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Rosa del Carmen Chavez – ProQuest LLC, 2022
Research on mathematics classroom learning opportunities shows that student's experiences with mathematics affects not only what they learn, but also how they view themselves as learners and doers of mathematics (Boaler, 1997, 2016; Jackson, 2009; Langer-Osuna, 2016). High-stakes testing policies have implications for the kinds of mathematics…
Descriptors: Educational Policy, Grade 3, Grade 4, Mathematics Education
Schoen, Robert C.; Liu, Sicong; Yang, Xiaotong; Paek, Insu – Grantee Submission, 2017
The Early Fractions Test is a paper-pencil test designed to measure mathematics achievement of third- and fourth-grade students in the domain of fractions. The purpose, or intended use, of the Early Fractions Test is to serve as a student pretest covariate and a test of baseline equivalence in the larger study. In this report, we discuss our…
Descriptors: Mathematics Achievement, Fractions, Mathematics Tests, Grade 3
Borrero, Noah; Sanchez, Gabriel – Teaching Education, 2017
In an attempt to confront monolithic perceptions of achievement and an educational narrative that defines communities of Color by their supposed deficits, the current study presents asset mapping as an example of culturally relevant pedagogy in action. Asset mapping is a pedagogical tool for students to visually represent personalized stories of…
Descriptors: Teaching Methods, Culturally Relevant Education, Minority Group Students, Focus Groups
Gonzalez, Michael – ProQuest LLC, 2014
The introduction of the Internet and its hyperlinked content made easily accessible with portable digital devices like smart phones and tablets, posed challenges to the traditional linear and print-oriented notions of what it means to read and write. Now that these traditional notions of read and write literacy have been breached by these…
Descriptors: Technological Literacy, Handheld Devices, Telecommunications, Disadvantaged
Checca, Christopher Jason – ProQuest LLC, 2012
The use of oral reading fluency (ORF) passages within a Response to Intervention (RTI) framework is examined. Significant limitations within the current ORF research are discussed. The passage equivalency and readability scores for DIBELS Next, AIMSweb, and a school district's curriculum's ORF passages are evaluated using Generalizability Theory…
Descriptors: Reading Fluency, Oral Reading, Reading Tests, Predictive Validity
Graham, Sandra; Taylor, April; Hudley, Cynthia – Urban Education, 2015
A 12-week, 32-lesson afterschool intervention was conducted with third-to fifth-grade urban African American boys classified as aggressive. Grounded in attribution theory and organized around the construct of perceived responsibility in self and others, the intervention focused on increasing both social skills and academic motivation. Participants…
Descriptors: Males, African Americans, Aggression, Intervention
Catterall, James S.; Peppler, Kylie A. – Cambridge Journal of Education, 2007
This paper reports a research study into the effects of rich, sustained visual arts instruction on 103 inner city 9-year-olds in two major US cities. We use the lenses of social learning theory, theories of motivation and self-efficacy, and recent research on artistic thinking to investigate the programs' effects on children's self-beliefs and…
Descriptors: Learning Theories, Socialization, Visual Arts, Self Efficacy
Fetler, Mark – 1982
The unidimensionality of the reading and mathematics tests of the California Assessment Program was investigated. During April of 1980, all third grade students in California took a test consisting of reading, mathematics, and written language items. Item intercorrelation matrices were constructed for each skill, and the latent roots extracted.…
Descriptors: Achievement Tests, Educational Assessment, Elementary Education, Grade 3
VOJTKO, GEORGE R. – 1965
THE UNIT OF STUDY FOR MODERN MATH IS DESIGNED TO MAKE THE TRANSITION FROM OLD TEXTBOOKS INTO THE NEW SILVER BURDETT COMPANY SERIES, "MODERN ARITHMETIC THROUGH DISCOVERY." EACH CONCEPT PRESENTED IS BASED ON FAMILIAR CONCEPTS. EACH IS DEVELOPED GRADUALLY AND DIRECTED TOWARD PARTICULAR FUNDAMENTAL PRINCIPLES. THE FIRST CONCEPT DEVELOPED IS…
Descriptors: Curriculum Development, Curriculum Guides, Grade 3, Innovation
SINGER, HARRY – 1965
THE DEVELOPMENTAL HYPOTHESIS OF THE SUBSTRATA-FACTOR THEORY WAS TESTED BY DETERMINING WHETHER SUBSTRATA FACTORS AT SUCCESSIVELY HIGHER GRADE LEVELS HAVE SYSTEMATIC CHANGES IN MAGNITUDE AND/OR ORGANIZATIONAL POSITION. A BATTERY OF TESTS WAS ADMINISTERED TO 927 STUDENTS IN GRADES 3 THROUGH 6 FROM 6 SCHOOLS IN CALIFORNIA. THE TESTS MEASURED MENTAL…
Descriptors: Cognitive Development, Grade 3, Grade 4, Grade 5
Hollingsworth, Sandra; Dybdahl, Mary – 1991
A study outlined the processes through which two beginning elementary teachers in the San Francisco Bay area learned to overcome institutional constraints which tended to standardize ethnically diverse students' responses to literature. The study focused specifically on the changes in one teacher's instruction which freed her third/fourth grade…
Descriptors: Beginning Teachers, Classroom Research, Elementary Education, Grade 3
Stritikus, Tom T. – Bilingual Research Journal, 2006
In this article, I examine the implications of additive and subtractive conceptions for the education of English language learner (ELL) students. To understand how competing theories regarding the education of ELL students materialize into action, I examine select findings from one district's implementation of Proposition 227. Focusing on the…
Descriptors: English (Second Language), Second Language Learning, Educational Policy, Grade 3