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Margaret M. Flores; Vanessa M. Hinton; Kelly B. Schweck – Remedial and Special Education, 2024
This study's purpose was to examine the effects of the concrete-representational-abstract integrated (CRA-I) sequence on the performance of students who struggled with rational number concepts. Three students in southeastern U.S. fifth grade class participated in the study. The CRA-I intervention was grounded in the principles of explicit…
Descriptors: Grade 5, Elementary School Mathematics, Rural Schools, Numbers
Corinthia A. Myrick – ProQuest LLC, 2021
Academic achievement in elementary science achievement scores throughout Title One schools in metro-Atlanta could be identified through analphabetism and improper vocabulary instruction to accommodate students' learning styles. Teaching words explicitly entails extensive time and patience when exposing new science vocabulary. However, teaching…
Descriptors: Grade 5, Correlation, Science Education, Vocabulary Development
Elaine Kit Ling Yeung; Miao Zhong; Jing Huang; Man Ho Chan; Carrey Tik Sze Siu; Him Cheung – Asia-Pacific Education Researcher, 2025
This study compares direct instruction to two constructivist approaches, namely experimentation and problem-based learning, in fifth-grade science learning in Hong Kong. Constructivist instructional approaches, contrary to direct instruction, stress on students' active role in constructing knowledge in learning. Experimentation and problem-based…
Descriptors: Constructivism (Learning), Science Instruction, Outcomes of Education, Problem Based Learning
Murwaningsih, Tri; Fauziah, Muna – International Journal of Instruction, 2022
This study aims to determine the effectiveness of using the TASC, CPS, and DI models on divergent thinking skill in thematic learning for fifth-grade public elementary schools in Laweyan District, Surakarta. This research is mixed-method research. The fifth-grade students at a public elementary school in Laweyan District, Surakarta, Indonesia, are…
Descriptors: Creative Thinking, Thinking Skills, Elementary School Students, Foreign Countries
Prain, Vaughan; Xu, Lihua; Speldewinde, Christopher – Research in Science Education, 2023
There is a long tradition of teaching science through inquiry, with broad agreement about the form it should take. Students should investigate researchable questions; gather and analyse data; and develop and represent evidence-based claims. Authoritative teacher or textbook representations are generally used to guide this learning (Buckley &…
Descriptors: Science Instruction, Mathematics Instruction, Teaching Methods, Inquiry
Salas, Naymé; Pascual, Mariona; Birello, Marilisa; Cross, Anna – Written Communication, 2023
Teaching linguistic aspects relevant to text construction is an essential component of any thorough writing instruction program, despite the conflicting evidence regarding its effectiveness. In this study, 889 second- and fourth-grade students were assigned to one of three conditions: Self-Regulated Development (SRSD), SRSD-connectors (SRSD-C),…
Descriptors: Writing Instruction, Teaching Methods, Self Management, Writing Strategies
Spielvogel, Joanna H.; Ehren, Barbara J. – Language, Speech, and Hearing Services in Schools, 2021
Purpose: The purpose of this study was to determine if a direct, explicit method of teaching vocabulary with the Vocabulary Scenario Technique -- General Education 16 Encounter (VSTGE16) protocol would yield gains in the vocabulary knowledge of fourth grade students in a general education classroom. Two research questions examined whether fourth…
Descriptors: Vocabulary Development, Grade 4, Elementary School Students, Vignettes
Larsen, Nicole E.; Jang, Eunice E. – Canadian Journal of Science, Mathematics and Technology Education, 2021
Two prominent factors that have been linked to students' mathematics achievement are teachers' instructional practices and students' self-efficacy. However, these factors are typically considered in isolation, negating the relationship between the two. This study examined the effect of two instructional practices, direct instruction and inquiry…
Descriptors: Self Efficacy, Mathematics Achievement, Teaching Methods, Direct Instruction
Tonia Bauer – ProQuest LLC, 2022
Reading comprehension seems to be a significant challenge for rising fifth graders with limited vocabulary knowledge. A possible solution is to provide them with explicit vocabulary instruction which may positively impact their reading comprehension. This action research aimed to evaluate the effect of implementing explicit vocabulary instruction…
Descriptors: Direct Instruction, Vocabulary Development, Reading Instruction, Reading Comprehension
Dionne McCullough – ProQuest LLC, 2022
This study provided an in depth look at the benefits to the explicit teaching of an effective reading strategy, text annotation. A quasi-experimental research design study evaluated the effectiveness of the use of text annotation on sixth-grade students' reading and social studies achievement and overall reading confidence. The participants in…
Descriptors: Direct Instruction, Reading Strategies, Instructional Effectiveness, Teaching Methods
Rodríguez-Málaga, L.; Cueli, M.; Rodríguez, C. – Metacognition and Learning, 2021
The improvement of writing skills is one of the aims of the educational system. The present study implemented strategy-focused instruction through the Cognitive Self-Regulation Instruction (CSRI) program which included three instructional components: Direct Teaching, Modelling, and Peer-Practice. The aim was to explore the short- and long-term…
Descriptors: Grade 4, Elementary School Students, Writing Instruction, Writing Skills
Bouck, Emily C.; Long, Holly; Jakubow, Larissa – Preventing School Failure, 2022
Little-to-no research examines the provision of targeted mathematical interventions to students struggling with mathematics in a virtual environment. And yet, the global pandemic of 2020--extending into 2021--found schools in such a scenario. This article reports two studies in which researchers explored the intervention package of explicit…
Descriptors: Teaching Methods, Direct Instruction, Mathematics Instruction, Intervention
May, Pamela L. – International Journal of Instruction, 2020
This researcher has been greatly distressed, as fifth graders year after year have disregarded mental math strategies for the standard algorithm. Mathematically proficient students should be flexible, efficient and accurate when solving mental calculations. This researcher set out to find out how fifth graders' mental math practice improved their…
Descriptors: Elementary School Students, Elementary School Mathematics, Grade 5, Numeracy
Cheung, Yin Ling; Chu, Yi-Ning Joyce; Jang, Hari – Iranian Journal of Language Teaching Research, 2021
While the last two decades have witnessed a growing body of research on the quality of student writing, research on the impact of the socio-cognitive approach on young learners' writing has remained scarce. To fill this gap, this study investigates the effects of the socio-cognitive approach on the writing quality of 98 fourth graders in…
Descriptors: English (Second Language), Writing Instruction, Writing Strategies, Writing Improvement
Rachel Lam – npj Science of Learning, 2019
Experiences of failure can provide valuable opportunities to learn, however, the typical classroom does not tend to function from an orientation of learning from failure. Rather, educators aim to teach accurate information as efficiently as possible, with the main goal for students to be able to produce correct knowledge when called for, in the…
Descriptors: Failure, Grade 4, Environmental Education, Sustainability