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Utah State University

Teacher Education and Leadership Faculty Publications

Learning

Publication Year

Articles 1 - 3 of 3

Full-Text Articles in Education

Learning Mathematics With Technology: The Influence Of Virtual Manipulatives On Different Achievement Groups, Patricia S. Moyer-Packenham, J. M. Suh Jan 2011

Learning Mathematics With Technology: The Influence Of Virtual Manipulatives On Different Achievement Groups, Patricia S. Moyer-Packenham, J. M. Suh

Teacher Education and Leadership Faculty Publications

This study examined the influence of virtual manipulatives on different achievement groups during a teaching experiment in four fifth-grade classrooms. During a two-week unit focusing on two rational number concepts (fraction equivalence and fraction addition with unlike denominators) one low achieving, two average achieving, and one high achieving group participated in two instructional treatments (three groups used virtual manipulatives and one group used physical manipulatives). Data sources included pre- and post-tests of students’ mathematical content knowledge and videotapes of classroom sessions. Results of paired samples t-tests examining the three groups using virtual manipulatives indicated a statistically significant overall gain following ...


Reading To Serve: Service Learning For Gifted Readers, B. Bartlett, Scott L. Hunsaker Jan 2009

Reading To Serve: Service Learning For Gifted Readers, B. Bartlett, Scott L. Hunsaker

Teacher Education and Leadership Faculty Publications

No abstract provided.


Do You Want To Know What I Learned? Using Informational Trade Books As Models To Teach Text Structure, Sylvia Read, D. Ray Reutzel, P. Fawson Jan 2008

Do You Want To Know What I Learned? Using Informational Trade Books As Models To Teach Text Structure, Sylvia Read, D. Ray Reutzel, P. Fawson

Teacher Education and Leadership Faculty Publications

A brief narrative description of the journal article, document, or resource. Informational text is an important resource for classroom teachers that places unique comprehension demands on young students. Research on teaching expository text structure to young children shows that explicit instruction improves student comprehension. This practical article addresses how to use "well-structured" expository trade book titles to teach text structure. A lesson plan template and an extended example of an explicit lesson on order/sequence are provided.