Download or read book Effects of Using Graphic Organizers in Writing on Student Achievement and Attitude in a Fourth Grade Classroom written by Marla Nicoll and published by . This book was released on 2006 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Graphic Organizers written by Wendy Rusin and published by . This book was released on 2003 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Integrating Graphic Organizers with Writing on Motivation and Achievement in a Fourth Grade Classroom written by Jennifer Dziurka and published by . This book was released on 2009 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 1998-12 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Graphic Organizers on the Academic Achievement of Fourth Grade Students written by Stephanie Kirschbaum and published by . This book was released on 2004 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of Using Graphic Organizers on the Attitudes and Classroom Environments of Elementary Science Students written by Mercy Macdowell and published by . This book was released on 2005 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the learning environment among elementary school science students. In particular, it investigated the effects of using a teacher-made graphic organizer on the learning environment and attitudes to science among fourth grade students. I designed the graphic organizer PRIDE, whose design was based on the principles of CRISS (Santa, Havens, & Maycumber, 1996), a research-based reading program created to enhance reading comprehension skills. Furthermore, associations between student outcomes (attitudes toward science) and the nature of the classroom leaning environment were explored. A historical look at the field of learning environments over the past few decades shows that a striking feature is the availability of a variety of economical, valid and widely-applicable questionnaires for assessing students' perceptions of the classroom environments (Fraser, 1998b). My study involved modification of a classroom environment questionnaire, WIHIC (What Is Happening In this Class'?), and an attitudinal survey. TOSRA (Test of Science Related Attitudes). The modified instruments were field tested among 860 students in Grades 4-6 in order to determine their validity and reliability. Qualitative methods involving student interviews were used in modifying the instruments prior to field testing. The significance of this study is that it adds to existing knowledge in the field of learning environments and encourages further research in this field in early childhood settings. The research also adds to the existing research conducted using graphic organizers. In addition, the design of an original graphic organizer makes available to practitioners an innovative tool to assist students to improve their science learning. The study also promotes action research and professional development among educators within their classroom setting in an attempt to improve their classroom learning environment.

Download or read book What Effect Do Graphic Organizers Have on 4th Grade Student Achievement in Writing written by Danielle Forte and published by . This book was released on 2004 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Reading and Writing to Learn written by Joanne Pugatch Daniels and published by . This book was released on 1989 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Handbook of Special Education written by James M. Kauffman and published by Routledge. This book was released on 2011-05-15 with total page 807 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education is now an established part of public education in the United States—by law and by custom. However, it is still widely misunderstood and continues to be dogged by controversies related to such things as categorization, grouping, assessment, placement, funding, instruction, and a variety of legal issues. The purpose of this 13-part, 57-chapter handbook is to help profile and bring greater clarity to this sprawling and growing field. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. Key features include: Comprehensive Coverage—Fifty-seven chapters cover all aspects of special education in the United States including cultural and international comparisons. Issues & Trends—In addition to synthesizing empirical findings and providing a critical analysis of the status and direction of current research, chapter authors discuss issues related to practice and reflect on trends in thinking. Categorical Chapters—In order to provide a comprehensive and comparative treatment of the twelve categorical chapters in section IV, chapter authors were asked to follow a consistent outline: Definition, Causal Factors, Identification, Behavioral Characteristics, Assessment, Educational Programming, and Trends and Issues. Expertise—Edited by two of the most accomplished scholars in special education, chapter authors include a carefully chosen mixture of established and rising young stars in the field. This book is an appropriate reference volume for anyone (researchers, scholars, graduate students, practitioners, policy makers, and parents) interested in the state of special education today: its research base, current issues and practices, and future trends. It is also appropriate as a textbook for graduate level courses in special education.

Download or read book Does this Go in the Introduction Or the Body Paragraph written by Michelle DeLong and published by . This book was released on 2009 with total page 61 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research Question: How will the use of a graphic organizer affect the overall cohesiveness of sixth grade students' essay writing? Research Activities: The focus of this intervention was to teach students how to use a graphic organizer as a tool to provide structure and organization while writing a problem and solution essay, a genre of writing required by the California Content Standards for sixth grade. Context: This intervention took place in a 6th grade, self-contained classroom with 29 students. Methods and Data: The intervention spanned three consecutive weeks and took 14 days to implement. First, students were introduced to the graphic organizer and created a problem and solution essay as a whole class. Then students used the graphic organizer to create their own problem and solution essay related to a curricular novel. Finally, students used the graphic organizer to write a problem and solution essay on a topic of their choice. Data sets include students' essays before and after having used the graphic organizer. Organization was measured by a rubric score and the "overall cohesiveness" of the essay. An essay was scored as "Cohesive" if it had one main idea, stuck to that main idea throughout the essay, and if information was presented in a logical order. Also, attitudinal data includes teacher notes from a class discussion about writing before and after the intervention. Results: Overall, students' essay organization improved. About 79% of the post-intervention writing samples were scored as "Cohesive," and received higher rubric scores than the pre-intervention writing samples. Students expressed use of graphic organizers made writing more enjoyable and indicated a stronger desire to use graphic organizers as a writing strategy. Grade Level: Sixth Grade. Data Collection Methods: Discussion notes, Observation-Field Notes, Student Work, Survey-Attitude, Writing Samples. Curriculum Areas: Writing. Instructional Approaches: Graphic organizers/concept maps, Writing-Expository, Writing-Rubrics.

Download or read book 30 Graphic Organizers for the Content Areas Grades 3 5 With Lessons Transparencies written by and published by Shell Education. This book was released on with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Digital and Paper based Graphic Organizers on the Persuasive Writing Process of Fourth and Fifth Grade Students written by Mila Thomas-Fuller and published by . This book was released on 2014 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: At present, graphic organizers have become recognized instructional tools to help support students as they write. The purpose of this study is to examine the impact of paper-based and digital graphic organizers to improve persuasive writing of fourth and fifth grade students. A quasi-experimental study with a comparison design with pre-test and post-tests was used with the switching replication method. The population consists of sixty-seven public and private school students in fourth and fifth grade. The most prominent results indicate that the use of a digital graphic organizer first, leads to significant improvements in the following five writing outcome areas: goal statements, reasoning statements, supporting arguments, conclusion statements, and overall scores. Likewise, female students also showed significant improvements in all five writing outcomes. Comparable to digital, the use of paper-based graphic organizers first, resulted in significant improvements in three areas: supporting arguments, conclusion statements, and overall scores. For older students (aged 10-11), the use of both paper-based and digital graphic organizers first, leads to significant improvements in the following five writing outcome areas: goal statements, reasoning statements, supporting arguments, conclusion statements, and overall scores. The overall results indicate that graphic organizers yield significant improvements in the persuasive writing of fourth and fifth grade students. Furthermore, a consistent finding throughout this study is that the use of paper-based and digital graphic organizers results in significant improvements in these three areas: supporting arguments, conclusion statements, and overall scores.

Download or read book Can We Use a Story Map written by Le Tran and published by . This book was released on 2009 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research Question: How will using a story map graphic organizer help improve students' structure and organization in their narrative writing? Sub Questions: Will using a story map help ELL students to be able to plan their writing and organize their writing during the pre-write phase? Will using a story map help students to allow their readers to imagine the world of the event or experience in their narrative writing? Research Activities: Context: This study took place in a fourth grade self contained classroom that was located in a small district under Program Improvement. The class was composed of a diverse student population with a wide range of academic needs. In this intervention, there were four students who were chosen as target students based on their low writing ability. All four students were English Language Learners. Methods and Data: This intervention spanned 5 weeks. It was implemented in order to guide students in improving the organization and structure of their narrative writing. Student achievement was defined based on their increasing scores and the layout of their papers (whether or not the paragraphs were identifiable). The data included a collection of their graphic organizers, narrative writing, attitudinal surveys, observational notes, and homework. Results: Comparisons of baseline and outcome data indicate that target students showed slight growth on their writing scores based on a rubric, in the organization of the writing, and in their attitude towards writing. Conclusions: Story map graphic organizers provided students' with a visual display of how to write a narrative. It also provided students with guidance to start and continue through the different sections of a narrative. This intervention demonstrated that with modeling, practice, and many examples, students will be able to improve in the organization and structure of their writing and feel more confident as they write. Grade Level: Fourth Grade. Data Collection Methods: Curriculum assessments, Survey-Attitude, Writing Assessments, and Observation - Student. Curriculum Areas: ESL/ELL, Writing. Instructional Approaches: Writing -- Explicit Instruction, Writing -- Narrative, Homework, and Graphic organizers.

Download or read book The Effects of Using Graphic Organizing Software to Teach Narrative Writing to Fourth grade Students written by Jane M. Potoczniak and published by . This book was released on 2002 with total page 81 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book 30 Graphic Organizers for Writing Grades 5 8 written by and published by Shell Education. This book was released on with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Post graphic Organizers on Fourth Grade Students written by Tracey Maulfair and published by . This book was released on 2007 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The present study examined whether the use of post-graphic organizers would improve test scores for fourth grade students on a social studies unit test." -- Abstract.

Download or read book The Influence of Journal Writing on Achievement and Attitudes in the Social Studies Classroom written by April Burke and published by . This book was released on 2006 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the effect of journal writing on achievement and attitudes of fourth graders in the social studies classroom. A pretest and posttest were administered to measure social studies achievement. The researcher used a one-tailed, two-sample t test to determine statistical significance in achievement. There was no significant increase in social studies achievement found; therefore, the researcher failed to reject the null hypothesis. An attitude survey was administered prior to and following the treatment. A one-tailed, one-sample t test was used to determine significance in the effects of the treatment on students’ attitudes. There was no significant change in attitudes; therefore, the researcher failed to reject the null hypothesis. While a positive trend in attitude was noted when implementing the use of journal writing in this study, the researcher concluded that there was not a significant effect on achievement and students’ attitudes in the social studies classroom.