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Personalization of Mathematics Word Problems in Taiwan.
Peer reviewed Peer reviewed
Ku, Heng-Yu; Sullivan, Howard J. – Educational Technology Research and Development, 2000
Investigates the effects of group personalization of instruction on the mathematics achievement and attitudes of 72 fifth-grade Taiwanese students. Personalization was accomplished by incorporating personal information and preferences provided by students into their mathematics word problems. Students were blocked by ability level, then randomly…
Descriptors: Academic Achievement, Foreign Countries, Grade 5, Individual Characteristics
Goals and Progress Feedback: Effects on Self-Efficacy and Writing Achievement.
Peer reviewed Peer reviewed
Schunk, Dale H.; Swartz, Carl W. – Contemporary Educational Psychology, 1993
Two experiments involving 60 fifth graders and 40 fourth graders investigated how goal setting and progress feedback affect self-efficacy and writing achievement. The process goal with progress feedback had the greatest impact on achievement outcomes. Self-efficacy was highly predictive of writing skill and strategy use. (SLD)
Descriptors: Elementary School Students, Feedback, Grade 4, Grade 5
The Effects of Listening to and Discussing Different Qualities of Children's Literature on the Narrative Writing of Fifth Graders.
Peer reviewed Peer reviewed
Dressel, Janice Hartwick – Research in the Teaching of English, 1990
Studies the effects of listening to and discussing different qualities of children's literature on fifth grade students' writing. Finds that stories written by children who heard and discussed higher quality literature were rated significantly differently on traits related to literary quality and genre development than those written by children…
Descriptors: Childrens Literature, Discussion (Teaching Technique), Discussion Groups, Grade 5
Explicit Story Structure Instruction and the Narrative Writing of Fourth- and Fifth-Grade Below-Average Readers.
Peer reviewed Peer reviewed
Gambrell, Linda B.; Chasen, Steven P. – Reading Research and Instruction, 1991
Investigates the effects of explicit story structure instruction on below-average fourth and fifth grade readers' narrative writing performance. Finds that explicit story structure instruction positively influenced the narrative writing performance in terms of both quality and quantity of their writing. (MG)
Descriptors: Grade 4, Grade 5, Instructional Effectiveness, Intermediate Grades