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Full-Text Articles in Education
Incorporating Cooperative Learning Teams And Whole Language In The First Grade, Mary Elizabeth Berdine
Incorporating Cooperative Learning Teams And Whole Language In The First Grade, Mary Elizabeth Berdine
All Graduate Projects
The first purpose of this project was to review current literature regarding whole language and cooperative learning. The second purpose of this project was the development of whole language, cooperative learning strategies and accompanying application lessons for use at the first grade level. Ten cooperative learning strategies and application lessons were developed utilizing a whole language approach. The lessons were centered around children's literature and focused on reading, writing, listening, and speaking activities that were whole, purposeful, and meaningful.
Teaching Learning Strategies In Sixth Grade Social Studies Classrooms, Kristine Rae Bowen
Teaching Learning Strategies In Sixth Grade Social Studies Classrooms, Kristine Rae Bowen
All Graduate Projects
This project introduced four learning strategies using the sixth grade social studies textbook, The World (Cangemi, 1986) as a framework to enhance reading comprehension. The strategies were selected because they: activated background knowledge, set a purpose, and encouraged active thinking while reading. The project explained each strategy, demonstrated how each could be implemented to promote active comprehension in a content area text, and developed lessons to teach students to incorporate the strategy while reading a social studies textbook.
Integrated Social Studies Curriculum For The Combined Third, Fourth, And Fifth Grade Classroom, Kenneth Irwin Ecker
Integrated Social Studies Curriculum For The Combined Third, Fourth, And Fifth Grade Classroom, Kenneth Irwin Ecker
All Graduate Projects
A social studies curriculum was developed for use in a multi-grade classroom. The curriculum incorporates the learning objectives from each of the three grade levels in a format which can be presented simultaneously to students in all three grades, while directing a separate focus for each grade. The unique qualities and limitations of the multi-grade classroom were considered, and implications for the teacher are discussed. An informal pilot study assessed the useability and effectiveness of the curriculum.