陳侑靖. "A Study of a Game-based English Alphabets Instruction to 3rd Grade Students." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/98dtmj.
Full textAbstract:
碩士<br>慈濟大學<br>教育研究所<br>106<br>The purposes of this study are to explore the effects of game-based English alphabets instruction on 3rd Grade students’ English letter-sound correspondences ability, learning attitude. And to show how the researcher encounters and finally solved some difficulties during implementing.
This research adopts the “Action Research Method.” It takes 18 students, who are 3rd Grade students, as the research objects instructing game-based English alphabets for 13 weeks to improve students’ letter-sound correspondences ability and learning attitude.
The data of the research are collected from classroom observation, interviews, reflective journals, and the results of students’ test are analyzed.
The major findings are summarized as follows:
1. The researcher designs a suitable course with game-based English alphabets instruction to 3rd Grade students.
2. The course can improve students’ English letter-sound correspondences ability.
3. The course can make students have positive learning attitude.
4. The course can bring out teachers’ professional development, reflection, and problem solving skills in English teaching class.
Based on the above conclusions, the suggestions for further research in the same domain are given.
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Lu, Kuo-hsien, and 盧國賢. "A Comparative Study on Selecting the High Discrimination Items for the 3rd Grade Mathematics." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/39983627466265130487.
Full textAbstract:
碩士<br>南華大學<br>資訊管理學系碩士班<br>97<br>To evaluate the students’ academic abilities, learning situations, and the related performance, a large amount of items are used in the usual examination. This research tries to choose part of items by means of high discrimination, which can be competitive to the whole items for evaluation. The measuring of this study was set up students’ reference scores based on an empirical study conducted in elementary third grade classes. The data are analyzed with Spearman’s and Kendall’s coefficient of rank correlation and Kappa coefficient of agreement. Compared with the reference scores, the results show that partial items in most of classes are better than the whole items. The information of this study could help the instructors set up good question bank and select the qualified examination subjects.
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HSIU-MEI, TSUNG, and 叢秀梅. "An Applied Research on Effectiveness of Supplementary Readings for Elementary 3rd-grade Social Studies." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/54865464579780275959.
Full textAbstract:
碩士<br>國立臺北教育大學<br>社會科教育學系碩士班<br>95<br>This research explored the effectiveness of supplementary readings applied on the 3rd-grade Social Studies in elementary school. It was focused on the student’s learning concern on Social Studies discovered by the teachers in respect to reading comprehension. With the concept of “Teacher as the guide, students as the core, readings as the assistant”, the research proposed to assist the students to improve their comprehension ability toward the content of Social Studies, enhancing the learning effectiveness.
The research targeted a group of Third Graders in an elementary school in Taipei. The tested items were the supplementary readings either written or selected by the teacher. The process of data collection included two performance tests before and after the students were approached by the supplementary readings, a students’ questionnaire survey right after they read the supplementary readings, a retention test of performance and a series of qualitative interviews. The data analysis was based on these three performance test results, the questionnaire answers, the interview data as well as the teacher’s teaching log. The findings of the research shows as follow:
1. The supplementary readings written by the teacher have positive influence on students’ performance test score, but not significantly.
2. The supplementary readings selected by the teacher were proved to have significantly positive influence on students’ performance test score.
3. Although the learning effectiveness was not obviously helpful after the students studied the supplementary readings on their own without teacher’s guidance, the students appeared to be willing to receive such a learning method.
4. The learning effectiveness was improved greatly after the students studied the supplementary readings with the teacher’s guidance. The students appeared to welcome such a learning method.
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Abreu, Maria Fernanda Papafina. "Bringing international English into the classroom: a case study of 3rd grade Portuguese students." Master's thesis, 2011. http://hdl.handle.net/10451/6987.
Full textAbstract:
Tese de mestrado, Estudos Ingleses e Americanos, Universidade de Lisboa, Faculdade de Letras, 2012<br>No nosso mundo global o inglês é utilizado em vários domínios e com muitos
objectivos comunicativos entre pessoas de diferentes nacionalidades. Usado nos negócios,
na ciência, com fins culturais, o inglês está em crescimento, tendo-se convertido numa
língua global de comunicação entre falantes não-nativos de diferentes nações. Este facto
constitui uma perspectiva completamente nova acerca do modo como a pessoas se
relacionam com a língua a um nível internacional.
Estudantes dos países europeus do denominado Circulo em Expansão (Kachru
1985), geralmente aprendem inglês como língua estrangeira. Todavia, tendo em mente o
novo estatuto que o inglês vem desempenhando na Europa e no mundo, a sua função de
língua internacional, usada como meio de comunicação entre os povos, cada vez mais os
professores precisam de se preocupar em alertar os alunos para esta nova realidade, que
podem encontrar durante a sua vida e a necessidade de se readaptarem a novas situações.
Esta dissertação destaca como a expansão geográfica e funcional do Inglês mudou a
nossa percepção do mundo nesta era de globalização e de como, e ao mesmo tempo,
afectou a nossa relação com a língua.
Nesta tese referem-se vários trabalhos que reflectem sobre esta situação que levanta
um grande número de questões para o ensino do inglês, sublinhando a importância a
atribuir ao factor inteligibilidade.
Considerando estes factos, os alunos de uma turma de uma Escola Básica do 3 º
ciclo em Portugal foram convidados a responder um questionário, no sentido de inferir
uma perspectiva dos seus conhecimentos acerca da língua, bem como da sua exposição
quotidiana à mesma e da sua apetência para aprender inglês, bem como da sua exposição
quotidiana a esta língua. Uma vez que duas alunas se mostraram poucas esclarecidas sobre o novo papel do
inglês como língua internacional elas foram ainda escolhidas para realizar uma actividade
concebida para lhes aumentar o interesse na língua.
Para se prepararem para esta tarefa as alunas executaram várias actividades de
audição e leitura recorrendo a Ferramentas de Autor (Quandary e Audacity).
Posteriormente, foi-lhes solicitado que usassem outras Ferramentas de Autor (Windows
Live Movie Maker e Audacity) para gravarem um video que colocaram no YouTube.
A partir desta rede de distribuição social, as alunas tomaram consciência de que a
maioria das interacções linguísticas envolve cidadãos de várias nações que falam inglês
com falantes não-nativos, uma vez que elas também puderam ler os comentários ao seu
vídeo que vieram de diferentes partes do mundo.<br>Abstract: In our globalized world English is used in a great number of domains and for many
communicative purposes among people from different nationalities. Used for business,
scientific, cultural purposes English is growing to become a global language of
communication among speakers of different nations who are non-native speakers of the
language. This fact constitutes an entirely new perspective at the way people relate to it at
an international level.
Students from European countries, of the so-called Expanding Circle (Kachru
1985), usually learn English as a Foreign Language. However, living in a technological
and globalized world demands for linguistic international interaction; as English has been
playing this role, this fact may have a wide repercussion in its teaching.
This dissertation describes the expansion and functions of English and how its
spread has changed our perception of the world and implications it may bring for English
language teaching. One of the issues addressed here is the question of intelligibility and the
consequences it may have in language teaching perspective.
Having the new status of English in mind, 3rd cycle students of a Escola Básica in
Portugal were asked to answer a questionnaire, to get a perspective of their knowledge
concerning the language, and tendencies to English learning and exposure.
As only two students were not aware of the new roles of English as an international
language, they were further exposed to an activity to broaden their interest in the language
In order to prepare the students for this task, they performed a series of listening
and reading activities by means of Authoring Tools (Quandary and Audacity). Students
were then asked to use other Authoring Tools (Windows Live Movie Maker and Audacity)
and post a resulting video at YouTube.
From this social distribution network, the students became aware that most
interactions are from several nations who speak English as non-native speakers, and they
could also read the comments to their video that came from different parts of the world.
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Chen, Yi-feng, and 陳宜楓. "An Action Research of a NIE Program in 3rd Grade of an Elementary School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/69350243565801947036.
Full textAbstract:
碩士<br>國立中正大學<br>教學專業發展數位學習碩士在職專班<br>98<br>This study explored the process of a “Newspaper in Education” (NIE) program implemented to third grade students of an elementary school. NIE curriculum was developed using situation analysis, and later implemented in class sessions. After a series of class sessions, efficiency of NIE curriculum was evaluated for result evaluation.
The purposes of this study were to evaluate the influence of learning motivation and efficiency of the third grade students who accept the shared-book reading instruction by the action research of a NIE program in the 3rd grade of an elementary school, and to promote the researcher’s ability in designing the NIE curriculum
The discussions of this research are,
1. How to plan an efficient NIE program for elementary school in the 3rd grade students?
2. How to develop an efficient NIE program for elementary school in the 3rd grade students?
3. How to implement an efficient NIE program for elementary school in the 3rd grade students?
4. Evaluation of this study in the 3rd grade of the NIE program effectiveness and reflection?
The conclusions of the discussions are,
1. Background study of shared-book reading concepts was carried out. Use the concepts to plan the goals and the activities of the NIE program and the planned NIE program must be suitable to a group of elementary 3rd grade students.
2. Carry out the planned activities to class sessions, and using the resources on hand to make fine adjustments of the planned NIE program.
3. Use local children newspaper to enrich the content of the NIE program. Use shared-book reading method to encourage the students to interact in NIE program. Make sure the contents of the NIE program maximize students’ learning interest. Combine literature and artistic contents to simulate students’ creativity. Create the environment for NIE program, stimulate student’s potential, and other methods to propose an appropriate NIE program.
4. The evaluated results are based on the outcome of student’s learning efficiency, and teacher’s teaching efficiency. The students have significantly achieved higher learning
iv
ability. Teacher’s teaching efficiency evaluation is based on NIE program result and overall teaching performance.
In conclusion, based on the result of this research we purposed an effective NIE program to elementary schools and to teachers who has interest in NIE program.
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CHANG, KENG-HAO, and 張耿豪. "The Research on 3rd Grade Students against E-learning Platforms in The Elementary School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/88252585233858217540.
Full textAbstract:
碩士<br>長榮大學<br>資訊管理學系(所)<br>102<br>The e-learning is becoming popular in elementary school and the related researches and applications are also increasing. However, as for the studies of resistance of mentality of the learners are not so much, most of the studies are aiming e-leaning platform to teaching, and discuss the effects and results.
This study investigates the acceptability of replacing the learning platforms and explores the resistance of replacing the learning platforms for the 3rd grade elementary school students. This study will focus on two parts: Firstly , observe the situation of students using the e-learning platform and discuss about the reasons why students against the new e-learning platform. The second, this study is also taking the personal innovation characteristics into account to check if it has impacted on the 3rd grade elementary school students’ resistance of the new e-learning platform system.
The targeted subjects are Yizai Elementary School on 3rd grade students who serve in Tainan City, Taiwan. Research is conducted using a questionnaire survey entitled: “Questionnaire on the research on 3rd grade students against e-learning platforms in the elementary school” as a research tool. Among the 275 samples used, 275 were found to be valid. Descriptive statistics, Pearson Product-Moment Correlation and multiple regressions were used to analyze data and SPSS 19.0 for Windows was used to process the data. Research conclusions are as follows:
The results of this study are summarized as follow: Firstly , when the students change the e-learning Platform, the new resistance of mentality of the learners has be Psychological Barriers and Personal Innovativeness. As for the effect of the resistance of mentality of the learners on Functional barriers is not so much. The second , the new resistance of mentality of the learners has been affected by Tradition Barrier and Image Barrier.
To sum up, the result of this study would help teachers who use the e-learning platform to teach platforms in the elementary schools.
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LU, YU-TING, and 呂玉婷. "" Integrate Calligraphy with Painting" Information Media into the Primary 3rd Grade Calligraphy Creative Teaching." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/759pt5.
Full textAbstract:
碩士<br>中華大學<br>資訊管理學系<br>106<br>The main purpose of this research is to explore the concept of “painting into calligraphy”. By using the Chinese painting imagery, using information media to incorporate the calligraphy creative teaching activities of the primary school ,and through the use of self-edited calligraphy materials and courses, use action research methods to explore the third grade of primary school students. Calligraphy creative teaching activities, student learning effectiveness and interest enhancement.
The research findings are summarized as follows:
1.The innovative calligraphy teaching of information, diversification and daily life is suitable for the calligraphy learning activities of the third grade primary school students.
2.The " painting into calligraphy " information media into calligraphy creative teaching activities to help students seek innovation in the tradition and can stimulate students to actively explore and willing to learn the spirit.
3. The use of " painting into calligraphy " information media to integrate calligraphy teaching into the teaching of calligraphy can enhance the interest and learning effectiveness of calligraphy for the third grade students.
According to the research results, it proposes future research directions as follows:
1. Expand the research object and implement a cross-grade teaching program.
2.Extend the research period and apply experimental methods to obtain more quantitative analysis data.
3.Teachers should have a systematic curriculum design, teaching material research and development capabilities and information media capabilities.
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Lin, Yu-Ching, and 林玉清. "Tang Poetry Interactive Digital Learning Design- An Example of The 1st-3rd Grade Students." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/52dfjj.
Full textAbstract:
碩士<br>國立虎尾科技大學<br>多媒體設計研究所<br>103<br>The learning of Tang Poetry rarely use interactive learning methods. In order to improve the traditional teaching and increase interest in learning, an interactive learning model of Tang Poetry was proposed in this study. A model of ADDIE(Analyze, Design, Develop, Implement and Evaluate) is used as the procedures of the development of Tang Poetry interactive learning system. The content was implemented in Flash platform. To investigate whether Tang Poetry interactive e-learning can be assisted learning, and whether it can affect learning attitude, learning ability.
Students of 1-3 graders were taught by this system. Semi-structured Interviews were used to understand the views of the interactive teaching-learning, conclusions are as follows：1. Students learning by Tang Poetry interactive learning system felt easy, happy to learn. In this way to improve the interest in learning Tang Poetry. 2. Learning by this system can improve concentration and understanding. 3. Properly use this system and control timing can improve both the interest of game and learning.
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Lin, Yen-Tzu, and 林彥慈. "The Operation Process and Effectiveness of Teachers’ Professional Learning Community in Grade. An Example in Ya-ya Elementary school 3rd grade." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/3uj2qt.
Full textAbstract:
碩士<br>國立新竹教育大學<br>教育與學習科技學系<br>103<br>The purposes of this study, in regard to the process and effects of teachers’ professional learning community operating in the academic year of the third grade of Ya-ya elementary school, and to understand the current status of Grade-Directors.
The research is a case study, and data is collected by interviewing ten educational staffs and five students in Ya-ya elementary school, and analyzing documents and adding researcher’s reflection notes. The findings of the study are as following:
1.Grade-Directors in Ya-ya elementary school are currently responsible for delivering information and contact. Their task based on work orientation. Negative attitude, time pressure, complex work, communication difficulties and achievements pressure are the current predicament.
2.Ya-yaelementary schoollong-term development the learning community of teachers. Focus on students’ learning and teachers are willing to share and complementary character that all facilitate the establishment and the operating of academic community.
3.Teachers participate in academic community primarily because there is immediate demand. Mode of community operation is to share and discuss. The community dilemmas are the time, solidarity and outcomes.
4.Administrative hierarchy of the school recognized academic teachers to compose learning community and gave them relational and structural supports such as adjust the operating time, help to obtain funding, and participate in discussions and association with events.
5.After implementation of the teacher professional learning community, changes in academic year are: a. teachers teaching can focus on students, b. teaching and learning, c.professional dialogue and course discussion atmosphere in the academic year and d.teachers willing to try experimental programs.
6.The keys to the smooth functioning of teachers’ professional learning communitiesof Ya-ya elementary school are administrative hierarchy support, high participation, effective teaching problem solving, the community members help each other and share resources.
7.After the teachers actually participating in the community, they can reflect on teaching steps, enhance the ability of teaching, student counseling and classroom management, dedicated to promote the teaching experience and sharing student learning outcomes. These all help teachers reflections.
8.Students are willing to participate in the discussion, take the time to learn, strong data collection capability, independently of specific plans, as well as academic progress, to show a positive attitude towards learning and academic achievement.
9.The role of Grade-Directors in the academic community in Ya-ya elementary school is a wide range of planning activities, communication and coordination and doing records. Dilemmas they face include time pressures, maintain relations and pace integration, confused role and lack of will. The ways to overcome these difficult situations are using the principles of “A slow fire makes sweet malt. ”and “Reading facial cues.”, and reserve teachers’ autonomyto find the significance of this job and then overcome the difficulties.
Based on results of the study, some suggestions were proposed to educational authorities, school administration units, Grade-Directors of elementary schools, elementary school teachers, as well as the future study.
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CHEN, HUNG-WEN, and 陳鴻文. "Low Achievement Students and the Mathematical Classroom Culture:An Ethnographic Research inside a 3rd-Grade Classroom." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/7ckgxc.
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LAI, YI-TING, and 賴宜亭. "A study of 3rd grade students’ Hakka Language Learning in Hakka Language-Living Elementary Schools." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/95062550603225303495.
Full textAbstract:
碩士<br>國立屏東教育大學<br>教育學系碩士班<br>101<br>The study was to investigate the implementation plans of Blue Shirt and Fabric (nickname) Hakka language-living elementary schools in Pintung County. It was related to Hakka language learning experience of third graders in Hakka language-living elementary schools.
The specific objects of the study were to compare the plans, the conditions of operation, the contents, and the results of implementation in these two Hakka language-living elementary schools. It was also included the conditions, the contents, and the results of 3rd grade students’ Hakka language learning.
The study adopted research methods of a document analysis, observation survey, and interviews. In order to discuss the truth of Hakka language-living elementaryschoolsdeeply, the researcher went to the fields in a long term about one year to do classroom observations, interview seven 3rd grade students, and to collect and analyze data about Hakka language-living elementary schools.
The research was to discuss the curriculum implementation, the situation of students’ Hakka language learning by these data collection. The conclusions of the studywere indicated as follows:
1. The implementation of Hakka language learning in schools
1) Students’ Hakka language and culture learning were unconsciously influencedby the classroom setting in schools.
2) To compare Blue Shirt elementary school and Fabric elementary school, the learning resources of the former was richer than the latter.
3) Blue Shirt elementary school was combined Hakka community to implement the Hakka language-living elementary school plan.
4) Fabric elementary school stopped applying grant about Hakka language- living elementary school’s plan because of less than needed and uneasy to promote.
2. The formal curriculum of Hakka language learning in schools
1) The multiple teaching methods of Hakka language teacher used influenced students’ learning motivation.
2) Students learned more about words and phrases of Hakka language through Hakka language learning of indigenous curriculum.
3) Because the teaching hours of Hakka language were limited, the students’ cognition of Hakka culture was not sufficient.
3. The informal curriculum of Hakka language learning
1) The items of school Hakka organizations in Blue Shirt elementary school were diverse than Fabric elementary school; students’ learning experiences of Hakka language were also richer.
2) Because the number of students in Fabric elementary school was few, schools’ Hakka activities the students participating and competing inside and outside were limited.
3) Students’Hakka learning acquisition was not only the cognition ability, but also the connotation of affective education through Hakka language competition in these two elementary schools.
4. The family factor of Hakka language learning
1) Parents spoke Mandarin and less used Hakka to communicate with students.
2) The main Hakka conversation target of students’ language learning was their grandfather or grandmother.
Above all, four suggestions of the study were summarized to offer schools who were implemented the plan of Hakka language-living elementary school.
1. Suggestions of schools implement Hakka language learning
1) Fabric elementary school should handle the activities of Hakka culture with community, move the activities to community, and invite parents to join.
2) Fabric elementary school should cooperate with neighbor elementary schools to push students to learn Hakka language, so that the problem of student number limited could be solved.
2. Suggestions of formal curriculum of Hakka language learning in elementary schools
1) Schools should arrange Hakka language teachers to join some teaching workshops to enhance their teaching skills.
2) Schools should train more teachers to be qualified for Hakka language, and hire a part of support teachers to teach Hakka language.
3) Hakka language teachers should well utilize the recourses of Hakka Affairs Council, apply multiple teaching methods into Hakka language teaching, and give students the chances of self-learning.
4) The relevance of words and phrases in Hakka language materials editing should be put into sentences and scenario used, and make the materials connect to students’ life experiences.
5) The teaching contents and assessments should have more about Hakka culture, and then the assessments should match 3rd grade students’ Hakka language learning ability.
3. Suggestions of implement Hakka language learning plans of informal curriculum in elementary schools
1) Schools should offer multiple reward plans to encourage self-learning Hakka language students, and to enhance students’ learning interests.
2) National achievements competition held by Hakka Affairs Council should be divided into different scales of large, middle, and small schools in order to encourage the small schools with positive attitude to drive the Hakka language-living elementary schools.
3) Fabric elementary school should raise equipments and create different style Hakka organizations in order to solve the problem of the small number of students.
4. Suggestions of students’ Hakka language learning in family
1) Schools staff should encourage parents to speak more Hakka language to students at home, so that the opportunities of speaking and listening of Hakka language could be promoted.
2) Schools staff should encourage student families to join Hakka culture activities at different areas, so that parents and students experience Hakka local culture.
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Mao, Hsiu-yu, and 毛琇鈺. "A Research on 3rd-grade-pupils’ concept learning of the Tenthsin Decimals with Constructive Teaching." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/57951064280895471774.
Full textAbstract:
碩士<br>國立臺南大學<br>教育學系課程與教學碩士班<br>99<br>This study is focused on the learning process and achievement of the tenths in decimal. With constructive teaching, the 3rd graders are remarkable for the learning of Place Value & Conversion in decimals.
The focus group in this research is 3rd grade primary pupils. Within twenty-six pupils involved in the research, ten of them are boys and sixteen of them are girls. The research outcome was analyzed through both the quality and the quantity method. By using the descriptive statistics and contingent T sample examing to analyze the assessing results, the researcher investigated pupils’ performance before and after the teaching. Furthermore, the researcher interviewed two pupils form the lower, the middle and the higher level in order to look into pupils’ progress before and after the teaching.
This study is concluded that, first, constructive teaching is effective to learn the concepts of decimals; second, in the process of conversion, the experiment group can solve problems with the concepts of place value; third, constructive teaching is helpful to the experiment group to compare the decimal numbers.
According to this research, there’re some suggestions as following:
1. In the aspect of the content of Math curriculum:
(1) The examples of theme should have the concepts of old experience.
(2) The coincidence and coherence between new and old learning concepts should be valued.
2. In the aspect of teaching:
(1) The suitable learning environment and group work are helpful to multiple discussion and promotion of the ability of sharing ideas.
(2) In the process of teaching, educating helps pupils have the abilities of discussion, sharing ideas, querying, distinguishing and clarification, and also helps build social construction.
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林佳燕. "Story Integrated Art and Humanist Learning-area Curriculum at 3rd Grade in Primary School:An Action Study." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/73765270123924995750.
Full textAbstract:
碩士<br>國立新竹教育大學<br>美勞教育學系碩士班<br>92<br>Story Integrated Art and Humanist Learning-area Curriculum at 3rd Grade in Primary School: An Action Study
This paper is focused on story integrated art and humanist learning-area curriculum at 3rd grade in primary school by action study of teacher as researcher, and solves the practical questions of art and humanist teachers facing 1-9 new curriculum. There are four study aims:
1.To analyze the teaching value of story integrated art and humanist learning-area curriculum.
2.To explore the practical possibilities of story integrated art and humanist learning-area curriculum.
3.To develop strategies of story integrated art and humanist learning-area curriculum.
4.To study alternatives of story integrated art and humanist learning-area curriculum.
The study subjects of this paper are 32 students of at 3rd grade in primary school from 8/2002~9/2003. There are four stages in study: asking questions,testing curriculum, practicing curriculum, and completing final plan. The
study tools are “Adventure at Lilliput”, “Magic music, and “If trees can say.” This story integrated art and humanist learning-area curriculum design 18 items in the 3 topics. This paper applies action study to prove the
relative theories by learning-by-doing and thinking-by-acting. There are several steps in the study process: correcting, examining,analyzing, teaching, reflecting, and concluding. This paper concludes:
1.The value of story integrated art and humanist learning-area curriculum:
(1)To advance students’ learning motivation and cognition.
(2)To integrate art learning activities and stimulate multi-intelligence possibilities.
(3)To enlighten invention and thinking, and cultivate active exploration.
(4)To educate children aesthetic and humanist mind.
2.The practical possibilities of story integrated art and humanist learning-area curriculum:
(1)To practice alternatives of story integrated art and humanist learning-area curriculum.
(2)Teachers should understand the capacity indicators in art and humanist learning-area to design curriculum, and transform these indicators to design instructional plans.
3.The strategies of story integrated art and humanist learning-area curriculum:
(1)Teachers can apply this integrated model to instruction.
(2)Teachers can use multiple story-telling strategies to advance students’motivation and learning effect better.
4.The study of story integrated art and humanist learning-area curriculum:
(1)This paper studies the design of curriculum transformation and art curriculum integration, and meets the learning goals of “exploration and presentation,” “aesthetics and understanding”, and “practice and
application.”
(2)This paper finds the equilibrium of visional art, music, presenting art in their integrated proportion by “art learning content” and “capacity indicators by stages.”
(3)Students can examine their outcomes by themselves, and many students are interesting in learning and go to learning targets in study.
(4)Students can actively read story books after class, and searching Green Tales in book-borrowing time.
(5)The researcher believes the spirit of “teacher as researcher” in the process of action study, and argues every teacher as the critical person of impacting educational reform. In every teacher can study real educational problems by appropriate directing and helping, they can promote their professional consciousness and confidence.
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Lin, Hsiao-Ting, and 林曉婷. "An Action Research on Classroom Assessments by Using Constructed Response Items in 3rd Grade Mathematics Class." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/33b822.
Full textAbstract:
碩士<br>國立臺北教育大學<br>數學暨資訊教育學系(含數學教育碩士班)<br>104<br>This study investigated elementary teachers’ process regarding using constructed response items in third grade mathematics classroom assessments and the influences on students’ learning and teachers’ instruction. The study adopted the action research method; the researcher recruited her own third grade students as participants and focused on units of “Area,” “Fraction,” and “Length” for data collection. The research underwent three action cycles that lasted approximately six months. A qualitative analysis was done based on the classroom video-recordings, assessment sheets on constructed response items, interviews, and the researcher’s mathematics teaching journals. The purpose was to understand the implementations of using constructed response items in classroom assessments during different action phases, as well as changes of students’ learning performances and the teacher’s teaching.
The findings of the research showed that, to use constructed responses in classroom assessments, the teacher needed to be able to choose items that corresponded to the desired teaching goals; the teacher should have a good grasp of students’ possible responses and corresponding preparations in teaching to assist students’ learning. For students, classroom assessments based on constructed response items provided more diverse learning objects and increased their learning interests. For teachers, such assessments helped them have a better understanding of the class’ learning situations so they could make right decisions in giving instructions and providing proper assistance to students. This even helped teachers carry out the spirit of assessment, enhance professional knowledge of teaching, and adjust teaching attitudes.
The study suggested that mathematics teachers should carry out classroom assessments and put more emphasis on formative evaluations. Future researchers who attempt to use constructed response items in mathematics classroom assessments shall create a friendly environment in the classroom and grasp the principle of instant feedback. Future studies can also choose different units in the teaching materials or schoolchildren of different grades as research participants.