Using Generic Examples to Make Viable Arguments

2016 ◽  
Vol 23 (5) ◽  
pp. 292-300
Author(s):  
Anne E. Adams ◽  
Rob Ely ◽  
David Yopp
Keyword(s):  
Fifth Graders ◽  
Mathematical Practices ◽  
Mathematical Ideas

These fifth graders engaged in key mathematical practices by explaining and illustrating central mathematical ideas.

Phrase-Learning in Deaf and Hearing Subjects

1967 ◽  
Vol 10 (3) ◽  
pp. 600-605 ◽  
Author(s):  
Penelope B. Odom ◽  
Richard L. Blanton
Keyword(s):  
Word Order ◽  
Fifth Graders ◽  
English Word ◽  
Normal Hearing ◽  
Twelfth Graders ◽  
Memory Processes ◽  
Study Test ◽  
The Mean

Two groups each containing 24 deaf subjects were compared with 24 fifth graders and 24 twelfth graders with normal hearing on the learning of segments of written English. Eight subjects from each group learned phrasally defined segments such as “paid the tall lady,” eight more learned the same words in nonphrases having acceptable English word order such as “lady paid the tall,” and the remaining eight in each group learned the same words scrambled, “lady tall the paid.” The task consisted of 12 study-test trials. Analyses of the mean number of words recalled correctly and the probability of recalling the whole phrase correctly, given that one word of it was recalled, indicated that both ages of hearing subjects showed facilitation on the phrasally defined segments, interference on the scrambled segments. The deaf groups showed no differential recall as a function of phrasal structure. It was concluded that the deaf do not possess the same perceptual or memory processes with regard to English as do the hearing subjects.

Feeding the Recruitment of Inner City Kids to MSE by Keeping 5TH Graders on Track for Engineering in College

2000 ◽  
Vol 632 ◽  
Author(s):  
William E. Brower
Keyword(s):  
Inner City ◽  
Engineering Students ◽  
Fifth Graders ◽  
Fifth Grade ◽  
College Of Engineering

ABSTRACTThe fifth grade inner city volunteer teaching project (5GVP) at Marquette University's College of Engineering has attempted to inform and inspire Milwaukee's inner city fifth graders about engineering for the last ten years. Each year I have recruited our engineering students to volunteer to take self contained science lessons into the Milwaukee Public Schools'fifth grade classrooms. Although the lessons are on science and the career touted is engineering in general, the lessons are flavored by my being in MSE. Being excited about a career is certainly a precursor to choosing that career. I have found the fifth graders very excited about seeing and experiencing science in action as the engineering students present it to them. Hopefully, the program at Marquette will result in more inner city students choosing to enter college as engineers, with MSE garnering its usual share.

Exploring Bullying: Fifth Graders’ Interpretations and Understandings

2020 ◽  
pp. 016235322097830
Author(s):  
Diane Barone ◽  
Rebecca Barone
Keyword(s):  
Mental Health ◽  
Gifted And Talented ◽  
Fifth Graders ◽  
Gifted Students ◽  
School Personnel ◽  
Fifth Grade ◽  
Descriptive Case Study ◽  
Fixed State ◽  
Talented Students

This study explored understandings shared by fifth-grade gifted students as they read the book Restart, which explores bullying. Students read, created representations, and discussed the text. Grounded by Langer’s stances of envisionment, this descriptive case study analyzed student representations and conversations. Each of the stances was represented with most responses being represented in Stances 1 (getting a sense of the text), 2 (interpreting text), and 4 (analyzing the text). In addition, most students viewed bullies and their behavior as being in a fixed state, which was tied to the perceived power a bully held. The results from this study have implications for teachers who work with gifted and talented students, counselors who work with students in mental health and resilience programs, and the collaboration of these school personnel.

scholarly journals Oral sentence generation training to improve fifth and 10th graders’ writing

2020 ◽  
Author(s):  
Barbara Arfé ◽  
Federica Festa ◽  
Lucia Ronconi ◽  
Gaia Spicciarelli
Keyword(s):  
Oral Language ◽  
Controlled Trial ◽  
Fifth Graders ◽  
Language Intervention ◽  
Sentence Generation ◽  
Written Text ◽  
Tenth Graders ◽  
Text Quality ◽  
10Th Grade ◽  
Cluster Randomized

AbstractText generation—the mental translation of ideas into language at word, sentence, and discourse levels—involves oral language abilities. However, oral language skills are rarely a target of writing interventions. We ran an intervention to improve fifth and 10th graders’ written production through the development of oral sentence generation (grammatical and syntactic) skills. One hundred and fifteen students—68 fifth graders (four classrooms) and 47 tenth graders (four classrooms)—participated in a stepped-wedge cluster-randomized controlled trial. Two fifth-grade classrooms (n = 35) and two 10th-grade classrooms (n = 20) received nine 90-min sessions (3 weeks, three sessions a week) of oral language intervention immediately after the pretest (experimental groups); the two other fifth- (n = 33) and 10th-grade classrooms (n = 27) received business-as-usual writing instruction and received a delayed oral language intervention after the posttest (waiting list group). The intervention consisted of team-based games to improve oral sentence generation and sentence reformulation skills. We assessed written sentence generation, written sentence reformulation, written text quality (macrostructure and language), and text writing fluency before (pretest) and after (posttest) the intervention and 5 weeks after the intervention (follow-up). The results showed that training on oral sentence generation skills can lead to significant gains in both sentence generation and sentence reformulation skills and text macrostructural quality. Improvement at the sentence level was, however, significant only for the younger writers (fifth graders).

Mediation or Production Deficiency in Disabled Readers?

1980 ◽  
Vol 50 (2) ◽  
pp. 519-530
Author(s):  
Lauren Leslie
Keyword(s):  
Short Term Memory ◽  
Fifth Graders ◽  
Memory Capacity ◽  
Second Graders ◽  
Short Term ◽  
Term Memory ◽  
Memory Processing ◽  
Overt Rehearsal ◽  
Covert Rehearsal ◽  
Disabled Readers

Deficiencies in disabled readers’ short-term memory processing were studied. A deficit in memory capacity versus susceptibility to interference was investigated by examining performance over trials. A mediation versus production deficiency in memory processing was examined by testing the effect of instructions for rehearsal on performance of average and disabled readers in Grades 2 and 5. Contrary to prior research, facilitative effects of rehearsal instructions on second graders’ memory were found only on Trial 1. Fifth graders’ memory was adversely affected by overt rehearsal. Requiring children to rehearse overtly at a set rate may account for the results. A second study examined effects of covert rehearsal on the memory of average and disabled readers in Grade 2 over trials. Facilitative effects of covert rehearsal were shown when data of children who spontaneously rehearsed were removed. A deficiency in production by second graders was supported. Disabled readers who did not rehearse were more susceptible to interference.

scholarly journals Racial and Ethnic Health Disparities among Fifth-Graders in Three Cities

2012 ◽  
Vol 367 (8) ◽  
pp. 735-745 ◽  
Author(s):  
Mark A. Schuster ◽  
Marc N. Elliott ◽  
David E. Kanouse ◽  
Jan L. Wallander ◽  
Susan R. Tortolero ◽  
...  
Keyword(s):  
Health Disparities ◽  
Fifth Graders

Do Fifth Graders Belong in the Middle School?

1979 ◽  
Vol 10 (2) ◽  
pp. 3-31 ◽  
Author(s):  
Theodore C. Moss ◽  
Diane J. Jackson ◽  
Richard G. Jackson
Keyword(s):  
Middle School ◽  
Fifth Graders
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