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Articles 1 - 4 of 4
Full-Text Articles in Education
Playful Sciencing And The Early Childhood Classroom, Barbara Mary Kirby
Playful Sciencing And The Early Childhood Classroom, Barbara Mary Kirby
Theses Digitization Project
The purpose of this project is to examine the power of play, guided discovery, and hands-on experiences in the early childhood classroom, specifically as it relates to early childhood science experience. This paper will also propose a science curriculum encompassing a hands-on, guided discovery, play-based approach.
Lessons In Character Development, Virginia Lizette Escobar
Lessons In Character Development, Virginia Lizette Escobar
Theses Digitization Project
The purpose of the project was to provide first grade teachers at the Baldwin Park Unified School District with teaching approaches, tools, and strategies in instructing their students in character development education. These approaches, tools, and strategies will support students' academic learning as they develop a deeper comprehension of responsibility skills.
The Relationship Between Epistemological Beliefs And Academic Achievement Goals In Middle School Children, Sara Elizabeth Schuyten Pierce
The Relationship Between Epistemological Beliefs And Academic Achievement Goals In Middle School Children, Sara Elizabeth Schuyten Pierce
Theses Digitization Project
This study examined relationships among epistemic beliefs, achievement goals, self-regulated learning, cognitive strategy use, and academic performance for 131 sixth graders and 100 eighth graders.
Goal Orientation, Ethnicity, And Achievement Of Middle Elementary Students, Carl Phillip Koehnke
Goal Orientation, Ethnicity, And Achievement Of Middle Elementary Students, Carl Phillip Koehnke
Theses Digitization Project
Examines goal orientation, ethnicity, gender, and achievement variables of 149 elementary school children (grades 3-5) at a Southern California elementary school. Research was conducted using a 2 x 2 goal orientation matrix that included mastery-approach, mastery-avoid, performance approach, and performance-avoid constructs. California Standards Test (CST) were used to determine achievement. Results supported the hypothesis that there would be no differences based on ethnicity, gender, or grade level. Statistically significant differences were found in the mastery-avoid goal because of class subject. Also, mastery-avoid was found to have a negative correlation to high test scores as measured by CST.