Education Commons^™

“Math Talks Are Like An Alarm Clock Waking You Up”: Language’S Crucial Role In Mathematics, Ella Wasser

Masters of Education in Teaching and Learning

Whole group math talks, or number talks, are a common practice to get students talking about their own understanding of mathematical concepts. The purpose of this study was to implement math talks in small group settings to see what would happen, specifically to students’ conceptual understanding as well their general perceptions of math talks. This study took place in a fourth-grade math classroom, and math talks were implemented with the whole class for a week and then moved to small groups for the remaining three weeks of the study. During the study, a pre-and post-assessment was given, field notes were …

Growth Mindset In A Fourth-Grade Class, Sierra Bennett

Masters of Education in Teaching and Learning

In this study the researcher examined growth mindset teaching and its effect on student performance as well as students’ perceptions of their math self-efficacy. The author was a preservice teacher completing her clinical teaching internship in a fourth-grade math and science departmentalized setting. The goal of the study was to implement growth mindset instruction and study its effects on student performance and self efficacy in the subject of mathematics. For this study, the author collected data in the form of pre- and post-surveys, student interviews, and pre- and post-math tests. The students engaged in growth mindset mini lessons throughout the …

Graphic Mathematical Mediated Structure: The Link For Hispanic/Latino And English Learners' Mathematical Success, Sylvia Casteloes

Electronic Theses, Projects, and Dissertations

This project’s goal is to promote and improve the mathematical literacy of fourth-grade Hispanic/Latino and English learners through the use of a graphic mathematical mediated structure. Current California Common Core data finds fourth-grade Hispanic/Latino and English learners significantly behind White and Asian students in mathematics, especially in understanding written word problems.

Research supports the assumption that as a tool, a graphic mathematical mediated structure could: 1) foster conceptual understanding; 2) build content terminology; 3) allow students opportunities to justify their solutions; 4) integrate writing in math; and 5) provide a platform for discourse. This innovative pedagogical project specifically focused on …

A Formative Experiment Investigating The Use Of Nonfiction Texts In Writing Workshop To Assist Fourth-Grade Readers And Writers, Kelly Tracy

All Dissertations

Using the methodology of a formative experiment (Reinking & Bradley, 2008), this study investigated how writing workshop using expository and informational texts could be implemented in a fourth-grade classroom to improve students' reading and writing abilities and attitudes.
Eighteen students from a fourth-grade class at a rural school in a large district participated in the study. Quantitative and qualitative data were collected prior to and after implementation of the intervention to establish a baseline of performance and to determine progress toward the pedagogical goal. Additionally, qualitative data were collected throughout the intervention. Quantitative data were analyzed using a paired-samples t-test …

The Effect Of A Back-To-Basics Core Academic Program Compared To A Traditional Academic Program On Participating 4th-Grade Students’ Achievement And Perceptions Of Life Skills, Paula A. Peal

Student Work

Study results indicate that 3rd-grade to 4th-grade same school Core Academy Program and Traditional Academic Program learning experiences resulted in numerical equipoise for norm referenced reading, math, social studies, and science test score results. Randomly assigned Core Academy Program students' ( n = 16) norm referenced language NCE posttest scores were statistically significantly greater following participation than the naturally formed group of students (n = 16) following participation in the Traditional Academic Program. Core Academy Program students' criterion referenced writing and math cutscores were also statistically greater at posttest. Finally, the teacher life skills perceptions awarded to students were …

The Effect Of Inquiry-Based, Hands-On Math Instruction Utilized In Combination With Web-Based, Computer-Assisted Math Instruction On 4th-Grade Students' Outcomes, Jason D. Plourde

Student Work

Results indicated that 4th-grade students ( n = 19) participating in the inquiry-based, hands-on math instruction used in combination with web-based, computer-assisted math instruction group and 4th-grade students ( n = 19) participating in the inquiry-based, hands-on math instruction alone group did not significantly improve their pretest-posttest Problem Solving/Data Analysis, Concepts/Estimation, Math Total, and Math Computation norm-referenced normal curve equivalent achievement test score results. However, 4th-grade students participating in the inquiry-based, hands-on math instruction alone group posttest-posttest scores were statistically significantly greater than students who participated in the combination instruction group across all four subtests. Moreover, all posttest norm-referenced, Normal …

The Effect Of A Yearlong One -To -One Laptop Computer Classroom Program On The 4th-Grade Achievement And Technology Outcomes Of Digital Divide Learners, Daniel H. Bird

Student Work

A yearlong one-to-one computer laptop classroom instruction intervention program used to prepare 4th-grade students for participation in computer learning activities was evaluated. Students used computers to complete daily reading, writing, and Internet search assignments. Students were divided into two groups according to past computer access; Digital Divide Learners (n = 10) who did not have computers and Internet access at home, and Digital Native Learners (n = 15) who did have computers and Internet access at home. Reading, writing, total technology skills domain scores, and keyboarding speed and accuracy outcomes were evaluated. Results indicate reading vocabulary, reading comprehension, and writing …

The Effect Of A Yearlong One-To-One Laptop Computer Classroom Program On The 4th-Grade Achievement And Technology Outcomes Of Digital Divide Learners, Daniel H. Bird

Student Work

A yearlong one-to-one computer laptop classroom instruction intervention program used to prepare 4th-grade students for participation in computer learning activities was evaluated. Students used computers to complete daily reading, writing, and Internet search assignments. Students were divided into two groups according to past computer access; Digital Divide Learners ( n = 10) who did not have computers and Internet access at home, and Digital Native Learners (n = 15) who did have computers and Internet access at home. Reading, writing, total technology skills domain scores, and keyboarding speed and accuracy outcomes were evaluated. Results indicate reading vocabulary, reading comprehension, …

Constructs Unique To Two Volusia County Elementary Writing Programs, Kathleen Holt

Electronic Theses and Dissertations

This case study sought to examine constructs of two fourth-grade elementary writing programs in Volusia County, Florida. With only the Sunshine State Standards as a guide, each district, school, or teacher must design a writing curriculum that addresses those standards, develops writers, and provides accountability. Fourth-grade classrooms were selected because students at that grade level are required to participate in the FCAT Writing +, a two-day state assessemnt that requires students to compose an essay on a designated topic within a 45-minute period. A second part of the assessment consists of multiple-choice items covering editing and revising, graphic organizers, and …

The Relationship Between Third And Fourth Grade Everyday Mathematics Assessments And Performance On The New Jersey Assessment Of Skills And Knowledge In Fourth Grade (Njask/4), Mariann T. Helfant

Seton Hall University Dissertations and Theses (ETDs)

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A Study Of Teachers' Perceptions Of The Impact Of New Jersey Core Curriculum Content Standard 3.2 On Writing Instruction In Third And Fourth Grade Classrooms In Morris County, New Jersey, Kathleen Holup Sleezer

Seton Hall University Dissertations and Theses (ETDs)

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Fourth-Grade Teachers' Perceptions Of Nebraska's State Standards Process In Elementary Schools, Richard J. Beran Jr.

Student Work

The purpose of this study was to explore fourth-grade teachers' perceptions of Nebraska's state standards process. Specifically, research questions sought to determine fourth-grade teachers' perceptions of the possible effects of state standards on schools, students, teachers, and administrators. The questions also explored any differences between subgroups based on teachers' gender, teachers' years of experience, schools' socio-economic status, school enrollment, and percentage of students that have met the state standards.

The Effects Of Instruction Utilizing The Arts On The Academic Achievement Of Fourth-Grade Students, Elizabeth Fallin Manning

Doctoral Dissertations

In this day of accountability, members of state government agencies are looking for ways to increase student achievement, especially in the area of high stakes testing. Louisiana's accountability program has yielded state curriculum standards which identify the content that should be taught by specific grade levels. Teachers are now charged with the responsibility of finding methods to teach these standards. With all of the attention to these academic standards, what is the role of the arts? The Louisiana Institute for Education in the Arts (LAIEA) suggests that the arts are the tools with which to teach these academic standards. This …

The Effects Of The Help One Student To Succeed (Hosts) Program On The Reading Achievement Of At-Risk 4th And 5th Grade Elementary Students, Kelvin L. Bradley

Theses and Dissertations in Urban Services - Urban Education

This study investigated the effects of the Help One Student to Succeed (HOSTS) tutoring program on the reading achievement of at-risk 4^th and 5^th grade elementary students, as measured by the Texas Assessment of Academic Skill (TAAS). Seventy-eight 4^th and 5^th grade at-risk students from four Title I elementary schools in the Plano Independent School District participated in the study. Thirty-nine of these students were enrolled in the HOSTS program and were matched to a comparison group of students according to ethnicity, age, gender, grade, free or reduced lunch, bilingual and English as a Second language …

Prediction Of Ohio Fourth Grade Proficiency Test Performance From Gesell, Metropolitan, And Otis-Lennon Scores, Ned L. Pakosz

Seton Hall University Dissertations and Theses (ETDs)

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The Effects Of Inclusion Of Students With Learning Disabilities On Urban Fourth-Grade General Education Students, Brenda E. Cox

Theses and Dissertations in Urban Services - Urban Education

This study examined the impact of fully included students with learning disabilities on the academic achievement and classroom behavior of urban elementary fourth grade students. To achieve these purposes, data were collected by using the Iowa Tests of Basic Skills Multilevel Battery (ITBS) of general education students and students with at-risk profiles, Kaufman Tests of Educational Achievement (KTEA) of students with disabilities, completed Individualized Education Program (IEP) objectives of students with disabilities, report card grades of all students, and referrals to principal for inappropriate behavior of all students. Staff and parent surveys and student interviews were another source of data. …

Perceptions Of 4th And 6th Grade Students, Regarding Their Academic Abilities And Achievement, As Related To Participation In Distance Learning Using Interactive Television, Frances C. Stromsland

Seton Hall University Dissertations and Theses (ETDs)

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Sleep Patterns And The Behavior Of Children In The Second-, Third-, And Fourth-Grades In Urban Public Schools, Yolanda Cardelli Hampel

Theses and Dissertations in Urban Services - Urban Education

This investigation examined the relationship between nocturnal sleep patterns and behaviors in the classroom of seventy-four girls and fifty-nine boys from second-, third-, and fourth-grades attending five urban public schools in Norfolk, Virginia.

The dependent variables were the classroom behavior that was subdivided into five personality areas for objective assessment of the student's adjustment areas labeled self, social, school, home, and physical. The objective assessment was observed and documented on a seventy-eight item questionnaire by their primary classroom teachers who were familiar with the subjects behavior. The parents observed and recorded data on a sleep log listing independent variables such …