A study involving 174 fifth- and sixth-grade students from two public elementary schools was conducted to determine the effects of Logo programing experience on students' problem solving and spatial relations abilities. Results indicate that LOGO programing contributes to student abilities in the two areas under observation. (TJH)

Tested high- and average-achieving German fifth- and seventh-grade students' metacognitive knowledge, attributional beliefs, and performance on a sort recall test. Found ability-related differences in all three areas. Gifted children tended to attribute academic success to high ability while average children attributed success to effort. (SAK)

Ninety-six fifth-grade students studied a map of a fictitious island while twice listening to a related narrative with target feature and nonfeature items, cued by varying iconic and verbal stimuli in four map cue conditions. Memory for feature information and pictorial retrieval cues appeared to activate memory for nonfeature information. (SLD)

Each year, fifth graders at Kamehameha Elementary School produce a play about American history. Students do research, write scripts and songs, design costumes and the stage sets, act, and promote the event. The article explains how the students accomplished this over several months and notes how the activity tied into their schoolwork. (SM)

In an authentic learning setting, technology has the power to support students and teachers in obtaining, organizing, manipulating, and displaying information. According to an Office of Educational Research and Improvement case study, reformed classrooms begin with an authentic, challenging task; have all students practice advanced skills; and…

A method is presented for extending full versus restricted model testing to predictive discriminant analysis when the criterion of model accuracy is classification hit rate. An example is presented involving the dropout or school persistence of 76 5th graders, and a computer program for the analysis is introduced. (SLD)

Describes how a fifth-grade social studies class used poems by Langston Hughes and integrated literature, drama, music, and dance to make history more human and meaningful for students. (SR)

Describes an electronic debate conducted by fifth and sixth grade classes in Pennsylvania. Students sent speeches to each other via electronic mail. In the process, they learned about working with a modem and bulletin board; they strengthened their research and writing skills and examined social issues. (SM)

Two methods for presenting cultural information to elementary school students in a French language program are compared, using 56 fifth graders as subjects. The findings support the use of video to enhance the teaching of culture to the child foreign language learner. (28 references) (Author/LB)

Describes a successful unit of study on poetry in a fifth grade class that ended with students each writing a sonnet as a final project. (SR)

Describes activities to be used with fifth and sixth graders to improve students' spatial sense with respect to three-dimensional shapes. Includes the use of cubes, triangular prisms, tetrahedrons, and square pyramids. (MKR)

Describes the use of a graphic organizer with fifth graders to teach problem-solving skills and to teach reading skills helpful for comprehending mathematics materials. Suggests that the strategy was effective with students of all ability levels. (SR)

Although Fort Pitt Elementary School used to be the lowest achieving school in the Pittsburgh area, reading scores and discipline are dramatically improving, thanks to the Independent Research Project for fourth- and fifth-grade students. (MLH)

Task involvement and ego involvement were studied in relation to depth of information processing for 126 fifth and sixth graders in 2 experiments. Ego involvement resulted in poorer word recall at deep rather than shallow information processing levels. Implications for the study of motivation are discussed. (SLD)

Examines fifth grade students' metacognitive response to ambiguous literacy tasks and explores the relationship between that response and academic achievement. Finds that a relationship exists between the depth and functionality dimensions: the greater the depth of metacognitive plans, the more likely they are to lead to academic success. (MG)