Examines "Theater-in-Education," (TIE) a unique British-inspired teaching-and-learning methodology which combines young people's theater with creative drama, currently taught at a handful of universities in the United States. Finds that, as a result of the program's tour to 10 fifth-grade classrooms in five schools, area teachers were unanimous in…

Two multitrait-multimethod studies were conducted to investigate the effects of two scoring formulas. The study demonstrates that tests of divergent thinking lack discriminant validity when scored in the usual manner. A percentage formula did enhance discriminant validity when originality ratings were subjectively determined. (Author/CTM)

Describes the collaboration in a 5th-grade classroom between the author (a teacher educator) and a former student of hers (the 5th-grade teacher). Complicates notions of equity and empowerment in collaborative research by outlining the cycles and shifts they experienced while constantly renegotiating their positions. (SR)

A study used a primed lexical decision task to explore readers' use of "onset" and "rime" units in processing words. Onset segments include the initial consonant or consonant cluster of a syllable, while rime segments consist of the pronounced vowel group and any final consonants. Subjects were 32 fifth graders and 27 college…

This study sought to determine if students who have homework added to their cooperative learning lessons achieve at a higher rate than the students who did not have homework assigned. The subjects were 64 fifth-grade students enrolled in four different classes in social studies. Two classes were assigned to the no-homework condition, one class was…

Investigated the advantages and disadvantages of placing student teachers in a collaborative situation at one elementary school. Data from student teacher journals and surveys, cooperating teacher interviews, and supervisor field notes indicated that, despite a few disadvantages, there were many benefits to introducing collaboration during the…

Developed from a year-long collaboration between researchers and a fifth-grade teacher, this paper presents case study materials designed for use with prospective and experienced teachers interested in thinking and learning about students' writing development. Several kinds of information regarding the progress of "Billy" are included in…

Describes a partnership between Wake Forest University's graduate school of management and an elementary school that resulted in the development of a computer simulation game that integrated technology into the fifth-grade curriculum via a business simulation where players set up and run their own dinosaur amusement park. (LRW)

Describes 31 children's books that connect with children and illustrate the significance that books that amplify life can hold for young and old alike. Discusses books with language and illustrations that are compelling, and how stories and images work together. Describes how teachers and college students chose books and artwork to help themselves…

This report, using qualitative methodology, investigates the collaborative teaching and learning of a university educator and an elementary educator, and the learning of eight fifth graders from their social studies class. The report analyzes the extent to which these co-teachers implicitly modeled collaboration for the students and the ways in…

A study examined the outcomes of dialogue journal writing from the perspectives of undergraduate teacher education students. Eighteen undergraduate students in a language arts methods course corresponded with 28 fifth-graders. Data included whole class discussions with the teacher education students, formal interviews, and written self-reports.…

Findings from an experimental study conducted at an interpretive trail indicate that visual and tactile experiences facilitate retention of knowledge. The 160 subjects included adults, college freshmen, and fifth-graders. (IAH)

Study results showed that, while students (fifth graders, tenth graders, and college students) believe that teachers and they themselves show more appreciation of effort exertion than ability, they would like to be perceived more as having ability than exerting effort. (Author/RM)

This study examined the use of written reflection to investigate student teachers' active instructional knowledge during mathematics mentoring. Participants were 30 preservice teachers in a Science/Math Integration methods course. They participated in Community Mathematics project field experiences, which occurred prior to the full student…

Elementary teachers often unwittingly contribute to inequitable classroom environments. As part of a senior project, education majors at the University of North Carolina, Greensboro, observed a fifth-grade class at a Guilford County school and solicited students' responses to two case studies involving gender equity issues. Kids enumerated…