Journal articles: 'Third graders'

1

Borenson, Henry. "Algebra for Gifted Third Graders." Gifted Child Today Magazine 10, no. 3 (May 1987): 54–56. http://dx.doi.org/10.1177/107621758701000339.

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Loosli, Al. "How Active Are Third Graders?" Physician and Sportsmedicine 25, no. 5 (May 1997): 120k—120I. http://dx.doi.org/10.1080/00913847.1997.11440240.

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Oslington, Gabrielle, Joanne Mulligan, and Penny Van Bergen. "Third-graders’ predictive reasoning strategies." Educational Studies in Mathematics 104, no. 1 (May 2020): 5–24. http://dx.doi.org/10.1007/s10649-020-09949-0.

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Woodward, Ernest, and Patsy G. Buckner. "Reflections and Symmetrya–a Second-Grade Miniunit." Arithmetic Teacher 35, no. 2 (October 1987): 8–11. http://dx.doi.org/10.5951/at.35.2.0008.

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At Marshall Elementary School, Fort Campbell, Kentucky, students are assigned to small groups for instruction on specific mathematics topics. Assignments to these groups are made on the basis of when students are “ready” for a particular topic. The five-day mini unit described in this article was taught to a group of seven second graders and one third grader. The second graders were slightly above grade level and the third grader was slightly below grade level.

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Folk, Lori, Jan Pedersen, and Salvatore Cullari. "Body Satisfaction and Self-Concept of Third-And Sixth-Grade Students." Perceptual and Motor Skills 76, no. 2 (April 1993): 547–53. http://dx.doi.org/10.2466/pms.1993.76.2.547.

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Pubertal development has been implicated as the point of origin for decreased body satisfaction and self-concept for girls from prepubertal levels and an increase in body satisfaction and self-concept for boys. Two groups of boys and girls in Grades 3 and 6 completed a Body Satisfaction Questionnaire and the Piers-Harris Self-concept Scale to test this assumption. The third graders were considered to be prepubertal and sixth graders as early pubertal. The sixth-grade boys scored lower on body satisfaction than third-grade boys, and their self-concept scores were positively correlated with body satisfaction scores. For girls, body satisfaction scores were correlated with self-concept in both grades, and few significant differences were found between grades. For girls apparently the relationship between body satisfaction and self-concept may be present before the onset of puberty.

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Narvaez, Darcia, Jennifer Bentley, Tracy Gleason, and Jay Samuels. "MORAL THEME COMPREHENSION IN THIRD GRADERS, FIFTH GRADERS, AND COLLEGE STUDENTS." Reading Psychology 19, no. 2 (April 1998): 217–41. http://dx.doi.org/10.1080/0270271980190203.

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Matthews, Catherine E., and Helen M. Cook. "Herpetologist Transports Third-Graders to Frogland." Science Activities: Classroom Projects and Curriculum Ideas 41, no. 3 (October 2004): 26–34. http://dx.doi.org/10.3200/sats.41.3.26-34.

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Vissa, Jeanne M. "Probability and Combinations for Third Graders." Arithmetic Teacher 36, no. 4 (December 1988): 33–37. http://dx.doi.org/10.5951/at.36.4.0033.

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Typically, third graders are expected to associate common fractions with shaded parts of equally divided whole regions. Giving simple experience with probability to children of this age can extend their understanding of the need for fraction in everyday life. If the correspondence of equal chances to equal parts of a figure is emphasized. then fairly difficult problems can be approached through diagrams. The following activities involving probability and combinations build on language-arts experiences and incorporate concepts in multiplication. graphs, and fractions.

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Yos, Thomas B. "Philosophizing with Mrs. Yoshida's Third Graders." Thinking: The Journal of Philosophy for Children 17, no. 1 (2004): 79–83. http://dx.doi.org/10.5840/thinking2004171/227.

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Cramer, Kathleen, Sue Ahrendt, Debra Monson, Terry Wyberg, and Karen Colum. "Fractions, Number Lines, & Third Graders." Teaching Children Mathematics 24, no. 3 (November 2017): 190–99. http://dx.doi.org/10.5951/teacchilmath.24.3.0190.

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Feldman, Bernard J. "Physics for Third Graders: An Example." Physics Today 57, no. 12 (December 2004): 18. http://dx.doi.org/10.1063/1.1878322.

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ROTHOU, KYRIAKOULA M., and SUSANA PADELIADU. "Inflectional morphological awareness and word reading and reading comprehension in Greek." Applied Psycholinguistics 36, no. 4 (March 13, 2014): 1007–27. http://dx.doi.org/10.1017/s0142716414000022.

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ABSTRACTThe study explored the contribution of two aspects of inflectional morphological awareness, verb inflection and noun–adjective inflection, to word reading and reading comprehension in the Greek language, which is an orthographically transparent language. Participants (120 first graders, 123 second graders, 126 third graders) were given two oral language experimental tasks of inflectional morphological awareness. Furthermore, phonological awareness, receptive vocabulary, expressive vocabulary, decoding, and reading comprehension were evaluated. It was revealed that noun–adjective inflectional morphology contributed significantly to decoding only in first grade, while verb inflectional morphology had a significant contribution to reading comprehension in third grade. It is interesting that inflectional morphological awareness did not predict reading skills for second graders. Phonological awareness was a firm predictor of word reading in all grades and made a unique contribution in Grades 2 and 3. Finally, in all grades, receptive vocabulary was a steady predictor of reading comprehension, whereas expressive vocabulary predicted only first-grade reading comprehension. It is suggested that inflectional morphological awareness may be an important predictor of early reading in a language with a shallow orthography and a rich morphology.

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Aydın, İbrahim Seçkin. "The Investigation of Language Teacher Candidates’ Self-efficacy and Writing Anxiety in Processual Context." Journal of Education and Training Studies 7, no. 1 (December 28, 2018): 180. http://dx.doi.org/10.11114/jets.v7i1.3793.

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The purpose of this study is to evaluate the self-efficacy perceptions and writing anxiety of the Turkish language teacher candidates that receive training for learning and teaching language in a processual context. The research has been carried out with a total of 113 teacher candidates that study at the Department of Turkish Language in the first (n=56) and third (n=57) grades. The reason is that the first graders are beginner and they receive Written Expression classes; and the third graders receive Writing Education classes. The data from both grades have been collected by using the Writing Self-efficacy Perception Scale (WSPS) and the Writing Anxiety Scale (WAS) at the beginning and at the end of the term. The collected data have been analyzed both in respective class levels and by comparing to the other class level. The result of the research shows that the writing anxiety has decreased and the writing self-efficacy perception has increased in the first grader candidates. Whereas in the third grader candidates, the writing anxiety has increased and the writing self-efficacy perception has decreased. This has been interpreted as the professional awareness of the candidates increases depending on the grade level. Another result of the research is that the revision and editing (RE) factor in the writing process is higher in the female candidates than the male candidates. The findings obtained in the research bear a resemblance to the literature in some aspects, and differ from the literature in some aspects.

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Lo, Wing Yee. "Unpacking Mathematics Pedagogical Content Knowledge for Elementary Number Theory: The Case of Arithmetic Word Problems." Mathematics 8, no. 10 (October 12, 2020): 1750. http://dx.doi.org/10.3390/math8101750.

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“Number” is an important learning dimension in primary mathematics education. It covers a large proportion of mathematical topics in the primary mathematics curriculum, and teachers use most of their class time to teach fundamental number concepts and basic arithmetic operations. This paper focuses on the nature of mathematics pedagogical content knowledge (MPCK) concerning arithmetic word problems. The aim of this qualitative research was to investigate how well the future primary school teachers in Hong Kong had been prepared to teach mathematical application problems for third and sixth graders. Nineteen pre-service teachers who majored in both mathematics and primary education were interviewed using two sets of scenario-based questions. The results revealed that innovative approaches were suggested for teaching third graders while the strategies suggested for teaching sixth graders were mostly based on a profound understanding of mathematical content knowledge. Many participants demonstrated sound knowledge about the sixth grader’s mathematical misconception, but most of them were unable to precisely indicate the third grader’s error in presenting a complete solution for a typical mathematics word problem. A deep understanding of elementary number theory seems to be a precondition for developing pre-service teachers’ MPCK in teaching arithmetic word problems.

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15

Gofer, Dvora. "Mathematics for Gifted Third and Fourth Graders." Gifted Education International 4, no. 1 (January 1986): 59–61. http://dx.doi.org/10.1177/026142948600400118.

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Braswell, Charles, Anthony Decuir, Carla Hoskins, Edward Kvet, and Giselle Oubre. "Relation between Musical Aptitude and Intelligence among Mentally Retarded, Advantaged, and Disadvantaged Subjects." Perceptual and Motor Skills 67, no. 2 (October 1988): 359–64. http://dx.doi.org/10.2466/pms.1988.67.2.359.

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The purpose of this study was to investigate differences in scores of 59 mentally retarded adults (mild, moderate, severe, or profound), 133 advantaged, and 130 disadvantaged (low income) children in Grades 1, 2, 3 on the Primary Measures of Music Audiation. Test-retest reliabilities for the Tonal and Rhythm subtests were .81 and .86, respectively, for the retarded group. Analysis of variance indicated that the mildly retarded children performed significantly better than other groups of retarded children on these two tests. 2 × 3 analyses of variance indicated that third graders from both advantaged and disadvantaged groups performed significantly better than the first or second graders on both subtests and that advantaged children performed significantly better than the disadvantaged. However, disadvantaged children made greater gains, especially for third graders, than the advantaged.

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Griffith, Priscilla L. "Phonemic Awareness Helps First Graders Invent Spellings and Third Graders Remember Correct Spellings." Journal of Reading Behavior 23, no. 2 (June 1991): 215–33. http://dx.doi.org/10.1080/10862969109547737.

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Juraschek, Bill, and Amy S. Evans. "A Teacher's Journal: Ryan's Primes." Teaching Children Mathematics 3, no. 9 (May 1997): 472–74. http://dx.doi.org/10.5951/tcm.3.9.0472.

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Why is 1 not a prime number?” This is not a question that is on the minds of most third graders, but Ryan was not your average third grader. Throughout the school year, he had impressed his teacher, Mrs. Evans, with his understanding of the mathematics they studied.

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19

Smith, Robert F. "Let's Do It: Coordinate Geometry for Third Graders." Arithmetic Teacher 33, no. 8 (April 1986): 6–11. http://dx.doi.org/10.5951/at.33.8.0006.

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Pang, JeongSuk, and InYoung Choi. "An Analysis of Algebraic Thinking by Third Graders." Education of Primary School Mathematics 19, no. 3 (July 31, 2016): 223–47. http://dx.doi.org/10.7468/jksmec.2016.19.3.223.

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Jarmulowicz, Linda, and Sarah E. Hay. "Derivational Morphophonology: Exploring Errors in Third Graders' Productions." Language, Speech, and Hearing Services in Schools 40, no. 3 (July 2009): 299–311. http://dx.doi.org/10.1044/0161-1461(2008/08-0006).

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22

Goldin, Andrea Paula, María Soledad Segretin, María Julia Hermida, Luciano Paz, Sebastián Javier Lipina, and Mariano Sigman. "Training Planning and Working Memory in Third Graders." Mind, Brain, and Education 7, no. 2 (May 17, 2013): 136–46. http://dx.doi.org/10.1111/mbe.12019.

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Pierce, Jean W., and Maria McConnell. "Third Graders' Use of Hierarchies in Health Class." Journal of Health Education 26, no. 5 (October 1995): 305–6. http://dx.doi.org/10.1080/10556699.1995.10603120.

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24

Gettinger, Maribeth. "Effects of Error Correction on Third Graders' Spelling." Journal of Educational Research 87, no. 1 (September 1, 1993): 39–45. http://dx.doi.org/10.1080/00220671.1993.9941164.

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Kolesnikov, Igor Alexandrovich. "Preparing third-graders for design and research activities." School and Industry, no. 8 (2022): 3–5. http://dx.doi.org/10.47639/0037-4024_2022_8_3-5.

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BEDORE, LISA M., ELIZABETH D. PEÑA, ZENZI M. GRIFFIN, and J. GREGORY HIXON. "Effects of Age of English Exposure, Current Input/Output, and grade on bilingual language performance." Journal of Child Language 43, no. 3 (February 26, 2016): 687–706. http://dx.doi.org/10.1017/s0305000915000811.

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AbstractThis study evaluates the effects of Age of Exposure to English (AoEE) and Current Input/Output on language performance in a cross-sectional sample of Spanish–English bilingual children. First- (N = 586) and third-graders (N = 298) who spanned a wide range of bilingual language experience participated. Parents and teachers provided information about English and Spanish language use. Short tests of semantic and morphosyntactic development in Spanish and English were used to quantify children's knowledge of each language. There were significant interactions between AoEE and Current Input/Output for children at third grade in English and in both grades for Spanish. In English, the relationship between AoEE and language scores were linear for first- and third-graders. In Spanish a nonlinear relationship was observed. We discuss how much of the variance was accounted for by AoEE and Current Input/Output.

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Gu, Hui, Jijun Yao, Ping Bai, Longjun Zhou, Alan C. K. Cheung, and Philip C. Abrami. "Does Abracadabra Help Improve the English Reading Ability of Chinese Elementary School Students? A Quasi-Natural Experimental Study." Science Insights Education Frontiers 9, no. 2 (August 31, 2021): 1221–40. http://dx.doi.org/10.15354/sief.21.or041.

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ABRACADABRA (abbreviated as ABRA) is a software developed by Concordia University in Canada that focuses on natural spelling and aims to improve English reading ability. This research is based on 129 first graders, 213 second graders, and 275 third graders in the elementary school of Lianyungang Ganyu Huajie Bilingual School. We carried out a one-semester pre-and post-test and quasi-natural experimental research design to explore the effect of ABRA on students of different grades. The study results showed that ABRA improved students’ abilities in all grades to varying degrees, but the impact of the first graders got the most significant. The results of classroom observations and interviews with teachers showed that teachers needed to apply systematic teaching strategies and the control of class attention play a key role in it. To improve students’ English ability, teachers need to effectively improve their ability to apply information technology, especially in English class. Particularly in low-grade classrooms, attention should be paid to the management of class discipline to maintain its efficiency.

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Hill, Denise. "Research, Reflection, and Practice: The Mathematics Pathway for All Children." Teaching Children Mathematics 11, no. 3 (October 2004): 127–33. http://dx.doi.org/10.5951/tcm.11.3.0127.

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The results of the Third International Mathematics and Science Study (TIMSS) indicated that the mathematics performance of eighth-grade students in the United States declined notably when compared with the performance of fourth-grade students (United States Department of Education 1998). Student performance fell five positions from the seventh-ranked U.S. fourth graders to the twelfth-ranked U.S. eighth graders among the twenty-six countries that participated in the study. In response to the TIMSS results, many efforts have been made to reform school mathematics over the past decade, especially in grades 4 through 8.

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Grether, Gregory F. "Developing & Testing Curricula for Teaching Evolutionary Concepts at the Elementary School Level." American Biology Teacher 83, no. 2 (February 1, 2021): 96–103. http://dx.doi.org/10.1525/abt.2021.83.2.96.

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Evolution by natural selection is key to understanding life and of considerable practical importance in public health, medicine, biotechnology, and agriculture. The Next Generation Science Standards (NGSS) include natural selection among several evolutionary concepts that all third-graders should know. This article explores a novel approach to developing and testing curricula for teaching natural selection and related concepts to children. College students developed lesson plans with specific evolutionary learning objectives based on the NGSS and taught them at elementary schools. Learning was assessed with a pre/post-test design, and a subset of students was retested after two years. After just two hours of instruction and active-learning activities, students of all three grade levels tested (grades 3–5) demonstrated substantial improvement in their understanding of evolutionary concepts. Students who were retested in grade 5 scored higher than fifth-graders who had not participated previously. The most challenging concepts for all grade levels were common ancestry and natural selection, but fifth-graders showed more improvement than third- and fourth-graders. If this finding is substantiated by further research, an adjustment to the NGSS schedule might be warranted. Spacing evolutionary biology concepts out might be a better strategy than concentrating them all in grade 3.

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Esen Aygün, Hanife, and Çiğdem Şahin Taşkın. "Investigating of perceptions on classroom climate for third and fourth graders." Pegem Eğitim ve Öğretim Dergisi 8, no. 2 (February 9, 2018): 327–52. http://dx.doi.org/10.14527/pegegog.2018.014.

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In the research, it is aimed to investigate the classroom environment perceptions of the third and fourth graders in terms of some variables. Accordingly, `What is happening in this class?` scale has been adapted into Turkish and validity and reliability studies have been conducted as well. Then, the scale was administered to 526 students at the third and the fourth grades of primary school in the fall semester of the 2016-2017 academic years. The data was analyzed terms of gender, class level and socio-cultural status of the school. The findings indicate that the students' perceptions of classroom environment in the factors of Student Cohesiveness, Teacher Support, Participation, Investigation, Task Orientation, Cooperation and Equity are Always. Additionally, there is a significant difference between students’ classroom environment perceptions in favour for girls. According to grades, there is a significant difference between students’ classroom environment perceptions in favour of the third grade students. Based on the school socio-cultural status, there is a significant difference between students’ classroom environment perceptions towards very good.

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Ko, Seoyeon, and Seunghyun Son. "Changes in 3rd and 4th grade elementary student’s mathematical achievement before and after the outbreak of COVID-19: Focusing on latent profile analysis." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 6 (March 31, 2023): 445–60. http://dx.doi.org/10.22251/jlcci.2023.23.6.445.

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Objectives The purpose of this study is to empirically verify whether there is a change in the mathematical achievement of 3rd and 4th grade elementary students before and after COVID-19, focusing on latent profile analysis. Methods For this purpose, tests were conducted using the Elementary Math Word-problem Curriculum Based Assessment before the COVID-19 pandemic(2019) and after the COVID-19 pandemic(2020). Excluding the data with missing values, the main results obtained by analyzing the data of 324 3rd graders and 280 4th graders, total 604 students in 2019 and 389 3rd graders and 317 4th graders, total 706 students in 2020 are as follows. Results First, as a result of examining the difference in mathematical achievement for each sub-domain between the 3rd and 4th graders in 2019 and 2020, it was found that there was no significant difference in the 3rd grader, but the 4th grader showed a decrease in mathematical achievement. In particular, the decline in academic ability was remarkable in the areas of figures and measurement, which is important to understand concepts using concrete objects. Second, as a result of latent profile analysis for 3rd grader, the number of latent profile from 4 in 2019 decreased to 3 in 2020. Third, as a result of latent profile analysis for 4th grader, It was confirmed a polarized distribution with decreasing middle class ratio. Conclusions This means that elementary school students also have an achievement gap due to COVID-19. Based on the results of this study, the significance and limitations of this study were discussed.

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Knudson, Ruth E. "Development and Application of a Writing Attitude Survey for Grades 1 to 3." Psychological Reports 70, no. 3 (June 1992): 711–20. http://dx.doi.org/10.2466/pr0.1992.70.3.711.

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The purpose of these studies was to develop and use a writing attitude survey for students in Grades 1 to 3 modeled after the survey developed and used with students in Grades 4 to 8 in 1991. A 19-item survey was administered to 394 children in Grades 1, 2, and 3. The instrument was then used in an experiment to assess the effect of instructional treatment, grade, and participation on 112 students' attitudes toward writing. There were no significant main effects for treatment or for time of measurement. There were no significant interactions, but there was a significant main effect for grade. Follow-up of significant main effects using Tukey tests indicated that 52 third graders had significantly more positive attitudes toward writing than 60 fifth graders.

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Miller, Samuel L., and Judith D. Meece. "Third Graders’ Motivational Preferences for Reading and Writing Tasks." Journal of Cognitive Education and Psychology 1, no. 1 (January 2000): 78–99. http://dx.doi.org/10.1891/1945-8959.1.1.78.

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In this study we evaluated 24 third-grade students’ preferences for reading and writing tasks. Tasks were identified according to challenge level based on the amount of required writing, whether students studied collaboratively, and duration. Students gave performance judgments and value ratings for 2 high- and 2 low-challenge tasks and explained their ratings. Students who had frequent opportunities to complete high-challenge tasks preferred them because they felt creative, experienced positive emotions, and worked hard. Students with less exposure to high-challenge tasks questioned whether they had the appropriate metacognitive abilities to complete them. Overall, students expressed a dislike for low-challenge tasks because they were boring and required minimal thought. Discussion focuses on how teachers can scaffold instruction for students at different achievement levels.

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Gerhátová, Žaneta, Peter Perichta, Marián Drienovský, and Marián Palcut. "Temperature Measurement—Inquiry-Based Learning Activities for Third Graders." Education Sciences 11, no. 9 (September 5, 2021): 506. http://dx.doi.org/10.3390/educsci11090506.

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The article presents our Inquiry-Based Learning (IBL) activities in the project-based Science education of third graders (8–9-year-old pupils) in the Slovak Republic. Individual tasks of project assignment titled “Temperature Measurement” were conceived for “guided inquiry”. We also supported the IBL of pupils by interactive education strategy–Integrated e-Learning (INTe-L). The strategy was built on the role of interactive simulations and experimenting at the knowledge acquisition. The following INTe-L components were used: (a) on-site and remote experiments, (b) interactive simulations and (c) electronic study materials. The research was based the hypothesis that the project-based teaching of the topic “Temperature Measurement” using the IBL activities is significantly more efficient than traditional (instructivist) way of teaching. To verify the hypothesis, we carried out a pedagogical experiment on a sample of 60 respondents. The third graders were divided into two parallel groups: an experimental group (EG, 30 pupils) and control group (CG, 30 pupils). To get a relevant feedback, pre-test and post-test were developed and applied. The results attained in the EG were statistically processed, evaluated, and subsequently compared with those in the CG. The analysis of the results attained by the EG showed that their knowledge acquisition has been increased by 24% compared to CG. We have created a methodology for making simple scientific project assignments with the implementation of all components of the new integrated e-learning education strategy (real and real remote experiment, e-simulation, e-learning material). On a specific example of the topic “Temperature Measurement” in primary education, we have presented the possibility of using a “guided inquiry” in the implementation of individual experimental tasks. We have introduced a form of teamwork that allows to harmonize the teaching requirements with individual learning approach and helps to prepare pupils for planned work and independent knowledge acquisition and problem solving. The study has shown that complex IBL activities can be successfully applied at primary school 3rd grade level already. Our form of education with the wider use of modern information and communication technologies (ICT) was attractive for the learners and helped them to develop interdisciplinary relationships. The integrated e-learning has helped third grades to develop a deeper conceptual understanding of temperature and allowed them to prepare presentations to demonstrate their conceptual knowledge. The approach allowed pupils to gain key competencies in Science (discussion and presentation of results). It has also increased the pupils’ interest in Science in general and helped them to understand links between different subjects.

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Bourgeois, Roger D. "Third Graders' Ability to Associate Foldout Shapes with Polyhedra." Journal for Research in Mathematics Education 17, no. 3 (May 1986): 222. http://dx.doi.org/10.2307/749303.

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Bourgeois, Roger D. "Third Graders' Ability to Associate Foldout Shapes With Polyhedra." Journal for Research in Mathematics Education 17, no. 3 (May 1986): 222–30. http://dx.doi.org/10.5951/jresematheduc.17.3.0222.

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Thirty-four Grade 3 pupils were asked ro match 14 foldour shapes (nets) with 7 polyhedra. The pupils had more success associating nets containing triangular regions than nets composed entirely of rectangular regions. It was easier for the pupils to identify the nets of pyramids and of a triangular prism when the lateral faces were distributed around the base. After working with solids, the pupils demonstrated a marked improvement in their ability to recognize nets.

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Pinson, Shannon. "Classroom experiment reveals third-graders perceptions of science, scientists." CSA News 61, no. 11 (October 28, 2016): 30–31. http://dx.doi.org/10.2134/csa2016-61-11-15.

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Dahl, Heidi, Torunn Klemp, and Vivi Nilssen. "Collaborative talk in mathematics – contrasting examples from third graders." Education 3-13 46, no. 5 (June 7, 2017): 599–611. http://dx.doi.org/10.1080/03004279.2017.1336563.

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Wolfle, Jane A. "Mathematically gifted third graders — a challenge in the classroom." Roeper Review 10, no. 4 (May 1988): 235–38. http://dx.doi.org/10.1080/02783198809553137.

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Triplett, Cheri Foster, and Mary Alice Barksdale. "Third through Sixth Graders' Perceptions of High-Stakes Testing." Journal of Literacy Research 37, no. 2 (June 2005): 237–60. http://dx.doi.org/10.1207/s15548430jlr3702_5.

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This study examined elementary students' perceptions of high-stakes testing through the use of drawings and writings. On the day after students completed their high-stakes tests in the spring, 225 students were asked to “draw a picture about your recent testing experience.” The same students then responded in writing to the prompt “tell me about your picture.” During data analysis, nine categories were constructed from the themes in students' drawings and written descriptions: Emotions, Easy, Content Areas, Teacher Role, Student Metaphors, Fire, Power/Politics, Adult Language, and Culture of Testing. Each of these categories was supported by drawings and written descriptions. Two additional categories were compelling because of their prevalence in students' drawings: Accoutrements of Testing and Isolation. The researchers examine the prevailing negativity in students' responses and suggest ways to decrease students' overall test anxiety, including making changes in the overall testing culture and changing the role teachers play in test preparation.

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Ots, Aivar. "Third graders' performance predictions: calibration deflections and academic success." European Journal of Psychology of Education 28, no. 2 (March 15, 2012): 223–37. http://dx.doi.org/10.1007/s10212-012-0111-z.

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Vaknin-Nusbaum, Vered, Einat Nevo, Sigalit Brande, and Linda Gambrell. "Reading and Writing Motivation of Third to Sixth Graders." Reading Psychology 41, no. 1 (October 8, 2019): 44–70. http://dx.doi.org/10.1080/02702711.2019.1674435.

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Miller, Samuel D., and Judith L. Meece. "Third Graders' Motivational Preferences for Reading and Writing Tasks." Elementary School Journal 100, no. 1 (September 1999): 19–35. http://dx.doi.org/10.1086/461941.

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Dawes, Erika Thulin, Mary Ann Cappiello, Lorraine Magee, Jen Bryant, and Melissa Sweet. "Portraits of Perseverance: Creating Picturebook Biographies with Third Graders." Language Arts 96, no. 3 (January 15, 2019): 153–66. http://dx.doi.org/10.58680/la201929940.

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Petkov, Lina, Maya Maltyazova, and Valentin Atanasov. "THE HALF AND THE THIRD – BINARY CONTINUITY LESSON IN THIRD AND FIFTH GRADES." Education and Technologies Journal 14, no. 2 (August 1, 2023): 445–49. http://dx.doi.org/10.26883/2010.232.5592.

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This is a binary mathematics lesson to reinforce the concepts of halves and the thirds. The new knowledge that third graders gain in the lesson is their introduction to the appropriate notation of halves and thirds with fractions. This is also the continuity between third and fifth grade. The lesson combines knowledge and skills in mathematics, Bulgarian language and literature, fine arts, technology, and entrepreneurship. The pre-project activity „The Half and the third“ gives a visual image of these concepts. Hands-on teamwork activities in a lesson are a great way to represent the concepts with real objects and a way to work with units of measurement that have been learned. Students should present what they have already learned about halves and thirds with a paper and cardboard presentation in the shape of flowers. They present drawn geometric shapes that are divided into two or three equal parts. In some of the shapes one of the two /three/ equal parts is colored. This is the problem situation – how to label this part in the presentation? The task of the fifth-grade teacher is to introduce fractions one-half and one-third of something whole through demonstration and with mathematical expression that is understandable to third graders. To show, explain and write down the fractions 1/2 and 1/3. The lesson ends with an emotional story about the symbolism of flowers by the school psychologist.

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Choi, Bangsun, Hyunju Joung, and Pusoon Chun. "The Personality Types and Desired Career Fields of Pharmacy Students." Yakhak Hoeji 66, no. 3 (June 30, 2022): 140–45. http://dx.doi.org/10.17480/psk.2022.66.3.140.

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This study was conducted to investigate the personality types and most desired career fields of pharmacy students. In this study, 31 first-year students, 28 third-year transfer students, and 32 fifth-grade students were analyzed, and 60.4% were female. Of 91 subjects, the introversion-sensing-thinking-judging (ISTJ) type was the most common, followed by introversion-sensing-thinking-perceiving (ISTP) and extraversion-sensing-thinking-judging (ESTJ). Thirty-five percent of first-graders, 42.9% of third-graders, and 53.1% of fifth-graders were extroverts and 64.5% of first-graders, 71.4% of thirdgraders, and 68.8% of fifth-graders belonged to the “sensing” personality type. Seventy-one percent of first-graders, 60.7% of third-graders, and 75% of fifth-graders belonged to the “thinking” type. Of 41 students wishing to work at community pharmacies, 51.2% were extroverts, 70.7% were “sensing,” 63.4% were “thinking,” and 51.2% were the “judging” type. Of 32 students who preferred hospital pharmacy, 40.6% were extroverts, 71.9% were “sensing,” 81.3% were “thinking,” and 53.1% were the “judging” type. Of 11 students wishing to work in pharmaceuticals, 36.4% were extroverts, 63.6% were “sensing,” 63.6% were “thinking,” and 72.7% were the “perceiving” type. Of seven students who preferred public institutions, 71.4% were introverts. When analyzing the correlation between personality types and the most desired career fields, no statistical significance was observed.

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Roderick, Melissa, and Jenny Nagaoka. "Retention Under Chicago’s High-Stakes Testing Program: Helpful, Harmful, or Harmless?" Educational Evaluation and Policy Analysis 27, no. 4 (December 2005): 309–40. http://dx.doi.org/10.3102/01623737027004309.

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In the mid-1990s, the Chicago Public Schools declared an end to social promotion and instituted promotional requirements based on standardized test scores in the third, sixth, and eighth grades. This article examines the experience of third and sixth graders who were retained under Chicago’s policy from 1997 to 2000. The authors examine the progress of these students for 2 years after they were retained and estimate the short-term effects of retention on reading achievement. Students who were retained under Chicago’s high-stakes testing policy continued to struggle during their retained year and faced significantly increased rates of special education placement. Among third graders, there is no evidence that retention led to greater achievement growth 2 years after the promotional gate. Among sixth graders, there is evidence that retention was associated with lower achievement growth. The effects of retention were estimated by using a growth curve analysis. Comparison groups were constructed by using variation across time in the administration of the policy, and by comparing the achievement growth of a group of low-achieving students who just missed passing the promotional cutoff to a comparison group of students who narrowly met the promotional cutoff at the end of the summer. The robustness of the findings was tested using an instrumental variable approach to address selection effects in estimates.

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Voronkova, I. V., M. D. Rastorgueva, and M. O. Enukova. "Features of Communicative Competencies, Educational Motivation, and Emotional Attitude to Learning of Primary School Students." Вестник практической психологии образования 20, no. 1 (April 7, 2023): 98–105. http://dx.doi.org/10.17759/bppe.2023200110.

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<p>The article is aimed at identifying the features of communicative competencies, educational motivation, and emotional attitude to learning of primary school students studying in different didactic systems: the Elkonin — Davydov System of developmental education (DE) and the traditional education (TE). 41 third graders took part in the study, 21 of them enrolled in the Elkonin-Davydov System of developmental education, 20 in the traditional education. The following methods were used: diagnostics of educational motivation and emotional attitude to learning (modification of A.L. Andreeva), L. Mikhelson’s test of communication skills (adaptation by Y.Z. Gilbukh). The results obtained make it possible to say that the most formed communicative competencies of students of the 3rd grades DE are: to establish contact, to be able to make a request to a peer, to respond adequately to the criticism of the interlocutor and to provoking behavior on his part. Third graders studying in the TE system demonstrated an insufficient level of formation of such communicative competencies as asking for help from a peer and a teacher, asking questions. It is noted that a positive attitude to learning is typical for half of third graders studying in the DE system, while, for the same number of students, a reduced motivation to study and, in general, a neutral or negative attitude to learning is typical.</p>

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Muzaffar, Henna, Paulina Karecka, Courtney Hughes, Faisal Kalota, Melani Duffrin, and Kristen Borre. "Evaluation of the Coordinated Approach to Child Health (CATCH) Program in Third Through Fifth Graders in Northern Illinois." Current Developments in Nutrition 5, Supplement_2 (June 2021): 984. http://dx.doi.org/10.1093/cdn/nzab051_028.

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Abstract Objectives Conducting evaluations of health promotion programs are imperative to determine the program's impact and explore possible improvements in content and delivery. This study's objective was to evaluate the effectiveness of CATCH program, delivered by dietetic interns and Northern Illinois University (NIU) students, to third through fifth graders in Northern Illinois, in increasing their nutrition knowledge and healthy choices behavior. Methods In total, 167 elementary school children in grades third through fifth in Northern Illinois participated in a non-experimental program evaluation study. We delivered six CATCH lessons throughout the academic year to five elementary schools. Lessons were focused on ‘Go, Slow, Whoa’ food categories to help children understand healthier food choices. Validated questionnaires from the CATCH Global Foundation were administered in classrooms and online pre- and post-intervention to assess nutritional knowledge and healthy choices behavior. Results Children in third through fifth grades significantly increased their knowledge about nutrient-dense foods (P < .001 for each grade). Fourth and fifth graders exhibited a significant increase in their ability to make healthier food choices, P = .03 and P = .007 respectively. As grade level increased from third to fifth grade, improvement in nutrition knowledge and adoption of healthy food choices did not increase significantly; third to fourth grade, P = .973 and fourth to fifth grade, P = .637. Conclusions We conclude that children in grades third through fifth who participated in the six lessons of the CATCH program expanded their nutritional knowledge and improved their ability to make healthier choices. This study demonstrates the potential benefits of communiversity collaborations for nutrition education in schools. However, higher grades did not show a greater increase in knowledge or more improvement in making healthy choices than lower grades. Future research should examine the same cohort of children over three years of participation to determine the accumulation of knowledge and behavior improvement. Funding Sources Northwestern Medicine Kishwaukee Health Center in DeKalb, IL and Northern Illinois University provided funds to procure supplies and cover printing cost of evaluation surveys.

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Koponen, Tuire, Mikko Aro, Anna-Maija Poikkeus, Pekka Niemi, Marja-Kristiina Lerkkanen, Timo Ahonen, and Jari-Erik Nurmi. "Comorbid Fluency Difficulties in Reading and Math: Longitudinal Stability Across Early Grades." Exceptional Children 84, no. 3 (March 1, 2018): 298–311. http://dx.doi.org/10.1177/0014402918756269.

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We examined the prevalence of comorbidity of dysfluent reading and math skills longitudinally in a representative sample ( N = 1,928) and the stability of comorbid and single difficulties from first to fourth grades. The findings indicated that half the children who showed very low performance in one skill also evidenced low or very low performance in the other. Comorbid difficulties had somewhat higher prevalence in third and fourth graders than in first and second graders. The stability of comorbid difficulties was found to be established from Grade 2 onward, but the stability of single difficulties increased steadily across grades. Overall, the findings emphasize the relatively strong stability of comorbid difficulties after the second grade and underscore the need for close monitoring of, and support for, both skills as opposed to just one.

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Journal articles on the topic 'Third graders'

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