Describes a school-based project for fifth-grade students that integrated fine arts with the core curriculum. Explains that the students worked together with professionals in the community to develop a school-based business that created a calendar featuring local sites and landmarks. (CMK)

Describes a fifth-grade art activity that offers a new approach to creating pictures of Aspen trees. Explains that the students learned about art concepts, such as line and balance, in this lesson. Discusses the process in detail for creating the pictures. (CMK)

Describes an art history project used with fifth-grade students where they selected a famous painting as a background for a self-portrait. Explains how the students used Adobe Photoshop to place a digital photograph of themselves into a scanned image of the artwork. (CMK)

Examines the benefits of the Accelerated Reader program on English-as-a-second-language fourth and fifth grade students in a school in rural West North Carolina. Notes that anecdotal records provided evidence of improvement in students' reading behaviors and attitudes toward reading. Shows that while there was only a moderate overall increase in…

Presents an art activity that builds student computer knowledge. Explains that the fourth and fifth grade students created a building with two-point perspective using "ClarisWorks." Discusses the procedure for the project and how the students enjoyed learning and improving their skills with "ClarisWorks." (CMK)

Discusses how anthropology can be integrated into the social studies classroom focusing on second and fifth grade levels. Demonstrates how different subject areas can be integrated with anthropology, such as history, geography, science, mathematics, and art. Covers topics such as foods, American Indian folklore, moonsticks, and myths and legends.…

Examined differences in self-concept, attributions, and teacher-related persistence in students with learning disabilities (N=49) and in nonhandicapped students (N=57). Results indicated students with learning disabilities reported lower self-concepts on items related to academic achievement, and were rated by their teachers as less persistent…

Responds to and disagrees with Kaltsounis's critique of the author's report "American History Textbooks: An Assessment of Quality." Answers each of Kaltsounis's criticisms, and reiterates several main points from Sewall's report, including recommendations for U.S. history textbook reform. (LS)

Investigated effects of 3 routine classroom arithmetic and reading tasks upon the heart rate reactivity of 30 fifth grade children. Results indicated that some children showed large increases in heart rates during the three tasks, and that these children should be considered at risk for coronary heart disease. (Author/TE)

Investigates: (1) whether differences exist in comprehension when children listen, read orally, and read silently; and (2) whether such differences exist for all readers. Finds that relationships between the three modalities vary as a function of level of reading competency. (SR)

Describes two studies conducted in The Netherlands that compared two modes of off-air videotape use of educational television programs on mental arithmetic for elementary students. Active use of the videotapes with interruptions for interactive teaching are compared with passive, uninterrupted viewing, and implications for the design of…

Findings of two experiments involving third and fifth graders indicated that subjects' confidence in the correctness of their solutions to verbal tasks influenced the frequency and type of help they sought. Frequency and type of help sought varied with self-assessments for older children more than younger. (RH)

Discussion of drug education for fifth grade students focuses on a computer simulation in which students role-play adolescents encountering various situations where there is drug or alcohol involvement. Activities in the simulation are explained, and discussion groups that occur following the simulation are described. (LRW)

Assesses stability in achievement-related beliefs, emotional experiences, and task behavior from one grade to the next in 77 fourth- and fifth-grade students. Results indicate that task behavior and some beliefs and emotional experiences were predictable from one year to the next. (RJC)

Describes how one school district integrated the use of word processing technology with its developmental writing program. Notes that findings of the pilot program indicated that students using word processors significantly improved the quality of their writing compared with students not using word processors. (MM)