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Kim, Byoung Gwan; Shim, Hye Rin – International Journal of Computer-Assisted Language Learning and Teaching, 2019
This study investigated the optimal conditions under which foreign language learning takes place using a smartphone. The authors proposed that two factors, chunking and imagery, would increase language learning. On the basis of previous findings, they formulated three hypotheses: (a) the use of images will have a positive effect on learning…
Descriptors: Phrase Structure, Independent Study, Grade 7, English (Second Language)
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Noreen, Razia; Rana, Abdul Majid Khan – Bulletin of Education and Research, 2019
The aim of this research was to study the effect of activity-based teaching and traditional method of teaching on students' achievement in the subject of Mathematics at elementary stage. The research was experimental based on pre-test, post-test control group design. Two units of geometry were selected from seventh grade Mathematics for this…
Descriptors: Teaching Methods, Conventional Instruction, Mathematics Instruction, Mathematics Achievement
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Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Donegan, Rachel E. – Reading & Writing Quarterly, 2019
This study examined and quantified the maintenance of reading comprehension effects from a 4th-grade intervention for students with reading difficulties across the summer into the fall of 5th grade. We randomly assigned 4th-grade students with reading comprehension difficulties to a multicomponent reading intervention (Passport) or to typical…
Descriptors: Retention (Psychology), Outcomes of Education, Elementary School Students, Grade 4
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Uribe, Samantha N. – Reading & Writing Quarterly, 2019
This mixed-methods study investigated elementary teachers' perceptions of curriculum-based readers theatre (CBRT) as a relevant approach for teaching English language learners (ELLs). I collected quantitative survey data from teachers who worked at the school with the largest population of ELLs in a large Florida school district. The survey…
Descriptors: English Language Learners, Elementary School Teachers, Teacher Attitudes, Teaching Methods
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Burns, Matthew K.; Aguilar, Lisa N.; Young, Helen; Preast, June L.; Taylor, Crystal N.; Walsh, Allison D. – School Psychology, 2019
The purpose of this study was to examine the effects of Incremental Rehearsal (IR) and traditional drill (TD) on retention of multiplication facts with 29 students in third and fourth grades with low mathematical skills. Results indicated that IR led to significantly more facts being retained, and was essentially equal to TD for efficiency as…
Descriptors: Drills (Practice), Teaching Methods, Instructional Effectiveness, Mathematics Instruction
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Petersen-Brown, Shawna; Lundberg, Ashlee R.; Ray, Jannine E.; Dela Paz, Iwalani N.; Riss, Carrington L.; Panahon, Carlos J. – Psychology in the Schools, 2019
Spaced practice, or the distribution of practice opportunities across time, is a well-known and effective practice for improving retention. However, spaced practice is not effectively implemented in schools, perhaps as a result of a lack of educationally relevant research in the area. We conducted an educationally relevant investigation of the…
Descriptors: Mathematics Instruction, Vocabulary Development, Teaching Methods, Retention (Psychology)
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Orakci, Senol; Gelisli, Yücel – International Journal of Curriculum and Instruction, 2019
The study aims to determine the effects of learning activities based on learner autonomy on the English achievements, attitudes, and learner autonomy of 6th grade students by allowing students to choose activities to be conducted in English language teaching. The study was conducted on experimental and control groups. Research data were collected…
Descriptors: Personal Autonomy, Elementary School Students, Learning Activities, Student Attitudes
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Liu, Tzu-Chien; Lin, Yi-Chun; Gao, Yuan; Paas, Fred – British Journal of Educational Technology, 2019
The finding that under split-attention conditions students learn more from a picture and spoken text than from a picture and written text (ie, the modality effect) has consistently been found in many types of computer-assisted multimedia learning environments. Using 58 fifth-grade and sixth-grade elementary school children as participants, we…
Descriptors: Elementary School Students, Telecommunications, Handheld Devices, Educational Technology
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Gbenga-Akanmu, Taiwo Oladunni; Jegede, Philip Olu – World Journal of Education, 2019
The study examined the effect of meta-cognitive training on field-dependent and field-independent primary school pupils' knowledge of numeracy concepts. It also investigated the moderating effects of sex on meta-cognitive training of the two categories of learners on performance in numeracy. In addition, it investigated the moderating effects of…
Descriptors: Metacognition, Computer Assisted Instruction, Numeracy, Elementary School Students
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Fuchsova, Maria; Korenova, Lilla – European Journal of Contemporary Education, 2019
New technologies with a modern method of teaching must be implemented in university studies, and an important part is teacher training study. These technologies make study more attractive for students and bring greater motivation to an understanding of notions. The main focus of this study is visualisation in science and engineering education…
Descriptors: Computer Simulation, Visualization, Preservice Teachers, Elementary School Teachers
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Rosen-O'Leary, Robin; Thompson, Eustace G. – Journal for Leadership and Instruction, 2019
The current focus on STEM education is based on the idea that science, technology, engineering and math be taught in an interdisciplinary and applied approach in grades K-12. There is growing attention to integrating the arts as an equal partner to STEM learning (STEAM). The purpose of this cluster random sample experimental study was to examine…
Descriptors: STEM Education, Art Education, Visual Arts, Retention (Psychology)
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Kasprowicz, Rowena E.; Marsden, Emma; Sephton, Nick – Modern Language Journal, 2019
Within limited-input language classrooms, understanding the effect of distribution of practice (spacing between practice) on learning is critical, yet evidence is conflicting and of limited relevance for young learners. For second language (L2) grammar learning, some studies reveal advantages for spacing of 7 days or more, but others for shorter…
Descriptors: Verbs, Morphology (Languages), Second Language Learning, Second Language Instruction
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Ziegler, Esther; Edelsbrunner, Peter A.; Star, Jon R. – Journal of Educational Psychology, 2019
Introducing new concepts to learners in an order of increasing complexity appears to be beneficial for learning, but typically introduction of concepts does not always adhere to this principle. We examined whether introducing new algebra concepts in a contrasted manner or in an order of increasing complexity instead of a different more typical…
Descriptors: Interference (Learning), Difficulty Level, Algebra, Mathematics Instruction
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Knight, Jennifer A.; Justesen, Hilary A. – Reading Teacher, 2018
Comprehension is the overall goal of reading. One approach to help students increase their comprehension is to discuss a text in small-group settings. Yet, many students struggle to fully engage in meaningful discussions within these groups. Students' ability to retain and share what they read is one reason for this lack of discussion. Teaching…
Descriptors: Elementary School Students, Reading Instruction, Reading Comprehension, Group Discussion
Jones, Paketrice – ProQuest LLC, 2018
As a scholar practitioner, the goal is to use the most effective teaching strategies available to help eighth-grade social studies students retain the vocabulary from each unit of study and increase both their short- and long-term memories. The problem identified for this action research was that the current use of the word wall (WW) vocabulary…
Descriptors: Intervention, Vocabulary Development, United States History, History Instruction
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