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Sample records for eighth grade students

  1. Osteoporosis Risk Factors in Eighth Grade Students.

    Science.gov (United States)

    Lysen, Victoria C.; Walker, Robert

    1997-01-01

    Presents findings from food frequency questionnaires and surveys of 138 Midwestern eighth-grade student-parent pairs. The study examined the incidence of modifiable and nonmodifiable osteoporosis risk factors and compared gender differences. Data analysis indicated that many adolescents possessed several modifiable and nonmodifiable risk factors…

  2. The Mathematics Literacy Level of Eighth Grade Students

    OpenAIRE

    Esra UYSAL; Kürşat YENİLMEZ

    2011-01-01

    The purpose of this study is to determine the eighth grade student’s Mathematics Literacy level based on the PISA 2003 Mathematics exam questions and evaluations. Also relationships between distribution of Mathematics Literacy levels and some variables as students’ gender, pre-school education, family’s income and parent’s education level are investigated. Survey method was used in this study. The work group of the study consists of 1047 eighth grade students chosen randomly from 12 primary s...

  3. Eighth Grade Algebra Course Placement and Student Motivation for Mathematics

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    Simzar, Rahila M.; Domina, Thurston; Tran, Cathy

    2016-01-01

    This study uses student panel data to examine the association between Algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth grade Algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in Algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to Algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth grade Algebra placement, placing previously average- and low-performing students in Algebra can potentially undermine their motivation for mathematics. PMID:26942210

  4. Eighth Grade Algebra Course Placement and Student Motivation for Mathematics.

    Science.gov (United States)

    Simzar, Rahila M; Domina, Thurston; Tran, Cathy

    2016-01-01

    This study uses student panel data to examine the association between Algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth grade Algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in Algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to Algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth grade Algebra placement, placing previously average- and low-performing students in Algebra can potentially undermine their motivation for mathematics.

  5. Achievement of Serbian eighth grade students in science

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    Antonijević Radovan

    2006-01-01

    Full Text Available The paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia in the fields of the science achievement of Serbian eighth grade students and the science curriculum context of their achievement. There were 4264 students in the sample. It was confirmed that Serbian eighth graders had made average scale score of 468 points in the science, and with this achievement they are placed in the zone of the top of low international benchmarking level, very close to the point of intermediate benchmark. The average science achievement of the Serbian eighth graders is somewhat below the general international science achievement. The best results were achieved in the science content domain of "chemistry", and the lower results in the content domain of "environmental science". Across the defined science cognitive domains, it was confirmed that the Serbian students had achieved the best results in cognitive domain of "factual knowledge" and weaker results in "reasoning and analysis". The achieved results raise many questions about contents of the science curriculum in Serbia, its overall quality and basic characteristics of its implementation. These results can be eligibly used to improve the science curricula and teaching in Serbian primary school. .

  6. Teacher Tweets Improve Achievement for Eighth Grade Science Students

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    Carol Van Vooren

    2013-02-01

    Full Text Available In the Digital Age teachers have fallen far behind the technical skills of their "digital native" students. The implementation of technology as a tool for classroom communication is foreign for most teachers, but highly preferred by students. While teenagers are using Facebook, Twitter, and other social networks to communicate, teachers continue to respond through face-to-face conversations, telephone calls, and email messaging. Twitter, a platform for short message service text, is an online social network site that allows users to send and receive messages using 140 characters or less called Tweets. To analyze the relationship of the teacher's use of Twitter with student academic achievement, a correlation study conducted by Bess collected data from two matched samples of eighth grade science students: one utilizing Twitter and one not utilizing Twitter to reinforce classroom instruction. Two tests matching the science standards were given to both samples of students. The results of the tests were used as primary data. The findings suggested a positive correlation between the use of Twitter and student performance on the standardized tests. Implications for this study indicate that young teenagers may prefer Twitter as a mode of communication with their teacher, resulting in higher academic achievement in a middle school science class.

  7. Comparison of Writing Anxiety and Writing Dispositions of Sixth, Seventh and Eighth Grade Students

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    Berk, Rifat Ramazan; Ünal, Emre

    2017-01-01

    The purpose of this study is to determine sixth, seventh and eighth grade students' writing anxiety and dispositions and to examine to what extent they predict each other. The basis of this study is to determine whether writing disposition is the significant predictor of writing anxiety or not and whether students' grade levels and genders are…

  8. The Effects of Issue Investigation and Action Training on Eighth-Grade Students' Environmental Behavior.

    Science.gov (United States)

    Ramsey, John M.

    1993-01-01

    Reports the instructional effects of a formal environmental education methodology, issue investigation and action training (IIAT), on eighth-grade students. Focuses on whether IIAT can improve responsible environmental behavior in middle school students and whether variables associated with responsible adult environmental behavior will be…

  9. The Predictive Validity of CBM Writing Indices for Eighth-Grade Students

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    Amato, Janelle M.; Watkins, Marley W.

    2011-01-01

    Curriculum-based measurement (CBM) is an alternative to traditional assessment techniques. Technical work has begun to identify CBM writing indices that are psychometrically sound for monitoring older students' writing proficiency. This study examined the predictive validity of CBM writing indices in a sample of 447 eighth-grade students.…

  10. Collaboration, Competition and Violence in Eighth-Grade Students' Classroom Writing.

    Science.gov (United States)

    Peterson, Shelley; Ladky, Mary

    2001-01-01

    Examines gender features in eighth-grade students' writing in terms of the relationships among characters and the use of violence, comparing the analyses to perspectives offered by the students in small group conversations. Finds evidence of competitive relationships within sports and romance stories, as well as elements of violence and metaphors…

  11. The Impact of Computer-Assisted Writing on Improving Writing Scores for Urban Eighth-Grade Students

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    Williams-Butler, LaTilya

    2016-01-01

    The purpose of this study was to investigate the impact standards-based aligned computer-assisted writing instruction had on improving writing scores for eighth-grade students that attend an urban middle school. The researcher wanted to remedy the problem of low writing achievement of eighth-grade students and determine if writing across the…

  12. Traveling with Eighth-Grade Students to Learn about State and Local History

    Science.gov (United States)

    Morris, Ronald V.

    2016-01-01

    Eighth-grade students from three school districts in three small towns in Crosby County, Texas, received academic credit for working together with the biannual Crosby County Pioneer Memorial Museum summer travel education program. Each of the three districts radiate from a small town. They were within one county, and the museum was located in the…

  13. An Investigation of Eighth Grade Students' Problem Posing Skills (Turkey Sample)

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    Arikan, Elif Esra; Ünal, Hasan

    2015-01-01

    To pose a problem refers to the creative activity for mathematics education. The purpose of the study was to explore the eighth grade students' problem posing ability. Three learning domains such as requiring four operations, fractions and geometry were chosen for this reason. There were two classes which were coded as class A and class B. Class A…

  14. An Investigation of Mathematics Anxiety among Sixth through Eighth Grade Students in Turkey

    Science.gov (United States)

    Birgin, Osman; Baloglu, Mustafa; Catlioglu, Hakan; Gurbuz, Ramazan

    2010-01-01

    The purpose of the present study is to investigate mathematics anxiety among 220 sixth through eighth grade Turkish students in terms of mathematics achievement levels, perceived enjoyment of the mathematics teaching method, perceived enjoyment of mathematics, and perceived help with mathematics from parents. The Mathematics Anxiety Scale for…

  15. Cooperative learning and algebra performance of eighth grade students in United Arab Emirates.

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    Alkhateeb, Haitham M; Jumaa, Mustafa

    2002-02-01

    This study investigated the effect of cooperative learning on eighth grade students' performance in algebra. 54 boys and 57 girls in four middle-school mathematics classes of Grade 8 in the UAE participated. Over a 3-wk. period, two classes (57 students) were taught using a cooperative learning method, and the other two classes (54 students) were taught using the traditional lecture method. Analysis of covariance using pretest scores as a covariant showed no statistically significant increase in the algebra performance for students in the cooperative learning groups compared with the traditional groups. However, boys in the cooperative setting improved significantly on the performance test compared with boys in the traditional setting.

  16. African American eighth-grade female students' perceptions and experiences as learners of science literacy

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    Crim, Sharan R.

    The National Assessment of Educational Progress (2000) reports an achievement gap between male and female students and majority and minority students in science literacy. Rutherford and Algren (2000) describe a scientifically literate person as one who is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity; and uses scientific knowledge and scientific ways of thinking for individual and social purposes. The purpose of this qualitative case study research was to investigate African American eighth grade female students' perceptions and experiences as learners of science literacy. A social learning theory (Bandura, 1986) and constructivist theory (Vygotsky, 1977) served as a guide for the researcher. Two questions were explored: (1) What are African American eighth grade female students' perceptions and experiences as learners of science literacy? (2) In what ways do the perceptions and experiences of African American eighth grade female students influence their learning of science literacy? Purposeful sampling (Merriam, 1998) was used with four African American eighth grade female students selected as participants for the study. Data collection and analysis occurred between February and August in a single year. Data sources included an open-ended questionnaire, two in-depth interviews with each participant (Seidman, 1991); classroom observations, participant reflective journals, student artifacts, and a researcher's log. Data were analyzed through the constant comparative method (Glaser & Strauss, 1967), and richly descriptive participant portraits and qualitative case studies (Merriam, 1998) were used to report the findings. Three themes emerged from the study that positively affected the perceptions and experiences of African American eighth grade female students as

  17. a diagnostic assessment of eighth grade students' and their teachers'

    African Journals Online (AJOL)

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    Even though many students at all levels struggle to learn chemistry and feel its exact essence, they ... scientific point of view they can interfere with students' latter learning of science/chemistry concepts (6-7). .... atom of an element can be seen through microscope, have physical state and color like any other form of matter.

  18. Teacher Tweets Improve Achievement for Eighth Grade Science Students

    OpenAIRE

    Carol Van Vooren; Corey Bess

    2013-01-01

    In the Digital Age teachers have fallen far behind the technical skills of their "digital native" students. The implementation of technology as a tool for classroom communication is foreign for most teachers, but highly preferred by students. While teenagers are using Facebook, Twitter, and other social networks to communicate, teachers continue to respond through face-to-face conversations, telephone calls, and email messaging. Twitter, a platform for short message service text, is an online...

  19. Embedding Literacy Strategies in Social Studies for Eighth-Grade Students

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    Alishia Gaston

    2016-05-01

    Full Text Available This action research study evaluated the effects of literacy strategies on academic achievement, motivation, and engagement of eighth-grade social studies students. Incorporating literacy strategies included teaching students to construct meaning, think critically, and build content knowledge, while stimulating their interests, using multiple texts and technology, and providing collaborative opportunities and high engagement during instructional activities. Students were divided into a literacy group and a direct instruction group with each class being taught the same content. Literacy strategies were incorporated in one class, and direct instruction activities were used in the other class. Results were determined using pre and posttest scores, a student motivation questionnaire, and a student engagement checklist. Results indicated significantly higher student achievement and engagement when literacy strategies were a part of the social studies instruction. Motivation also increased when literacy strategies were used. Literacy instruction was a beneficial strategy to improve student achievement, motivation, and engagement.

  20. Mathematics achievement of Serbian eighth grade students and characteristics of mathematics curriculum

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    Antonijević Radovan M.

    2006-01-01

    Full Text Available This paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia, in the fields of mathematics achievement of Serbian eighth grade students and the mathematics curriculum context of their achievement. It was confirmed that Serbian eighth graders have made average scale score of 477 points, and with this achievement they are placed in the zone of intermediate international benchmarking level. The average mathematics achievement of the Serbian eighth graders is somewhat above the average international mathematics achievement. The best result was achieved in the content domain of "algebra", and the lower result in the content domains of "measurement" and "data". In the defined cognitive domains the Serbian students have achieved the best results in "solving routine problems" and "knowing facts and procedures", and the weaker result in "reasoning". Statistically significant difference was found in the mathematics achievement between girls and boys in the Serbian TIMSS 2003 sample, so the girls’ average scale score was 480 points and the same value for the boys was 473 points. The achieved results raise many questions about the contents of mathematics curriculum in Serbia, its quality and basic characteristics of its implementation. These results can be eligibly used to improve the mathematics curriculum and teaching in Serbian primary school.

  1. What's Our Position? A Critical Media Literacy Study of Popular Culture Websites with Eighth-Grade Special Education Students

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    Kesler, Ted; Tinio, Pablo P. L.; Nolan, Brian T.

    2016-01-01

    This article reports on an action research project with 9 eighth-grade special education students in a self-contained classroom in an urban public school. The 1st author, in collaboration with the classroom teacher (3rd author), taught the students a critical media literacy framework to explore popular culture websites. Students learned to analyze…

  2. Comparison of Writing Anxiety and Writing Dispositions of Sixth, Seventh and Eighth Grade Students

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    Rifat Ramazan Berk

    2017-01-01

    Full Text Available The purpose of this study is to determine sixth, seventh and eighth grade students’ writing anxiety and dispositions and to examine to what extent they predict each other. The basis of this study is to determine whether writing disposition is the significant predictor of writing anxiety or not and whether students’ grade levels and genders are significant predictor of writing anxiety and dispositions or not. The research was designed according to survey model. The study group, selected through simple sampling method, is made up of 860 students studying at 6th, 7th and 8th grades in elementary schools of Şarkışla District, Sivas. While “Writing Anxiety Scale”, adapted into Turkish by Özbay and Zorbay (2011, was administered to determine the study group’s writing anxiety level, “Writing Disposition Scale”, adapted into Turkish by İşeri and Ünal (2010, was used to determine the writing disposition level. At the end of the study, it was found that writing disposition is a significant predictor of writing anxiety and students’ grade levels and genders are significant predictors of writing anxiety and dispositions. An education environment to create a strong writing disposition for students is recommended. Also, similar studies on different dimensions of the issue can be conducted.

  3. Determination of Motivations towards Science Learning of Eighth Grade Turkish and German Students (A Comparative Study

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    Ayşe SERT ÇIBIK

    2015-06-01

    Full Text Available In this study, eighth grade students’ motivations towards science learning in Turkey and Germany were determined and compared on the basis of countries. The sample of the research was consisted of 393 8th grade students of public schools in the city centre of Turkey/Adana and in Germany/Berlin who were selected through a basic random sample during the 2013-2014 education period. In the research in which the survey model was used “Science Motivation Questionnaire” as data collection tool. In the analysis of the sub-problems of the study, descriptive statistics like frequency (f-percentage (% and independent groups t-test were used. On the other hand, in the adaptation of the scale to the German, item analysis, exploratory factor analysis and Cronbach Alpha coefficient were performed. As a result of the factor analysis, we could accept the scale as compatible with the original form, acceptably reliable and valid. Since the items inside the Turkish and German forms indicated differences, mean scores were considered during the analysis of the sub-problems. Results exposed that there are differences between the total motivational scores of students and these differences were in favor of the students in Germany. Moreover, we confirmed that the distribution of total motivation scores of the male and female students in each country was close to each other

  4. Understanding Curriculum, Instruction and Assessment within Eighth Grade Science Classrooms for Special Needs Students

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    Riedell, Kate Elizabeth

    The Individuals with Disabilities Education Act (IDEA, 2004) cemented the fact that students with disabilities must be placed in the least restrictive environment and be given the necessary supports to help them succeed (Lawrence-Brown, 2004). This provides significant challenges for general education teachers, especially in an era of standards based reform with the adoption of the Common Core State Standards (CCSSI, 2014) by most states, along with the Next Generation Science Standards (NGSS, 2013). While a variety of methods, strategies, and techniques are available to teachers, there is a dearth of literature that clearly investigates how teachers take into account the ability and motivation of students with special needs when planning and implementing curriculum, instruction, and assessment. Thus, this study sought to investigate this facet through the lens of differentiation, personalization, individualization and universal design for learning (UDL) (CAST, 2015), all of which are designed to meet the needs of diverse learners, including students with special needs. An embedded single-case study design (Yin, 2011) was used in this study with the case being differentiated and/or personalized curriculum, instruction and/or assessment, along with UDL for students with special needs, with each embedded unit of analysis being one eighth grade general education science teacher. Analyzing each sub-unit or case, along with a cross-case analysis, three eighth grade general education science teachers were observed over the course of two 10-day units of study in the fall and spring, as they collected artifacts and completed annotations within their electronic portfolios (ePortfolios). All three eighth grade general education science teachers collected ePortfolios as part of their participation in a larger study within California, "Measuring Next Generation Science Instruction Using Tablet-Based Teacher Portfolios," funded by the National Science Foundation. Each teacher

  5. The Effects of Project-Based Learning Activities on Academic Achievement and Motivation in Mathematics in Eighth-Grade Students

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    Mudrich, Rachel Marie

    2017-01-01

    The purpose of this research study was to determine if project-based learning activities (PBLA) incorporated into an eighth-grade mathematics classroom have an effect on students' academic achievement and motivation toward learning. The control group used the traditional instruction method to cover mathematic objective skills that are Common Core…

  6. The Effect of the Cherry Hill Study Skills Program on Eighth Grade Students' Reading Comprehension and Study Skills.

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    La Marca, Marilyn Tierney

    A study was conducted to determine the effects of the "Cherry Hill Study Skills Program" on eighth grade students' reading comprehension and study skills. The "Cherry Hill Study Skills Program" is a process oriented course dealing with the sequential development of nine specific skills deemed essential to the retrieval and retention of information…

  7. A Comparison of a Gifted Education Program among Eighth Grade Gifted Students at a Georgia Junior High School

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    Harden, Jerry Clark

    2012-01-01

    The purpose of this study was to investigate the relationships that may exist among mean scores on the math and reading portions of the Iowa Test of Basic Skills (ITBS) of eighth grade gifted students of different gender, race, and socioeconomic status. Significant changes have been made to Georgia's gifted identification procedures over the last…

  8. The Misplaced Math Student: Lost in Eighth-Grade Algebra. The 2008 Brown Center Report on American Education. Special Release

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    Loveless, Tom

    2008-01-01

    This new study is being released as an advance excerpt of the 2008 Brown Center Report on American Education. This new report finds that the nation's push to challenge more students by placing them in advanced math classes in eighth grade has had unintended and damaging consequences, as some 120,000 middle-schoolers are now struggling in advanced…

  9. Metaconceptually-Enhanced Simulation-Based Inquiry: Effects on Eighth Grade Students' Conceptual Change and Science Epistemic Beliefs

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    Huang, Kun; Ge, Xun; Eseryel, Deniz

    2017-01-01

    This study investigated the effects of metaconceptually-enhanced, simulation-based inquiry learning on eighth grade students' conceptual change in science and their development of science epistemic beliefs. Two experimental groups studied the topics of motion and force using the same computer simulations but with different simulation guides: one…

  10. The Effect of Teacher and Student Characteristics on TIMSS 2011 Mathematics Achievement of Fourth- and Eighth-Grade Students in Turkey

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    Yalcin, Seher; Demirtasli, Rahime Nükhet; Dibek, Munevver Ilgun; Yavuz, Hatice Cigdem

    2017-01-01

    This study investigated effect of student- and school-level variables on mathematics achievement of fourth- and eighth-grade students using the Trends in International Mathematics and Science Study (TIMSS) 2011 data of Turkey. The common variables addressed in student and school questionnaires were compared. Due to nested structure of the TIMSS…

  11. The relationship between students critical thinking measured by science virtual test and students logical thinking on eighth grade secondary school

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    Nurismawati, R.; Sanjaya, Y.; Rusyati, L.

    2018-05-01

    The aim of this study is to examine the relationship between students’ critical thinking skill and students’ logical thinking skill of Junior High School students in Tasikmalaya city. The respondent consists of 168 students from eighth grade at three public schools in Tasikmalaya City. Science Virtual Test and Test of Logical Thinking were used in this research study. Science virtual test instrument consist of 26 questions with 5 different topics. IBM SPSS 23.00 program was used for analysis of the data. By the findings; students’ critical thinking skill has significant differences in elements of generating purpose, embodying point of view, utilizing concept and making implication and consequence. By Post Hoc LSD Test, from those four elements, there are significant differences between concrete - transitional groups and transitional – concrete groups. There is positive and weak correlation between students’ critical thinking and students’ logical thinking attainment.

  12. A Mixed-Methods Study on the Impact of Socratic Seminars on Eighth Grade Students' Comprehension of Science Texts

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    Roncke, Nancy

    This formative, convergent-mixed methods research study investigated the impact of Socratic Seminars on eighth grade science students' independent comprehension of science texts. The study also highlighted how eighth grade students of varying reading abilities interacted with and comprehended science texts differently during and after the use of Socratic Seminars. In order to document any changes in the students' overall comprehension of science texts, this study compared the experimental and control groups' pre- and post-test performances on the Content Area Reading Assessment (Leslie & Caldwell, 2014) and self-perception surveys on students' scientific reading engagement. Student think-alouds and interviews also captured the students' evolving understandings of the science texts. At the conclusion of this sixteen-week study, the achievement gap between the experimental and control group was closed in five of the seven categories on the Content Area Reading Assessment, including supporting an inference with textual evidence, determining central ideas, explaining why or how, determining word meaning, and summarizing a science text. Students' self-perception surveys were more positive regarding reading science texts after the Socratic Seminars. Finally, the student think-alouds revealed that some students moved from a literal interpretation of the science texts to inquiries that questioned the text and world events.

  13. Controversy in the classroom: How eighth-grade and undergraduate students reason about tradeoffs of genetically modified food

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    Seethaler, Sherry Lynn

    Current issues in science provide a rich context for learning because they can involve complex tradeoffs that cut across traditional disciplinary boundaries. Despite this potential benefit, and the need for citizens to make decisions about such issues, science controversy remains rare in the classroom. Consequently, there is much unknown about how students make sense of complex, multidisciplinary science. This research examined eighth-grade (n = 190) and undergraduate (n = 9) students' reasoning about tradeoffs in the genetically modified food controversy (main study). To extend the findings from the main study, undergraduate students' reasoning was followed as they learned about ten additional science controversies (extension). The studies took place in the context of curricula designed on the basis of the Scaffolded Knowledge Integration Framework, which posits a set of design principles that help students form a rich, integrated network of ideas about a topic. Two new methodologies were developed for this work. The Embedded Perspective of Science Controversy was used to study students' integration of content in their written arguments (main study) and oral and written questions (extension). The Perspective views science controversy as a set of nested levels, where tradeoffs are one of the levels, but connecting to other levels (underlying scientific details, bigger picture context, etc.) is important for the weighing of tradeoffs. A scheme based on Toulmin's (1958) work on argumentation provided a way of comparing the structure of students' arguments. As indicated by pre and post test scores, the curriculum helped both eighth-grade students (t = 11.7, p genetically modified food. In their final papers, both eighth-grade and undergraduate students presented evidence for and against their positions, in contrast with prior literature showing individuals have difficulty coming up with evidence against their positions. The students were also moving across the levels

  14. Podcasting in an Eighth-Grade American History Class

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    Davis, Patrick D.

    2011-01-01

    The purpose of this study was to see how students used podcasts in an eighth-grade American history unit and the value they placed on them as an educational tool. The 6-week study was conducted in a suburban middle school in a district that is part of a large metropolitan area in Texas. Participants included 29 students and 2 eighth-grade…

  15. The Study of Potentials and Problems in Reading Faced By the Eighth Grade Students of Junior High School

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    Ida Ayu Made Istri Utami

    2017-03-01

    Full Text Available Knowing students’ problems, especially in reading, is very important to design an appropriate and meaningful learning. From the problem identification, teacher can find the potency of designing and developing material to meet students’ need. Therefore, this study was aimed to identify the potentials and problems toward reading lesson faced by the eighth grade students of Junior High School. This study was based on the result of classroom observation, document study, and also checklists. The identification of potency and problems through classroom observation was done to obtain data on how existing reading material was used in teaching reading on the classroom. There was also document study to evaluate existing reading material and syllabus used for teaching reading. Then, the data from the teacher and students had been gathered by administering checklists. From the result of the study, it can be identified that the problems faced by the eighth grade students of Junior High School in reading dealt with topic selection, pictures or illustration, and reading activities, while the potency was to develop new reading material by using those problems as consideration.

  16. The Relationship between Multiplication Fact Speed-Recall and Fluency and Higher Level Mathematics Learning with Eighth Grade Middle School Students

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    Curry, Steven James

    2012-01-01

    This quantitative study investigated relationships between higher level mathematics learning and multiplication fact fluency, multiplication fact speed-recall, and reading grade equivalency of eighth grade students in Algebra I and Pre-Algebra. Higher level mathematics learning was indicated by an average score of 80% or higher on first and second…

  17. The Impact of Early Exposure of Eighth Grade Math Standards on End of Grade Assessments

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    Robertson, Tonjai E.

    2016-01-01

    The purpose of this study was to examine the Cumberland County Schools district-wide issue surrounding the disproportional performance of eighth grade Math I students' proficiency scores on standardized end-of-grade and end-of-course assessments. The study focused on the impact of the school district incorporating eighth grade math standards in…

  18. Difficulties faced by eighth grade students in the learning of linear equation problems at a high school in Heredia

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    Gilberto Chavarría Arroyo

    2014-06-01

    Full Text Available The current article presents the results of a study that aimed to analyze the difficulties faced by eighth grade students when learning to solve algebraic problems based on linear equations with one unknown variable. The participants were learners with low average performance in mathematics at a high school in Heredia. The research followed a naturalistic paradigm and the case study method with a qualitative approach. Different techniques like class observations, questionnaires to students, non-structured interviews to teachers and interviews to the learners were applied. The research helped to identify the main causes of difficulty when learning to solve algebraic problems. Some of the causes that were identified are affective aspects, lack of previous knowledge, poor relational understanding, fatigue, diversion, reading deficiencies and misunderstanding of terminology.

  19. Engaging Parents of Eighth Grade Students in Parent-Teacher Bidirectional Communication

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    Bennett-Conroy, Waveline

    2012-01-01

    This article describes the development and evaluation of a classroom-based, low-cost intervention to increase parents' involvement in their children's education. In Phase 1 of the study, 17 parents of 8th grade students in a low-income, high immigrant and minority school district were interviewed to conduct a qualitative assessment of factors…

  20. Critical Thinking Skills of an Eighth Grade Male Student with High Mathematical Ability in Solving Problem

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    Ismail

    2018-01-01

    This study aims to describe student’s critical thinking skill of grade VIII in solving mathematical problem. A qualitative research was conducted to a male student with high mathematical ability. Student’s critical thinking skill was obtained from a depth task-based interview. The result show that male student’s critical thinking skill of the student as follows. In understanding the problem, the student did categorization, significance decoding, and meaning clarification. In devising a plan he examined his ideas, detected his argument, analyzed his argument and evaluated his argument. During the implementation phase, the skill that appeared were analyzing of the argument and inference skill such as drawing conclusion, deliver alternative thinking, and problem solving skills. At last, in rechecking all the measures, they did self-correcting and self-examination.

  1. Effects of the Scientific Argumentation Based Learning Process on Teaching the Unit of Cell Division and Inheritance to Eighth Grade Students

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    Balci, Ceyda; Yenice, Nilgun

    2016-01-01

    The aim of this study is to analyse the effects of scientific argumentation based learning process on the eighth grade students' achievement in the unit of "cell division and inheritance". It also deals with the effects of this process on their comprehension about the nature of scientific knowledge, their willingness to take part in…

  2. The Impact of Early Grade Retention on the Academic Achievement and Self-Esteem of Seventh and Eighth Grade Students.

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    Setencich, Jill

    Retention has been the answer to the problem of what to do with students who are unprepared for the academic and social demands of the next grade. Studies contend that children view retention as punishment and experience emotions such as fear, anger, and sadness when not promoted. Retention or nonpromotion can be defined as the practice of…

  3. Effects of an intensive middle school science experience on the attitude toward science, self-esteem, career goal orientation, and science achievement of eighth-grade female students

    Science.gov (United States)

    Williams, Tammy Kay

    The purpose of this investigation was to examine the effects of a year long intensive extracurricular middle school science experience on the self-esteem, career goal orientation, and attitude toward science of eighth grade female students using both quantitative and qualitative methods. Sixteen self-selected eighth grade female students participated in extracurricular science experiences such as camping, rock climbing, specimen collecting and hiking, as well as meeting and interacting with female science role models. Data was collected using pre- and posttest methods using the Children's Attitude Toward Science Survey, the Coopersmith Self-Esteem Inventory, and the Self-Directed Search (SDS) Career Explorer. End of year science course grades were examined for seventh and eighth grades and compared to first semester high school grades. Qualitative data was in the form of: (1) focus group interviews conducted prior to field experiences, at the end of all field experiences, and at the end of the first semester of high school, and (2) journal entries from throughout the project. Qualitative data was examined for changes in student perceptions of science as a discipline, self as scientist, women in science, and social comparison of self in science.

  4. The Relationship between Background Classical Music and Reading Comprehension on Seventh and Eighth Grade Students

    Science.gov (United States)

    Falcon, Evelyn

    2017-01-01

    The purpose of this study was to examine if there is any relationship on reading comprehension when background classical music is played in the setting of a 7th and 8th grade classroom. This study also examined if there was a statistically significant difference in test anxiety when listening to classical music while completing a test. Reading…

  5. An Investigation of Tool Mediation in the Research Activity of Eighth-Grade Students

    Science.gov (United States)

    Henry, Nancy L.

    2016-01-01

    Technology and a variety of resources play an important role in students' educational lives. Vygotsky's (1987) theory of tool mediation suggests that cultural tools, such as computer software influence individuals' thinking and action. However, it is not completely understood how technology and other resources influence student action. Middle…

  6. A Comparison of Eighth Grade Students' Testing Scores between the "Jeopardy" and "Seatwork" Types of Review.

    Science.gov (United States)

    Daft, Lee T.

    This study focused on the review process before social studies testing. The students involved in the study were 71 13 and 14-year olds and came from predominantly middle to upper class social status in a Knoxville, Tennessee suburb. The influence of an interactive review based on the quiz show "Jeopardy" was compared with that of a "seatwork"…

  7. Hierarchical Effects of School-, Classroom-, and Student-Level Factors on the Science Performance of Eighth-Grade Taiwanese Students

    Science.gov (United States)

    Tsai, Liang-Ting; Yang, Chih-Chien

    2015-05-01

    This study was conducted to understand the effect of student-, classroom-, and school-level factors on the science performance of 8th-grade Taiwanese students in the Trends in International Mathematics and Science Study (TIMSS) 2011 by using multilevel analysis. A total of 5,042 students from 153 classrooms of 150 schools participated in the TIMSS 2011 study, in which they were required to complete questionnaires. A 3-level multilevel analysis was used to assess the influence of factors at 3 levels on the science performance of 8th-grade Taiwanese students. The results showed that the provision of education resources at home, teachers' level of education, and school climate were the strongest predictor of science performance at the student, classroom, and school level, respectively. It was concluded that the science performance of 8th-grade Taiwanese students is driven largely by individual factors. Classroom-level factors accounted for a smaller proportion of the total variance in science performance than did school-level factors.

  8. Mozart, Love and the Eighth Grade.

    Science.gov (United States)

    Thoms, Hollis

    1983-01-01

    A semester-long study of Mozart helped eighth-graders understand the composer's personality and appreciate his music. Students read a biography of his life, studied the forms of his music, danced the minuet, and performed one of his operas in a schoolwide Mozart Day celebration. (AM)

  9. Improving Eighth Grade Students' Reading Comprehension through the Use of the Collision Plus Arts-Integrated Program

    Science.gov (United States)

    Knight, Taneka L.

    2016-01-01

    African American and Latino students attending Title I schools in the metropolitan Atlanta area were not reading on grade level. The majority of students are low performing readers and minimally met the reading comprehension requirements. The 2015 average 8th grade reading score for these students was 246 out of 500. This applied dissertation was…

  10. Rural-to-Urban Migration, Strain, and Juvenile Delinquency: A Study of Eighth-Grade Students in Guangzhou, China.

    Science.gov (United States)

    Lo, Celia C; Cheng, Tyrone C; Bohm, Maggie; Zhong, Hua

    2018-02-01

    This examination of minor and serious delinquency among eighth graders in a large southern Chinese city, Guangzhou, also compared groups of these students, observing differences between the delinquency of migrants and that of urban natives. Data used were originally collected for the study "Stuck in the City: Migration and Delinquency Among Migrant Adolescents in Guangzhou." The present study asked whether and how various sources of strain and social control factors explained students' delinquency, questioning how meaningfully migration status moderated several of the observed delinquency relationships. Of students in the sample, 741 reported being natives of Guangzhou, and 497 reported migrating to Guangzhou from a rural area. The study conceptualized internal migration as a strain factor leading to delinquency, but the analyses did not suggest direct association between internal migration and delinquency. Results generally supported Agnew's theory, and, what's more, they tended to confirm that migration status moderated juvenile delinquency.

  11. Differences in eighth grade science student and teacher perceptions of students' level of input into academic planning and decision making

    Science.gov (United States)

    Chapman, Jarrett Michael

    Teachers are expected to improve their planning, instruction, and assessment as they progress through their career. An important component to teachers knowing what to modify in their teaching style is being able to solicit meaningful feedback from students. This mixed-methods study was conducted to provide teachers with a quantitative method to collect data about their teaching using the Constructivist Learning Environment Survey (CLES). Phase 1 allowed students to provide anonymous feedback to their teachers that the teachers could later reflect upon in conjunction with the students' other feedback. Using measures of central tendencies, it was determined that of the five categories of the CLES the area of student negotiation was statistically different from the other categories. While eight teachers had sufficient (n>10) student data to be invited to participate in Phase 2, only five of the teachers choose to participate in a semi-structured interview to further examine the potential differences between teacher and student perception of student negotiation with the curriculum, instruction and assessment that occurs in the classroom. Coding the interview transcripts led to three categories: 1) teaching style (with themes including curriculum, instruction, and assessment, and sub themes of teacher centered and student centered); 2) external pressures (with themes of standards , standardized tests, and socioeconomic conditions); 3) effectiveness of student negotiation (with themes of positive effect or no effect on motivation). The five teachers who participated in Phase 2 had varying levels of awareness and willingness to adjust their classroom curriculum, instruction, and assessment to include student negotiation. All but one teacher, however, saw the value in increasing student negotiation in the classroom and desired to continue to change their teaching to include more student negotiation.

  12. The effect of outdoor environmental education on in-class behaviors of sixth, seventh and eighth grade students

    Science.gov (United States)

    Cumberbatch, Albert R.

    Does the natural environment enhance positive human behaviors, behaviors which meet societal expectations? If that is the case, at what level of our social development does exposure and involvement with nature become a prerequisite? This study sought to discover an answer to the first question through examination of a small public school sample. The second will have to await future study. Public schools, while making some token response to the rising environmental consciousness, have failed or completely ignored environmental education. This study focuses on using the natural environment as a classroom with an environmental education curriculum. The control was academic grades before the environmental education class. The independent variable was academic grades after environmental education. Comparisons of academic conduct grades between classes taken before and after environmental education were made. Three environmental education classes comprising ninety students were evaluated. The mean of all classes was calculated. Results indicate that there is a positive behavioral correlation between environment education and academic classes. However, there were many uncontrolled variables which necessitate further study. One example is the arbitrary standard among teachers for evaluating conduct grades. Conduct grades can also be subjective. In further studies, a standardized tool for evaluating conduct grades would be essential.

  13. Teachers' and students' perceptions of seventh- and eighth-grade science education in a selected Seventh-day Adventist Union Conference

    Science.gov (United States)

    Sargeant, Marcel Andre Almont

    Problem. Science education has long been a great concern in the United States, where less than one-third of the students perform at or above the proficient level. The purpose of this study was to investigate the status of the science program in a selected Union Conference of the Seventh-day Adventist school system. Specifically, this study investigated the perceptions of teachers and students regarding the extent to which the science program meets the criteria of the National Commission on Mathematics and Science Teaching for the 21st century and to what extent these criteria are related to academic performance as indicated by Iowa Test of Basic Skills (ITBS) science scores. Method. Two questionnaires designed by the researcher were used to get responses from 424 students in seventh and eighth grades and 68 teachers to see how this school system compares to the criteria of National Commission on Mathematics and Science Teaching for the 21 st century. Three classroom configurations were investigated in this study, namely: (a) multigrade, (b) two-grade, and (c) single-grade. Crosstabulation, one-way analysis of variance, Kruskal-Wallis test, and linear regression were used to analyze the four research questions of this study. Results. The single-grade classroom configuration received a better rating for the science criteria (p century. Conclusions. The differences in teaching practices explained the discrepancies in the three classroom configurations. Schools can therefore develop policies and strategies to improve the practices in the teaching and learning process in science education that were identified as being deficient by the criteria of National Commission on Mathematics and Science Teaching for the 21st century.

  14. The effects of collaborative concept mapping on the achievement, science self-efficacy and attitude toward science of female eighth-grade students

    Science.gov (United States)

    Ledger, Antoinette Frances

    This study sought to examine whether collaborative concept mapping would affect the achievement, science self-efficacy and attitude toward science of female eighth grade science students. The research questions are: (1) Will the use of collaborative concept mapping affect the achievement of female students in science? (2) Will the use of collaborative concept mapping affect the science self-efficacy of female students? (3) Will the use of collaborative concept mapping affect the attitudes of females toward science? The study was quasi-experimental and utilized a pretest-posttest design for both experimental and control groups. Eighth grade female and male students from three schools in a large northeastern school district participated in this study. The achievement test consisted of 10 multiple choice and two open-response questions and used questions from state-wide and national assessments as well as teacher-constructed items. A 29 item Likert type instrument (McMillan, 1992) was administered to measure science self-efficacy and attitude toward science. The study was of 12 weeks duration. During the study, experimental group students were asked to perform collaborative concept map construction in single sex dyads using specific terms designated by the classroom teacher and the researcher. During classroom visitations, student perceptions of collaborative concept mapping were collected and were used to provide insight into the results of the quantitative data analysis. Data from the pre and posttest instruments were analyzed for both experimental and control groups using t-tests. Additionally, the three teachers were interviewed and their perceptions of the study were also used to gain insight into the results of the study. The analysis of data showed that experimental group females showed significantly higher gains in achievement than control group females. An additional analysis of data showed experimental group males showed significantly greater gains in

  15. Research on same-gender grouping in eighth-grade science classrooms

    Science.gov (United States)

    Friend, Jennifer Ingrid

    This study examined two hypotheses related to same-gender grouping of eighth-grade science classes in a public middle-school setting in suburban Kansas City. The first hypothesis, male and female students enrolled in same-gender eighth-grade science classes demonstrate more positive science academic achievement than their male and female peers enrolled in mixed-gender science classes. The second hypothesis, same-gender grouping of students in eighth-grade science has a positive effect on classroom climate. The participants in this study were randomly assigned to class sections of eighth-grade science. The first experimental group was an eighth-grade science class of all-male students (n = 20) taught by a male science teacher. The control group used for comparison to the male same-gender class consisted of the male students (n = 42) in the coeducational eighth-grade science classes taught by the same male teacher. The second experimental group was an eighth-grade science class of all-female students (n = 23) taught by a female science teacher. The control group for the female same-gender class consisted of female students (n = 61) in the coeducational eighth-grade science classes taught by the same female teacher. The male teacher and the female teacher did not vary instruction for the same-gender and mixed-gender classes. Science academic achievement was measured for both groups through a quantitative analysis using grades on science classroom assessment and overall science course grades. Classroom climate was measured through qualitative observations and through qualitative and quantitative analysis of a twenty-question student survey administered at the end of each trimester grading period. The results of this study did not indicate support for either hypothesis. Data led to the conclusions that same-gender grouping did not produce significant differences in student science academic achievement, and that same-gender classes did not create a more positive

  16. Middle School Math Acceleration and Equitable Access to Eighth-Grade Algebra: Evidence from the Wake County Public School System

    Science.gov (United States)

    Dougherty, Shaun M.; Goodman, Joshua S.; Hill, Darryl V.; Litke, Erica G.; Page, Lindsay C.

    2015-01-01

    Taking algebra by eighth grade is considered an important milestone on the pathway to college readiness. We highlight a collaboration to investigate one district's effort to increase middle school algebra course-taking. In 2010, the Wake County Public Schools began assigning middle school students to accelerated math and eighth-grade algebra based…

  17. Algebra for All: California's Eighth-Grade Algebra Initiative as Constrained Curricula.

    Science.gov (United States)

    Domina, Thurston; Penner, Andrew M; Penner, Emily K; Conley, Annemarie

    2014-08-01

    Across the United States, secondary school curricula are intensifying as a growing proportion of students enroll in high-level academic math courses. In many districts, this intensification process occurs as early as eighth grade, where schools are effectively constraining their mathematics curricula by restricting course offerings and placing more students into Algebra I. This paper provides a quantitative single-case research study of policy-driven curricular intensification in one California school district. (1a) What effect did 8th eighth grade curricular intensification have on mathematics course enrollment patterns in Towering Pines Unified schools? (2b) How did the distribution of prior achievement in Towering Pines math classrooms change as the district constrained the curriculum by universalizing 8th eighth grade Algebra? (3c) Did 8th eighth grade curricular intensification improve students' mathematics achievement? Towering Pines is an immigrant enclave in the inner-ring suburbs of a major metropolitan area. The district's 10 middle schools together enroll approximately 4,000 eighth graders each year. The districts' students are ethnically diverse and largely economically disadvantaged. The study draws upon administrative data describing 8th eighth graders in the district in the 2004-20-05 through 2007-20-08 school years. During the study period, Towering Pines dramatically intensified middle school students' math curricula: In the 2004-20-05 school year 32% of the district's 8th eighth graders enrolled in Algebra or a higher- level mathematics course; by the 2007-20-08 school year that proportion had increased to 84%. We use an interrupted time-series design, comparing students' 8th eighth grade math course enrollments, 10th grade math course enrollments, and 10th grade math test scores across the four cohorts, controlling for demographics and prior achievement. We find that students' odds of taking higher level mathematics courses increased as this

  18. Course Placement Series: Spotlight on Eighth Grade Algebra I. Policy Brief

    Science.gov (United States)

    Tennessee Department of Education, 2015

    2015-01-01

    The Tennessee Department of Education explored course enrollment patterns in an effort to better understand in which courses students are enrolling and whether course enrollment policies and procedures are promoting students' interests. This report focuses on eighth grade Algebra I enrollment, which can propel students to take more rigorous math…

  19. A School-Based Violence Prevention Model for At-Risk Eighth Grade Youth.

    Science.gov (United States)

    Rollin, Stephen A.; Kaiser-Ulrey, Cheryl; Potts, Isabelle; Creason, Alia Haque

    2003-01-01

    Examines the effectiveness of a school and community-based violence prevention program for at-risk eighth-grade students. School officials matched intervention students with community-based mentors in an employment setting. Findings suggest that mentored students had significant reductions in total number and days of suspensions, days of sanction,…

  20. Algebra for All: California’s Eighth-Grade Algebra Initiative as Constrained Curricula

    Science.gov (United States)

    Domina, Thurston; Penner, Andrew M.; Penner, Emily K.; Conley, Annemarie

    2015-01-01

    Background/Context Across the United States, secondary school curricula are intensifying as a growing proportion of students enroll in high-level academic math courses. In many districts, this intensification process occurs as early as eighth grade, where schools are effectively constraining their mathematics curricula by restricting course offerings and placing more students into Algebra I. This paper provides a quantitative single-case research study of policy-driven curricular intensification in one California school district. Research Questions (1a) What effect did 8th eighth grade curricular intensification have on mathematics course enrollment patterns in Towering Pines Unified schools? (2b) How did the distribution of prior achievement in Towering Pines math classrooms change as the district constrained the curriculum by universalizing 8th eighth grade Algebra? (3c) Did 8th eighth grade curricular intensification improve students’ mathematics achievement? Setting Towering Pines is an immigrant enclave in the inner-ring suburbs of a major metropolitan area. The district’s 10 middle schools together enroll approximately 4,000 eighth graders each year. The districts’ students are ethnically diverse and largely economically disadvantaged. The study draws upon administrative data describing 8th eighth graders in the district in the 2004–20-05 through 2007–20-08 school years. Intervention/Program/Practice During the study period, Towering Pines dramatically intensified middle school students’ math curricula: In the 2004–20-05 school year 32% of the district’s 8th eighth graders enrolled in Algebra or a higher- level mathematics course; by the 2007–20-08 school year that proportion had increased to 84%. Research Design We use an interrupted time-series design, comparing students’ 8th eighth grade math course enrollments, 10th grade math course enrollments, and 10th grade math test scores across the four cohorts, controlling for demographics and

  1. Confidence in Mathematics and Algebra Achievement of Eighth-Grade Students in Japan: Findings from the TIMSS 2011 Assessment

    Science.gov (United States)

    House, J. Daniel; Telese, James A.

    2014-01-01

    There is continuing interest in the identification of student and instructional factors associated with the mathematics achievement of students in Japan. The Trends in International Mathematics and Science Study (TIMSS) assessments have provided opportunities to examine factors associated with mathematics achievement. The purpose of this study was…

  2. Eighth Grade Social Studies Teachers' Perceptions of the Impact of Technology on Students' Learning in World History

    Science.gov (United States)

    Griggs, Bridget Renee'

    2010-01-01

    There are many perceptions of what should be taught in the social studies classroom. With the expansive amount of information that must be transferred to students, the job of the social studies teacher is becoming more challenging. To assist with this issue, there are numerous instructional strategies that can be employed such as anticipation…

  3. Impact of the Child Development Program on Reading Achievement of Kindergarten through Eighth Grade Students in an Urban School District

    Science.gov (United States)

    Lynch, Tai E.

    2013-01-01

    Educational leaders are charged with making informed decisions regarding various aspects of schooling that affect the overall achievement of students. Numerous legislative ideas, funding initiatives, programming standards, and practicing guidelines for early childhood education programs have been introduced (Buyssee & Wesley, 2006). Early care…

  4. The Development of Statistical Literacy Skills in the Eighth Grade: Exploring the TIMSS Data to Evaluate Student Achievement and Teacher Characteristics in the United States

    Science.gov (United States)

    Mills, Jamie D.; Holloway, Charles E.

    2013-01-01

    This study investigated the relationship between student achievement in statistics and factors at the student and teacher/classroom levels using the US 8th-grade Data and Chance content domain from the Trends in International Mathematics and Science Study, 2007 (TIMSS, 2007). Using variables that have been linked to mathematics and statistics…

  5. The effects of school policies and practices on eighth-grade science achievement: A multilevel analysis of TIMSS

    Science.gov (United States)

    Smyth, Carol Ann Mary

    Identifying the relative importance of both alterable school policies and fairly stable contextual factors as they relate to middle level science achievement, a domain of identified national concern, requires simultaneous investigation of multilevel predictors (i.e., student level and school level) specific to the grade level and academic subject area. The school level factors are predictors associated with both the school (e.g., average socioeconomic status, tracking, and instructional time) and the classroom (e.g., average academic press of peers, teacher collaboration, and instructional strategies). The current study assessed the effects of school policies, practices, and contextual factors on the science achievement of eighth grade students. These influences were considered to be both additive (i.e., influencing the mean achievement in a school after controlling for student characteristics) and interactive (i.e., affecting the relationships between student background characteristics and individual achievement). To account for the nested structure of predictors and cross level interactions among predictors, a multilevel model for middle level science achievement was estimated using hierarchical linear modeling (HLM) with data collected from eighth grade students, science teachers, and administrators in 1995 as part of the Third International Mathematics and Science Study (TIMSS). The major findings of this research suggest that although average eighth grade science achievement in a school was primarily associated with the contextual characteristics of the classroom and the school (e.g., average socioeconomic status and average academic press), both the academic differentiating influence of prior achievement and the social differentiating influence of parental education on the science achievement of eighth grade students were related not only to contextual characteristics of the classroom and the school, but also to the instructional policies of the classroom

  6. The Effect of Online Collaboration on Adolescent Sense of Community in Eighth-Grade Physical Science

    Science.gov (United States)

    Wendt, Jillian L.; Rockinson-Szapkiw, Amanda J.

    2015-10-01

    Using a quasi-experimental, nonequivalent pretest/posttest control group design, the researchers examined the effects of online collaborative learning on eighth-grade student's sense of community in a physical science class. For a 9-week period, students in the control group participated in collaborative activities in a face-to-face learning environment, whereas students in the experimental group participated in online collaborative activities using the Edmodo educational platform in a hybrid learning environment. Students completed the Classroom Community Scale survey as a pretest and posttest. Results indicated that the students who participated in the face-to-face classroom had higher overall sense of community and learning community than students who participated in collaborative activities in the online environment. Results and implications are discussed and suggestions for future research are provided.

  7. Achievement of Eighth-Grade Students in Korea on the TIMSS 2011 Assessment: Effects of Confidence in Mathematics and Engagement in Mathematics Lessons

    Science.gov (United States)

    House, J. Daniel; Telese, James A.

    2016-01-01

    Research studies have identified several factors related to mathematics achievement of students in Korea. Further, results from the Trends in International Mathematics and Science Study (TIMSS) assessments have shown that instructional practices and beliefs about mathematics were significantly associated with mathematics achievement of students in…

  8. Engagement in Science Lessons and Achievement Test Scores of Eighth-Grade Students in Korea: Findings from the TIMSS 2011 Assessment

    Science.gov (United States)

    House, J. Daniel; Telese, James A.

    2015-01-01

    Scientific literacy and student engagement in science are important components of the school curriculum in Korea. In addition, several studies from the Trends in International Mathematics and Science Study (TIMSS) assessments have identified factors associated with the learning outcomes of students in Korea. The purpose of this study was to…

  9. The Years of Uncertainty: Eighth Grade Family Life Education.

    Science.gov (United States)

    Carson, Mary, Ed.; And Others

    The family life sex education unit for eighth graders, "The Years of Uncertainty," consists of a series of daily lesson plans that span a 29-day period of one-hour class sessions. Topics covered are: problem solving, knowledge and attitudes, male and female reproductive systems, conception, pregnancy, birth, birth defects, venereal…

  10. Exposure of Seventh and Eighth Grade Urban Youth to Dentistry and Oral Health Careers.

    Science.gov (United States)

    Mayberry, Melanie E; Young, Deirdre D; Sawilowsky, Shlomo; Hoelscher, Diane

    2018-01-01

    While pipeline programs for students from underrepresented minority groups have been established at the high school and college levels, fewer programs have been developed for middle school students. In an effort to reach this cohort, the University of Detroit Mercy School of Dentistry embarked on a grassroots collaborative pipeline program with two distinct segments: Urban Impressions and Dental Imprint. Their purpose is to expose Detroit-area seventh and eighth grade students to careers in dentistry, provide oral health education, and introduce role models. The aim of this pilot study was to determine outcomes for the middle school participants in Urban Impressions (n=86) and Dental Imprint (n=68). Both segments featured hands-on dental activities at the dental school. Outcomes were assessed by pretest-posttest surveys. Across the three cohorts, a total of 86 students participated in one or more sessions, with 57 completing the pre- and post-program surveys, for a 66% response rate. The results showed that the Dental Imprint respondents' knowledge of oral health, dental admissions, and specialties increased by an average 26% over three years. The gain in knowledge for each cohort was statistically significant (pdentistry as a career following the program. These results suggest that the two segments of this program are meeting their goals of increasing middle grade students' awareness of oral health professions including dentistry and providing access to role models. Institutions may benefit from the description of strategies used by this program to address challenges related to establishing early pipeline programs.

  11. Longitudinal, reciprocal effects of social skills and achievement from kindergarten to eighth grade.

    Science.gov (United States)

    Caemmerer, Jacqueline M; Keith, Timothy Z

    2015-08-01

    Previous research suggests that students' social skills and achievement are interrelated, and some findings support bi-directional effects between the two constructs. The purpose of this research study was to estimate the possible longitudinal and reciprocal effects of social skills and achievement for kindergarten through eighth grade students. Data from the Early Childhood Longitudinal Study program were analyzed; teachers' ratings of students' social skills and students' standardized math and reading achievement performance were collected 4 and 5 times, respectively. Latent variable structural equation modeling was used to test a panel model of reciprocal, longitudinal effects of social skills and achievement. The results suggest that the effects of students' social skills and achievement are bi-directional, but the effects of students' achievement on their later social skills are stronger than the effects of social skills on achievement. The significant effects of students' social skills on their later achievement are mostly indirect. These findings suggest that the future social skills of students who struggle academically may be of particular concern to educators, and intervention and prevention efforts aimed to address both social and achievement skills may help remediate the other skill in the future. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  12. Highlights from TIMSS 2011: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context. NCES 2013-009

    Science.gov (United States)

    Provasnik, Stephen; Kastberg, David; Ferraro, David; Lemanski, Nita; Roey, Stephen; Jenkins, Frank

    2012-01-01

    The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement. TIMSS 2011 represents the fifth such study since TIMSS was first conducted in 1995. Developed and implemented at the international level by the International Association for the Evaluation of Educational Achievement…

  13. Analyzing Turkey's data from TIMSS 2007 to investigate regional disparities in eighth grade science achievement

    Science.gov (United States)

    Erberber, Ebru

    Turkey is expected to be a full member of the European Union (EU) by 2013. In the course of its integration into the EU, Turkey has been simultaneously facing access, quality, and equity issues in education. Over the past decade, substantial progress has been made on increasing the access. However, improving the country's low level of education quality and achieving equity in quality education across the regions continue to be a monumental challenge in Turkey. Most recently, results from the Trends in International Mathematics and Science Study (TIMSS) 2007 indicated that Turkey's educational achievement at the eighth grade, the end of compulsory primary education in Turkey, was far below that of other countries in the EU. Considering Turkey's long standing socioeconomic disparities between the western and eastern parts of the country, the challenges of improving overall education quality are coupled with the challenges of achieving equity in learning outcomes for students across the regions. This dissertation used data from TIMSS 2007 to document the extent of Turkey's regional differences in science achievement at the eighth grade and to investigate factors associated with these differences. Findings from a series of analyses using hierarchical linear models suggested that attempts to increase Turkish students' achievement and close the achievement gaps between regions should target the students in the undeveloped regions, particularly in Southeastern Anatolia and Eastern Anatolia. Designing interventions to improve competency in Turkish and to compensate for the shortcomings of insufficient parental education, limited home educational resources, poor school climate for academic achievement, and inadequate instructional equipment and facilities might be expected to close the regional achievement gaps as well as raise the overall achievement level in Turkey.

  14. Eighth Grade In-Service Teachers' Knowledge of Proportional Reasoning and Functions: A Secondary Data Analysis

    Science.gov (United States)

    Masters, Jessica

    2012-01-01

    A secondary data analysis was conducted using a large dataset from a study related to online professional development for eighth grade teachers of mathematics. Using this data, the paper provides a snapshot of the current state of teachers' knowledge related to proportional reasoning and functions. The paper also considers how teachers' knowledge…

  15. Television Viewing and Snacking Behaviors of Fourth- and Eighth-Grade Schoolchildren in Texas

    OpenAIRE

    Hoelscher, Deanna M.; Vader, Amanda M.; Walters, Scott T.; Harris, T. Robert

    2009-01-01

    Introduction Child and adolescent overweight is a serious health issue. Both snacking and television watching have been associated with childhood overweight, but the relationships have not been well examined in a multiethnic population. The aim of this study was to examine relationships between weekday television viewing, snack consumption, consumption of foods advertised on television, and overweight status of a multiethnic sample of fourth- and eighth-grade schoolchildren in Texas. Methods ...

  16. The understandings and meanings eight seventh and eighth grade Latinas gave to science

    Science.gov (United States)

    Parker, Carolyn Ann

    My study examined the experiences of eight seventh and eighth grade girls of Central American descent, in and out of the science classroom. The study was interpretive in design and explored the question, "How did the eight participants understand and make meaning of science?" Guided by a sociocultural perspective and a socially critical stance, I explored issues of educational access, particularly to science, mediated by the relationships and experiences formed by families, peers, science classrooms, schools, and society. Data sources included monthly individual interviews, regular focus group meetings, school observations, and interviews with teachers and family members. Findings include the importance of school science experiences that emphasize hands-on activities and the study of topics relevant to students' everyday lives. School influences that I discuss include English-as-a-Second Language learning, English language ability and its effect on classroom interactions, ability grouping, standardized testing, and teachers' instructional practices. Out-of-school influences I examine include the national science education reform movement, familial expectations, and society and the media's portrayal of science and the scientist. The implications and recommendations of the study are particularly germane to practice. Recommendations for the science classroom include a continued emphasis on hands-on science experiences that incorporate high academic expectations for all students, including second-language learners. Moreover, curriculum should be connected and relevant to students' everyday experiences. Recommendations for outside-the-science classroom include a thoughtful examination of the educational environment created by a school's tracking policy and continued support of meaningful professional development experiences for teachers. Future research and the subsequent development of theory should include a further analysis of the influence of gender, ethnicity

  17. Achievement, Engagement, and Behavior Outcomes of Youth at Risk Following a Pre-Eighth-Grade Summer Academic Enrichment Program and Participation in a School-Wide, School Year Long, Ownership, Mastery, and Grading Initiative

    Science.gov (United States)

    Alati, David K.

    2011-01-01

    No significant differences in beginning eighth-grade pretest compared to ending eighth-grade posttest California Achievement Test Normal Curve Equivalent Scores were found for youth at risk who completed a pre-eighth-grade summer academic enrichment program where comparisons for reading vocabulary t(19) = 0.46, p = 0.33 (one-tailed), d = 0.107,…

  18. USING OF READING, ENCODING, ANNOTATING, AND PONDERING (REAP TECHNIQUE TO IMPROVE STUDENTS’ READING COMPREHENSION (A Classroom Action Research at Eighth Grade Students in MTSN 1 Kota Bengkulu in Academic years 2016

    Directory of Open Access Journals (Sweden)

    Fera Zasrianita

    2017-03-01

    Full Text Available Abstract The researcher found the problem at MTSN 1 in the city of  Bengkulu at grade VIII I that students got difficulty in comprehending reading texts, and in understanding meanings of words in paragraphs, and teachers techniques  made the students bored. Therefore, the purpose of the research is to improve students’ reading comprehension through REAP techniques. The subject of the research is the students of  grade VIII I consisting of 27 students, 14 female students and 13 male students. The instruments of the research are reading tets, observation sheetteacher and the students, interview guide and that for documentary study.  The results of the research show that the  REAP teachniques are effective in improving the students’ reading comprehension. The students got involved directly and were able to cooperate with their peers during the teaching-learning process. The research was conducted in two cycles an the test was administered at the end of each cycle. From the average mean scores, it could be seen that there was improvement of the the students’ reading ability. In cycle I, the mean score was 70.5 and in cycle 2, it was 78.7,and at the Post assessment, it was  82.2. It means that the students’ mean scores has reached the research target. Thus, it can be concluded that REAPtechniques can improve the students’ readng comprehension. Kata Kunci: REAP (Reading, Encoding, Annotating, and Pondering technique, Students’ reading comprehension

  19. Understanding the Influence of Race/Ethnicity, Gender, and Class on Inequalities in Academic and Non-Academic Outcomes among Eighth-Grade Students: Findings from an Intersectionality Approach

    Science.gov (United States)

    Bécares, Laia; Priest, Naomi

    2015-01-01

    Socioeconomic, racial/ethnic, and gender inequalities in academic achievement have been widely reported in the US, but how these three axes of inequality intersect to determine academic and non-academic outcomes among school-aged children is not well understood. Using data from the US Early Childhood Longitudinal Study—Kindergarten (ECLS-K; N = 10,115), we apply an intersectionality approach to examine inequalities across eighth-grade outcomes at the intersection of six racial/ethnic and gender groups (Latino girls and boys, Black girls and boys, and White girls and boys) and four classes of socioeconomic advantage/disadvantage. Results of mixture models show large inequalities in socioemotional outcomes (internalizing behavior, locus of control, and self-concept) across classes of advantage/disadvantage. Within classes of advantage/disadvantage, racial/ethnic and gender inequalities are predominantly found in the most advantaged class, where Black boys and girls, and Latina girls, underperform White boys in academic assessments, but not in socioemotional outcomes. In these latter outcomes, Black boys and girls perform better than White boys. Latino boys show small differences as compared to White boys, mainly in science assessments. The contrasting outcomes between racial/ethnic and gender minorities in self-assessment and socioemotional outcomes, as compared to standardized assessments, highlight the detrimental effect that intersecting racial/ethnic and gender discrimination have in patterning academic outcomes that predict success in adult life. Interventions to eliminate achievement gaps cannot fully succeed as long as social stratification caused by gender and racial discrimination is not addressed. PMID:26505623

  20. Understanding the Influence of Race/Ethnicity, Gender, and Class on Inequalities in Academic and Non-Academic Outcomes among Eighth-Grade Students: Findings from an Intersectionality Approach.

    Science.gov (United States)

    Bécares, Laia; Priest, Naomi

    2015-01-01

    Socioeconomic, racial/ethnic, and gender inequalities in academic achievement have been widely reported in the US, but how these three axes of inequality intersect to determine academic and non-academic outcomes among school-aged children is not well understood. Using data from the US Early Childhood Longitudinal Study-Kindergarten (ECLS-K; N = 10,115), we apply an intersectionality approach to examine inequalities across eighth-grade outcomes at the intersection of six racial/ethnic and gender groups (Latino girls and boys, Black girls and boys, and White girls and boys) and four classes of socioeconomic advantage/disadvantage. Results of mixture models show large inequalities in socioemotional outcomes (internalizing behavior, locus of control, and self-concept) across classes of advantage/disadvantage. Within classes of advantage/disadvantage, racial/ethnic and gender inequalities are predominantly found in the most advantaged class, where Black boys and girls, and Latina girls, underperform White boys in academic assessments, but not in socioemotional outcomes. In these latter outcomes, Black boys and girls perform better than White boys. Latino boys show small differences as compared to White boys, mainly in science assessments. The contrasting outcomes between racial/ethnic and gender minorities in self-assessment and socioemotional outcomes, as compared to standardized assessments, highlight the detrimental effect that intersecting racial/ethnic and gender discrimination have in patterning academic outcomes that predict success in adult life. Interventions to eliminate achievement gaps cannot fully succeed as long as social stratification caused by gender and racial discrimination is not addressed.

  1. Understanding the Influence of Race/Ethnicity, Gender, and Class on Inequalities in Academic and Non-Academic Outcomes among Eighth-Grade Students: Findings from an Intersectionality Approach.

    Directory of Open Access Journals (Sweden)

    Laia Bécares

    Full Text Available Socioeconomic, racial/ethnic, and gender inequalities in academic achievement have been widely reported in the US, but how these three axes of inequality intersect to determine academic and non-academic outcomes among school-aged children is not well understood. Using data from the US Early Childhood Longitudinal Study-Kindergarten (ECLS-K; N = 10,115, we apply an intersectionality approach to examine inequalities across eighth-grade outcomes at the intersection of six racial/ethnic and gender groups (Latino girls and boys, Black girls and boys, and White girls and boys and four classes of socioeconomic advantage/disadvantage. Results of mixture models show large inequalities in socioemotional outcomes (internalizing behavior, locus of control, and self-concept across classes of advantage/disadvantage. Within classes of advantage/disadvantage, racial/ethnic and gender inequalities are predominantly found in the most advantaged class, where Black boys and girls, and Latina girls, underperform White boys in academic assessments, but not in socioemotional outcomes. In these latter outcomes, Black boys and girls perform better than White boys. Latino boys show small differences as compared to White boys, mainly in science assessments. The contrasting outcomes between racial/ethnic and gender minorities in self-assessment and socioemotional outcomes, as compared to standardized assessments, highlight the detrimental effect that intersecting racial/ethnic and gender discrimination have in patterning academic outcomes that predict success in adult life. Interventions to eliminate achievement gaps cannot fully succeed as long as social stratification caused by gender and racial discrimination is not addressed.

  2. Student Attitudes Toward Grades and Grading Practices.

    Science.gov (United States)

    Stallings, William M.; Leslie, Elwood K.

    The result of a study designed to assess student attitudes toward grading practices are discussed. Questionnaire responses of 3439 students in three institutions were tabulated. Responses were generally negative toward conventional grading systems. (MS)

  3. Highlights from TIMSS 2011: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context. Appendix E: Standard Error Tables. NCES 2013-009

    Science.gov (United States)

    National Center for Education Statistics, 2012

    2012-01-01

    The Trends in International Mathematics and Science Study (TIMSS) 2011 is the fifth administration of this international comparative study since 1995 when first administered. TIMSS is used to compare over time the mathematics and science knowledge and skills of fourth- and eighth-graders. TIMSS is designed to align broadly with mathematics and…

  4. THE EFFECTIVENESS OF USING CLUSTER CONNECTION TOWARDS STUDENTS’ VOCABULARY MASTERY AT THE EIGHTH GRADE OF MTs DARUL IHSAN DURI

    Directory of Open Access Journals (Sweden)

    Setiawati

    2017-12-01

    Full Text Available This study aimed to know The Effectiveness of Using Cluster Connection Towards The Students’ VocabularyMastery at The Eighth Graders at MTs Darul Ihsan Duri. Related to the object of the research, the researcher used experimental method. The design of the research was control and experiment group; pretest – posttest design. The research was conducted at MTs. Daru lIhsan Duri in the academic year 2015/2016. The population of this research was the eighth grade students of MTs Darul Ihsan Duri. The total population was 62 students. The sample of the research was class VIII.A as control class and class VIII.B as experimental class. Class VIII.A consisted of 31 students. Class VIII.B consisted of 31 students. In analyzing the research data, the researcher used Independent sampleT-Test. T-Test was used to know whether cluster connection technique is effective toward the students’ vocabulary mastery. The result of the research showed that using cluster connection technique was effective toward the students’ vocabulary mastery. Based on statistical calculation in data analysis, the researcher gave interpretation of posttest score in experiment class and the control class. From the calculation, t-test value was 2.627 and t-table was 2.00. Because t-test value (2.627 was higher than t-table (2.00, it could be concluded that alternative hypothesis (Ha was accepted and the null hypothesis (Ho was rejected. It means that teaching vocabulary by using cluster connection is effective

  5. Expedition Zenith: Experiences of eighth grade girls in a non-traditional math/science program

    Science.gov (United States)

    Ulm, Barbara Jean

    2004-11-01

    This qualitative study describes the experiences of a group of sixteen, eighth grade girls participating in a single-sex, math/science program based on gender equity research and constructivist theory. This phenomenological case study highlights the individual changes each girl perceives in herself as a result of her involvement in this program which was based at a suburban middle school just north of New York City. Described in narrative form is what took place during this single-sex program. At the start of the program the girls worked cooperatively in groups to build canoes. The canoes were then used to study a wetland during the final days of the program. To further immerse the participants into nature, the girls also camped during these final days. Data were collected from a number of sources to uncover, as fully as possible, the true essence of the program and the girls' experiences in it. The data collection methods included direct observation; in-depth, open-ended interviews; and written documentation. As a result of data collection, the girls' perceived outcomes and assessment of the program, as well as their recommendations for future math/science programs are revealed. The researcher in this study also acted as teacher, directing the program, and as participant to better understand the experiences of the girls involved in the program. Thus, unique insights could be made. The findings in this study provide insight into the learning of the participants, as well as into the relationships they formed both inside and outside of the program. Their perceived experiences and assessment of the program were then used to develop a greater understanding as to the effectiveness of this non-traditional program. Although this study echoed much of what research says about the needs of girls in learning situations, and therefore, reinforces previously accepted beliefs, it also reveals significant findings in areas previously unaddressed by gender studies. For example

  6. Television viewing and snacking behaviors of fourth- and eighth-grade schoolchildren in Texas.

    Science.gov (United States)

    Vader, Amanda M; Walters, Scott T; Harris, T Robert; Hoelscher, Deanna M

    2009-07-01

    Child and adolescent overweight is a serious health issue. Both snacking and television watching have been associated with childhood overweight, but the relationships have not been well examined in a multiethnic population. The aim of this study was to examine relationships between weekday television viewing, snack consumption, consumption of foods advertised on television, and overweight status of a multiethnic sample of fourth- and eighth-grade schoolchildren in Texas. This study is a secondary analysis of data from the School Physical Activity and Nutrition monitoring system, a validated survey with objective measures of height and weight. The sample of 11,594 children in the fourth and eighth grades was weighted to provide data representative of children in Texas public schools. Children were categorized on the basis of self-reported daily television viewing, snack consumption, and consumption of foods advertised on television. Multiple logistic regression was used to analyze, by grade level, the differences in the prevalence of overweight by category. Television viewing, frequency of snack consumption, and consumption of foods advertised on television were all positively related to one another. In general, both consuming more snacks and foods advertised on television were associated with reduced odds of overweight regardless of the amount of television watched. The results suggest that the relationships between weekday snacking behaviors and television viewing in a multiethnic population are complicated. When these behaviors are clustered, overweight status may be related more to the number of snacks consumed than to the amount of television watched. To determine the exact relationship, additional research, especially among Hispanic children, is warranted.

  7. Validity of Alternative Fitnessgram Upper Body Tests of Muscular Strength and Endurance among Seventh and Eighth Grade Males and Females

    Science.gov (United States)

    Hobayan, Kalani; Patterson, Debra; Sherman, Clay; Wiersma, Lenny

    2014-01-01

    In a society in which obesity levels have tripled in the past 30 years, the importance of increased fitness levels within the academic setting has become even more critical. The purpose of this study was to investigate the validity of alternative Fitnessgram upper body tests of muscular strength and endurance among seventh and eighth grade males…

  8. Eighth Grade Social Studies. An Experimental Program in Geography and Anthropology.

    Science.gov (United States)

    Hanson, James; And Others

    GRADES OR AGES: Grade 8. SUBJECT MATTER: Geography and Anthropology. ORGANIZATION AND PHYSICAL APPEARANCE: The introductory material includes descriptions of geography and anthropology as disciplines, the basic course objectives, techniques for evaluating objectives and a student self-evaluation form. The guide covers six units: 1) "What Kind of…

  9. Analysis Critical Thinking Stage of Eighth Grade in PBL-Scaffolding Setting To Solve Mathematical Problems

    OpenAIRE

    Nur Aisyah Isti; Arief Agoestanto; Ary Woro Kurniasih

    2017-01-01

    The purpose of this research was described critical thinking stage of students grade VIII in setting PBL and scaffolding to solve mathematics problems. Critical thinking stage consists of clarification, assesment, inference, and strategy/tactics. The subject were teo students in the level of capacity to think critical (uncritical, less critical, quite critical, and critical). So that this research subject was 8 students in VIII A One State Junior High School of Temanggung. The result showed a...

  10. Determination of the Relationship between 8th Grade Students Learning Styles and TIMSS Mathematics Achievement

    Science.gov (United States)

    Yilmaz, Gül Kaleli; Koparan, Timur; Hanci, Alper

    2016-01-01

    In this study, it is aimed to determination of the relationship between learning styles and TIMSS mathematics achievements of eighth grade students. Correlational research design that is one of the quantitative research methods, was used in this study. The sample of the research consists of 652 8th grade students 347 are male and 305 are female…

  11. Do mathematics textbooks cultivate shallow teaching? Applying the TIMSS Video Study criteria to Australian eighth-grade mathematics textbooks

    Science.gov (United States)

    Vincent, Jill; Stacey, Kaye

    2008-04-01

    Australian eighth-grade mathematics lessons were shown by the 1999 TIMSS Video Study to use a high proportion of problems of low procedural complexity, with considerable repetition, and an absence of deductive reasoning. Using definitions from the Video Study, this study re-investigated this `shallow teaching syndrome' by examining the problems on three topics in nine eighth-grade textbooks from four Australian states for procedural complexity, type of solving processes, degree of repetition, proportion of `application' problems and proportion of problems requiring deductive reasoning. Overall, there was broad similarity between the characteristics of problems in the textbooks and in the Australian Video Study lessons. There were, however, considerable differences between textbooks and between topics within textbooks. In some books, including the best-selling textbooks in several states, the balance is too far towards repetitive problems of low procedural complexity.

  12. Physical activity behavior and related characteristics of highly active eighth-grade girls.

    Science.gov (United States)

    Taverno Ross, Sharon E; Dowda, Marsha; Beets, Michael W; Pate, Russell R

    2013-06-01

    Although girls are generally less physically active than boys, some girls regularly engage in high levels of physical activity (PA); however, very little is known about these girls and how they differ from those who are less physically active. This study examined the PA behavior and related characteristics of highly active adolescent girls and compared them with those who are less active. Data from 1,866 eighth-grade girls from six field centers across the United States participating in the Trial of Activity for Adolescent Girls (TAAG) were included in the present analysis. Mixed-model analysis of variance examined differences in sociodemographic, anthropometric, psychosocial, and physical activity (accelerometry and self-report) variables between high- and low-active girls; effect sizes were calculated for the differences. High-active girls were taller, had lower body mass indices and body fat, and were less sedentary. High-active girls scored higher on self-efficacy, enjoyment of PA, self-management strategies, outcome-expectancy value, and support from family and friends than low-active girls. Low-active girls participated in more leisure time and educational sedentary activities than high-active girls. High-active girls participated in more PA classes/lessons outside of school, team sports, and individual sports. They were also more likely to participate in sports in an organized setting in the community or at school than low-active girls. Health promotion efforts should focus on decreasing the amount of time girls spend in sedentary activities and replacing that time with organized PA opportunities; such efforts should seek to minimize perceived barriers and increase self-efficacy and support for PA. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  13. Socio-Cognitive Correlates to School Achievement Using the TEMAS (Tell-Me-A-Story) Culturally Sensitive Test with Sixth, Seventh and Eighth Grades At Risk Puerto Rican Students.

    Science.gov (United States)

    Cardalda, Elsa B.; Costantino, Giuseppe

    The Tell-Me-A-Story (TEMAS) Culturally Sensitive Test was administered to 74 Puerto Rican students in a New York City school in order to measure such personality resources as conflict resolution skills and cognitive structuring of narratives. The resulting data was used to examine the degree to which these early adolescents' personality resources…

  14. The Effects of the Children Having Incarcerated Parents Succeeding Group on Delinquent Behavior, Academic Achievement, Self-Esteem, Attendance and Aggressive Behavior with Seventh and Eighth Grade Students Who Have Incarcerated Parents or Guardians

    Science.gov (United States)

    King-White, Dakota L.

    2012-01-01

    A sample of middle school students was investigated to determine whether an intervention group called Children Having Incarcerated Parents (C.H.I.P.S.; King-White & Lipford-Sanders, 2007) was an effective intervention for delinquent behavior, academic achievement, self-esteem, attendance, and aggressive behavior in children of incarcerated…

  15. Using Dynamic Geometry Software to Improve Eight Grade Students' Understanding of Transformation Geometry

    Science.gov (United States)

    Guven, Bulent

    2012-01-01

    This study examines the effect of dynamic geometry software (DGS) on students' learning of transformation geometry. A pre- and post-test quasi-experimental design was used. Participants in the study were 68 eighth grade students (36 in the experimental group and 32 in the control group). While the experimental group students were studying the…

  16. THE PERCEPTIONS OF PRIMARY EDUCATION EIGHTH GRADE STUDENTS TOWARDS “EARTHQUAKE”: A PHENOMENOGRAPHIC ANALYSIS İLKÖĞRETİM SEKİZİNCİ SINIF ÖĞRENCİLERİNİN “DEPREM” KAVRAMINI ALGILAMALARI: FENOMENOGRAFİK BİR ANALİZ

    Directory of Open Access Journals (Sweden)

    Fatih AYDIN

    2010-07-01

    Full Text Available The purpose of this research is to define and explain how eighth grade students’ perceive “earthquake” concept using phenomenographic research methods. The research group of the study is comprised of 480 eighth grade students in four cities (Ankara, Antalya and Karabük in Turkey. The data of the research was gathered by students’ completing “In my opinion Earthquake is .....” or “Earthquake means………..according to me” statements. After phenomenographic analysis “6 different global warming definition categories” were determined. These definition categories are; (1 Earthquake is a natural disaster, (2 Earthquake is shaking of the earth, (3 Earthquake is destruction of the buildings and people’s death, (4 Earthquake is a disaster that its effects can be reduced when necessary precautions taken, (5 Earthquake related to earth’s crust and faulty lines, (6 Earthquake is energy release caused by the plate movements. Implications of these findings were discussed and evaluated terms of earthquake education. Bu araştırmanın amacı, ilköğretim sekizinci sınıf öğrencilerinin “Deprem” kavramını nasıl algıladıklarını fenomenografik araştırma yöntemlerini kullanarak tanımlamak ve açıklamaktır. Araştırmanın evrenini Türkiye’deki ilköğretim sekizinci sınıf öğrencileri, örneklemini ise Türkiye’deki 3 ilde (Ankara, Antalya ve Karabük öğrenim gören toplam 480 ilköğretim sekizinci sınıf öğrencisi oluşturmaktadır. Araştırmanın verileri öğrencilerin “Bana göre deprem… demektir” veya “Depremin… anlamına geldiğini düşünüyorum” cümlesini tamamlamasıyla elde edilmiştir. Yapılan fenomenografik analiz sonucunda “6 farklı deprem tanımlama kategorisi” belirlenmiştir. Bu tanımlama kategorileri şunlardır: (1 Deprem, bir doğal afettir, (2 Deprem yerin sallanmasıdır, (3 Deprem, binaların yıkılması ve insanların ölmesidir, (4 Deprem gerekli

  17. Analysis Critical Thinking Stage of Eighth Grade in PBL-Scaffolding Setting To Solve Mathematical Problems

    Directory of Open Access Journals (Sweden)

    Nur Aisyah Isti

    2017-03-01

    Full Text Available The purpose of this research was described critical thinking stage of students grade VIII in setting PBL and scaffolding to solve mathematics problems. Critical thinking stage consists of clarification, assesment, inference, and strategy/tactics. The subject were teo students in the level of capacity to think critical (uncritical, less critical, quite critical, and critical. So that this research subject was 8 students in VIII A One State Junior High School of Temanggung. The result showed a description (1 critical thinking stage of students in setting PBL, in clarification the higher level of capacity to think critical students, students can identification information from question fully, can identificatio problem became detailed, and can explored the relationship among the information; (2 a strategy of scaffolding were given by critical thinking stage and TKBK, in assesment, scaffolding had given was given hint/key classically; and (3 transformation characteristic of the critical thinking stage of students after given scaffolding, it because of habituation in setting PBL and scaffolding.

  18. THE EFFECTIVENESS OF USING CLUSTER CONNECTION TOWARDS STUDENTS’ VOCABULARY MASTERY AT THE EIGHTH GRADE OF MTs DARUL IHSAN DURI

    Directory of Open Access Journals (Sweden)

    setiawati setiawati

    2017-12-01

    Full Text Available Penelitian ini bertujuan mengetahui keefektifan penggunaan cluster connection terhadap penguasaan kosakata siswa pada siswa kelas 8 MTs Darul Ihsan Duri. Behubungan dengan objek penelitian, peneliti menggunakan metode eksperimen. Model penelitiannya adalah kelompok pretest--post test untuk kelas control dan eksperimen. Penelitian ini diadakan pada MTs Darul Ihsan Duri pada tahun akademik 2015/2016. Populasi penelitian ini adalah kelas 8 MTs Darul Ihsan Duri pada tahun akademik 2015/2016. Total populasi penelitian adalah 62 siswa. Sampel penelitian ini adalah kelas VIII.A sebagai kelas kontrol, dan VIII.B sebagai kelas eksperimen. Kelas VIII.A terdiri atas 31 siswa. Kelas VIII.B terdiri atas 31 siswa. Dalam menganalisis data peneliti menggunakan Independent Sample T-Test. T-Test digunakan untuk mengetahui apakah teknik cluster connection effektif terhadap penguasaaan kosakata siswa. Hasil penelitian menunjukan bahwa penggunaan teknik cluster connection efektif terhadap penguasaaan kosakata siswa. Berdasarkan perhitungan statistic dalam menganalisis data peneliti memberikan tafsiran skor postest pada kelas eksperimen dan kelas kontrol. Dari perhitungan, t-test adalah 2.627 dan t-table adalah 2.00. karena nilai t-test (2.627 lebih tinggi dari pada t-table (2.00. Berdasarkan hasil penelitian, dapat disimpulkan bahwa alternative hipotesis (Ha diterima dan hipotesis null (Ho ditolak. Ini berarti pengajaran kosakata dengan teknik cluster connection adalah efektif.   This study aimed to know The Effectiveness of Using Cluster Connection Towards The Students’ VocabularyMastery at The Eighth Graders at MTs Darul Ihsan Duri. Related to the object of the research, the researcher used experimental method. The design of the research was control and experiment group; pretest – posttest design. The research was conducted at MTs. Daru lIhsan Duri in the academic year 2015/2016. The population of this research was the eighth grade students of MTs Darul Ihsan

  19. Predicting weight status stability and change from fifth grade to eighth grade: the significant role of adolescents' social-emotional well-being.

    Science.gov (United States)

    Chang, Yiting; Gable, Sara

    2013-04-01

    The primary objective of this study was to predict weight status stability and change across the transition to adolescence using parent reports of child and household routines and teacher and child self-reports of social-emotional development. Data were from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), a nationally representative sample of children who entered kindergarten during 1998-1999 and were followed through eighth grade. At fifth grade, parents reported on child and household routines and the study child and his/her primary classroom teacher reported on the child's social-emotional functioning. At fifth and eighth grade, children were directly weighed and measured at school. Nine mutually-exclusive weight trajectory groups were created to capture stability or change in weight status from fifth to eighth grade: (1) stable obese (ObeSta); (2) obese to overweight (ObePos1); (3) obese to healthy (ObePos2); (4) stable overweight (OverSta); (5) overweight to healthy (OverPos); (6) overweight to obese (OverNeg); (7) stable healthy (HelSta); (8) healthy to overweight (HelNeg1); and (9) healthy to obese (HelNeg2). Except for breakfast consumption at home, school-provided lunches, nighttime sleep duration, household and child routines did not predict stability or change in weight status. Instead, weight status trajectory across the transition to adolescence was significantly predicted by measures of social-emotional functioning at fifth grade. Assessing children's social-emotional well-being in addition to their lifestyle routines during the transition to adolescence is a noteworthy direction for adolescent obesity prevention and intervention. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  20. Attendance Policies and Student Grades

    Science.gov (United States)

    Risen, D. Michael

    2007-01-01

    The details described in this case study examine the issues related to attendance policies and how such policies might be legally used to affect student grades. Concepts discussed should cause graduate students in educational administration to reflect on the issues presented from various points of view when the students complete an analysis of the…

  1. An examination of gender bias on the eighth-grade MEAP science test as it relates to the Hunter Gatherer Theory of Spatial Sex Differences

    Science.gov (United States)

    Armstrong-Hall, Judy Gail

    The purpose of this study was to apply the Hunter-Gatherer Theory of sex spatial skills to responses to individual questions by eighth grade students on the Science component of the Michigan Educational Assessment Program (MEAP) to determine if sex bias was inherent in the test. The Hunter-Gatherer Theory on Spatial Sex Differences, an original theory, that suggested a spatial dimorphism concept with female spatial skill of pattern recall of unconnected items and male spatial skills requiring mental movement. This is the first attempt to apply the Hunter-Gatherer Theory on Spatial Sex Differences to a standardized test. An overall hypothesis suggested that the Hunter-Gatherer Theory of Spatial Sex Differences could predict that males would perform better on problems involving mental movement and females would do better on problems involving the pattern recall of unconnected items. Responses to questions on the 1994-95 MEAP requiring the use of male spatial skills and female spatial skills were analyzed for 5,155 eighth grade students. A panel composed of five educators and a theory developer determined which test items involved the use of male and female spatial skills. A MANOVA, using a random sample of 20% of the 5,155 students to compare male and female correct scores, was statistically significant, with males having higher scores on male spatial skills items and females having higher scores on female spatial skills items. Pearson product moment correlation analyses produced a positive correlation for both male and female performance on both types of spatial skills. The Hunter-Gatherer Theory of Spatial Sex Differences appears to be able to predict that males could perform better on the problems involving mental movement and females could perform better on problems involving the pattern recall of unconnected items. Recommendations for further research included: examination of male/female spatial skill differences at early elementary and high school levels to

  2. Just as smart but not as successful: obese students obtain lower school grades but equivalent test scores to nonobese students.

    Science.gov (United States)

    MacCann, C; Roberts, R D

    2013-01-01

    The obesity epidemic in industrialized nations has important implications for education, as research demonstrates lower academic achievement among obese students. The current paper compares the test scores and school grades of obese, overweight and normal-weight students in secondary and further education, controlling for demographic variables, personality, ability and well-being confounds. This study included 383 eighth-grade students (49% female; study 1) and 1036 students from 24 community colleges and universities (64% female, study 2), both drawn from five regions across the United States. In study 1, body mass index (BMI) was calculated using self-reports and parent reports of weight and height. In study 2, BMI was calculated from self-reported weight and height only. Both samples completed age-appropriate assessments of mathematics, vocabulary and the personality trait conscientiousness. Eighth-grade students additionally completed a measure of life satisfaction, with both self-reports and parent reports of their grades from the previous semester also obtained. Higher education students additionally completed measures of positive and negative affect, and self-reported their grades and college entrance scores. Obese students receive significantly lower grades in middle school (d=0.83), community college (d=0.34) and university (d=0.36), but show no statistically significant differences in intelligence or achievement test scores. Even after controlling for demographic variables, intelligence, personality and well-being, obese students obtain significantly lower grades than normal-weight students in the eighth grade (d=0.39), community college (d=0.42) and university (d=0.31). Lower grades may reflect peer and teacher prejudice against overweight and obese students rather than lack of ability among these students.

  3. The TIMSS Videotape Classroom Study: Methods and Findings from an Exploratory Research Project on Eighth-Grade Mathematics Instruction in Germany, Japan, and the United States. A Research and Development Report.

    Science.gov (United States)

    Stigler, James W.; Gonzales, Patrick; Kwanaka, Takako; Knoll, Steffen; Serrano, Ana

    This report presents the methods and preliminary findings of the Videotape Classroom Study, a video study of eighth-grade mathematics lessons in Germany, Japan, and the United States. This exploratory research project is part of the Third International Mathematics and Science Study (TIMSS). The study included 231 eighth-grade mathematics…

  4. Calculating Student Grades.

    Science.gov (United States)

    Allswang, John M.

    1986-01-01

    This article provides two short microcomputer gradebook programs. The programs, written in BASIC for the IBM-PC and Apple II, provide statistical information about class performance and calculate grades either on a normal distribution or based on teacher-defined break points. (JDH)

  5. The TIMSS Videotape Classroom Study: Methods and Findings from an Exploratory Research Project on Eighth-Grade Mathematics Instruction in Germany, Japan, and the United States.

    Science.gov (United States)

    Stigler, James W.; Gonzales, Patrick; Kawanaka, Takako; Knoll, Steffen; Serrano, Ana

    1999-01-01

    Describes the methods and preliminary findings of the Videotape Classroom Study, a video survey of eighth-grade mathematics lessons in Germany, Japan, and the United States. Part of the Third International Mathematics and Science study, this research project is the first study of videotaped records from national probability samples. (SLD)

  6. You and Man in the Western World. A Cultural Approach. Eighth Grade Social Studies.

    Science.gov (United States)

    Parsippany - Troy Hills Board of Education, Parsippany, NJ.

    GRADES OR AGES: Grade 8. SUBJECT MATTER: Social Studies--You and Man in the Western World. ORGANIZATION AND PHYSICAL APPEARANCE: The guide contains five units: 1) cultural orientation; 2) social studies dimensions in Western Europe; 3) social studies dimensions in Eastern Europe and Soviet Union; 4) social studies dimensions in Latin America; and…

  7. The Influence of Mind Mapping on Eighth Graders' Science Achievement

    Science.gov (United States)

    Abi-El-Mona, Issam; Adb-El-Khalick, Fouad

    2008-01-01

    This study assessed the influence of using mind maps as a learning tool on eighth graders' science achievement, whether such influence was mediated by students' prior scholastic achievement, and the relationship between students' mind maps and their conceptual understandings. Sixty-two students enrolled in four intact sections of a grade 8 science…

  8. Multiple Epistemological Coherences in an Eighth-Grade Discussion of the Rock Cycle

    Science.gov (United States)

    Rosenberg, Seth; Hammer, David; Phelan, Jessica

    2006-01-01

    Research on personal epistemologies (Hofer & Pintrich, 2002) has mostly conceptualized them as stable beliefs or stages of development. On these views, researchers characterize individual students' epistemologies with single, coherent descriptions. Evidence of variability in student epistemologies, however, suggests the need for more complex…

  9. Solar Panels and Alternative Energy in the Eighth-Grade Classroom

    Science.gov (United States)

    Buck, Laura

    2010-01-01

    In this solar panels and alternative energy project, students were challenged to develop a researchable question about solar energy and electronics and devise a means of answering it. Students worked cooperatively, with specific roles for each member, conducting research, conducting experiments, analyzing results, and writing the final…

  10. Exploring differential item functioning (DIF) with the Rasch model: a comparison of gender differences on eighth grade science items in the United States and Spain.

    Science.gov (United States)

    Babiar, Tasha Calvert

    2011-01-01

    Traditionally, women and minorities have not been fully represented in science and engineering. Numerous studies have attributed these differences to gaps in science achievement as measured by various standardized tests. Rather than describe mean group differences in science achievement across multiple cultures, this study focused on an in-depth item-level analysis across two countries: Spain and the United States. This study investigated eighth-grade gender differences on science items across the two countries. A secondary purpose of the study was to explore the nature of gender differences using the many-faceted Rasch Model as a way to estimate gender DIF. A secondary analysis of data from the Third International Mathematics and Science Study (TIMSS) was used to address three questions: 1) Does gender DIF in science achievement exist? 2) Is there a relationship between gender DIF and characteristics of the science items? 3) Do the relationships between item characteristics and gender DIF in science items replicate across countries. Participants included 7,087 eight grade students from the United States and 3,855 students from Spain who participated in TIMSS. The Facets program (Linacre and Wright, 1992) was used to estimate gender DIF. The results of the analysis indicate that the content of the item seemed to be related to gender DIF. The analysis also suggests that there is a relationship between gender DIF and item format. No pattern of gender DIF related to cognitive demand was found. The general pattern of gender DIF was similar across the two countries used in the analysis. The strength of item-level analysis as opposed to group mean difference analysis is that gender differences can be detected at the item level, even when no mean differences can be detected at the group level.

  11. Examining Heterogeneity in the Effect of Taking Algebra in Eighth Grade

    Science.gov (United States)

    Rickles, Jordan H.

    2013-01-01

    Increased access to algebra was a focal point of the National Mathematics Advisory Panel's 2008 report on improving mathematics learning in the United States. Past research found positive effects for early access to algebra, but the focus on average effects may mask important variation across student subgroups. The author addresses whether these…

  12. All Female Education: Self Image and Academic Success of Fourth through Eighth Grade Girls.

    Science.gov (United States)

    Heffernan, Erin J.

    This study examines how young women in single sex institutions perceive their educational experience in four categories: academics, resources, participation, and self-image. When investigating whether there are advantages in all female education, it is important to consider student perceptions within these all female schools. This study was…

  13. My Website Reads at an Eighth Grade Level: Why Plain Language Benefits Your Users (and You)

    Science.gov (United States)

    Skaggs, Danielle

    2017-01-01

    Writing in plain language aims to help users find what they need and ensures that the information is both useful and understandable. This is key for distance students whose primary library interaction may be with the library Website. A mix of user research and readability scores can be used to measure whether content is findable, useful, and…

  14. Where students turn into teachers: the eighth Inverted CERN School of Computing

    CERN Multimedia

    2015-01-01

    For the eighth time since 2005, the CERN School of Computing (CSC) has organised its inverted school, which will take place at CERN on 23 and 24 February 2015, in the IT Auditorium (Room 31/3-004).   The idea for inverted CSCs stemmed from the observation that at regular CSCs it is common to find students in the room who know more on a particular (advanced) topic than the lecturer. So why not try and exploit this and turn the students into teachers? CSC2014 students made proposals via an electronic discussion forum, from which a programme was designed. This year’s programme focuses on challenging and innovative topics, including: the evolution of processor architectures, the growing complexity of CPUs and its impact on the software landscape, exploring clustering and data processing, the importance of message passing in high-performance computing, the development of applications across heterogeneous systems. There will be also lectures on applied computing used in the simulation of lon...

  15. Enhancing Eight Grade Students' Scientific Conceptual Change and Scientific Reasoning through a Web-Based Learning Program

    Science.gov (United States)

    Liao, Ya-Wen; She, Hsiao-Ching

    2009-01-01

    This study reports the impacts of the Scientific Concept Construction and Reconstruction (SCCR) digital learning system on eighth grade students' concept construction, conceptual change, and scientific reasoning involving the topic of "atoms". A two-factorial experimental design was carried out to investigate the effects of the approach…

  16. Exploring differential item functioning (DIF) with the Rasch model: A comparison of gender differences on eighth-grade science items in the United States and Spain

    Science.gov (United States)

    Calvert, Tasha

    Despite the attention that has been given to gender and science, boys continue to outperform girls in science achievement, particularly by the end of secondary school. Because it is unclear whether gender differences have narrowed over time (Leder, 1992; Willingham & Cole, 1997), it is important to continue a line of inquiry into the nature of gender differences, specifically at the international level. The purpose of this study was to investigate gender differences in science achievement across two countries: United States and Spain. A secondary purpose was to demonstrate an alternative method for exploring gender differences based on the many-faceted Rasch model (1980). A secondary analysis of the data from the Third International Mathematics and Science Study (TIMSS) was used to examine the relationship between gender DIF (differential item functioning) and item characteristics (item type, content, and performance expectation) across both countries. Nationally representative samples of eighth grade students in the United States and Spain who participated in TIMSS were analyzed to answer the research questions in this study. In both countries, girls showed an advantage over boys on life science items and most extended response items, whereas boys, by and large, had an advantage on earth science, physics, and chemistry items. However, even within areas that favored boys, such as physics, there were items that were differentially easier for girls. In general, patterns in gender differences were similar across both countries although there were a few differences between the countries on individual items. It was concluded that simply looking at mean differences does not provide an adequate understanding of the nature of gender differences in science achievement.

  17. The Study of the Use of Picture Descriptions in Enhancing Communication Skills among the 8th- Grade Students--Learners of English as a Foreign Language

    Science.gov (United States)

    Lavalle, Pamela I.; Briesmaster, Mark

    2017-01-01

    Teachers of English as a foreign language (EFL) encourage students to take a more active role in the oral activities in the classroom through different strategies. This study examines the use of picture descriptions as a strategy to develop and enhance communication skills among the eighth-grade students attending a private English school in…

  18. Finding Our Way: Eighth Graders Explore Social Networking Sites

    Science.gov (United States)

    Leland, Chris; Ociepka, Anne; Kuonen, Kate

    2012-01-01

    As adolescents spend more and more time engaging in various on line activities, teachers are questioning the role that language arts curricula might play in helping them become savvy technology users. In this study, an eighth-grade teacher responded to her students' unauthorized participation on MySpace[TM] by initiating an inquiry into social…

  19. Fifth Grade Elementary Students' Conceptions of Earthquakes

    Science.gov (United States)

    Savasci, Funda; Uluduz, Hatice

    2013-01-01

    This study intends to investigate the fifth grade students' conceptions of earthquakes. Twenty two grade 5 students (11-12 years old) from five different elementary schools in Istanbul voluntarily participated in the study. Data were collected from semi-structured interviews with each participant. Six interview questions were designed by…

  20. Resource Allocation Patterns and Student Achievement

    Science.gov (United States)

    James, Lori; Pate, James; Leech, Donald; Martin, Ellice; Brockmeier, Lantry; Dees, Elizabeth

    2011-01-01

    This quantitative research study was designed to examine the relationship between system resource allocation patterns and student achievement, as measured by eighth grade Criterion-Referenced Competency Test (CRCT) mathematics, eighth grade CRCT reading, eleventh grade Georgia High School Graduation Test (GHSGT) mathematics, eleventh grade and…

  1. The Effects of Teacher Collective Responsibility on the Mathematics Achievement of Students Who Repeat Algebra

    Science.gov (United States)

    Morales-Chicas, Jessica; Agger, Charlotte

    2017-01-01

    In this article, the authors use the national High School Longitudinal Study of 2009 (HSLS:09) dataset to explore (a) if repeating algebra in the eighth grade was associated with overall mathematics grades and course-taking patterns by twelfth grade, (b) if repeating algebra in the eighth grade was associated with students' final grade in algebra,…

  2. A content analysis of sixth-grade, seventh-grade, and eighth-grade science textbooks with regard to the nature of science

    Science.gov (United States)

    Phillips, Marianne C.

    Science teachers rely heavily on their textbooks; for many, it is the only curriculum they use (Weiss, 1993). Therefore, it is important these materials convey an accurate conception of the nature of science. Science for All Americans (AAAS, 1990) and the National Science Education Standards (NRC, 1996) call for teaching students about the nature of science. Including the nature of science throughout science textbooks will produce scientifically literate citizens (Driver and others, 1993) with an improved ability to make informed decisions (McComas, 1998). Teaching the nature of science supports the successful learning of science content and process (Driver and others, 1996), and bridges the gap between the two cultures of practicing scientists and school science (Sorsby, 2000). Do middle school science textbooks provide a balanced presentation of the nature of science throughout their text? To determine the answer, this investigation used a content analysis technique to analyze a random sample from the introduction chapter and the rest of the textbook chapters from twelve middle school science textbooks for the four aspects of the nature of science (Chiappetta, Fillman, & Sethna, 2004). Scoring procedures were used to determine interrater agreement using both Cohen's kappa (kappa) and Krippendorff's alpha (alpha). Kappa values were determined to be fair to excellent beyond chance among the three coders. The resulting values for Krippendorff's alpha ranged from acceptable (alpha > .80) to unacceptable (alpha imbalance is providing students with a rudimentary and fragmented view of how science works, despite the fact that science impacts every aspect of life (McComas, 1998). Given the impact of textbooks on learning, it is recommended that teachers be informed of these shortcomings to enable them to supplement content where it is lacking.

  3. Using interviews to understand the assignment mechanism in a nonexperimental study: the case of eighth grade algebra.

    Science.gov (United States)

    Rickles, Jordan H

    2011-10-01

    Many inquiries regarding the causal effects of policies or programs are based on research designs where the treatment assignment process is unknown, and thus valid inferences depend on tenuous assumptions about the assignment mechanism. This article draws attention to the importance of understanding the assignment mechanism in policy and program evaluation studies, and illustrates how information collected through interviews can develop a richer understanding of the assignment mechanism. Focusing on the issue of student assignment to algebra in 8th grade, I show how a preliminary data collection effort aimed at understanding the assignment mechanism is particularly beneficial in multisite observational studies in education. The findings, based on ten interviews and administrative data from a large school district, draw attention to the often ignored heterogeneity in the assignment mechanism across schools. These findings likely extend beyond the current research project in question to related educational policy issues such as ability grouping, tracking, differential course taking, and curricular intensity, as well as other social programs in which the assignment mechanism can differ across sites.

  4. Planning and Revising Written Arguments: The Effects of Two Text Structure-Based Interventions on Persuasiveness of 8th-Grade Students' Essays

    Science.gov (United States)

    Midgette, Ekaterina; Haria, Priti

    2016-01-01

    The purpose of the study was to investigate the effects of two comprehensive argumentative writing interventions--Text Structure Instruction (TSI) and Text Structure Revision Instruction (TSRI)--on the eighth-grade students' ability to compose convincing essays that include structural elements of argumentative discourse. Both treatment groups…

  5. Grade Level Differences in High School Students' Conceptions of and Motives for Learning Science

    Science.gov (United States)

    Wang, Ya-Ling; Tsai, Chin-Chung

    2017-08-01

    Students' conceptions of learning science and their relations with motive for learning may vary as the education level increases. This study aimed to compare the quantitative patterns in students' conceptions of learning science (COLS) and motives for learning science (MLS) across grade levels by adopting two survey instruments. A total of 768 high school students were surveyed in Taiwan, including 204 eighth graders, 262 tenth graders, and 302 12th graders. In the current research, memorizing, testing, and calculating and practicing were categorized as reproductive conceptions of learning science, while increase of knowledge, applying, understanding and seeing-in-a-new-way were regarded as constructivist conceptions. The results of multivariate analyses of variance (MANOVA) revealed that conceptions of learning science are more constructivist as education level increases. Both tenth graders and 12th graders endorsed understanding, seeing-in-a-new-way, and the constructivist COLS composite more strongly than the eighth graders did. In addition, the results of multigroup structural equation modeling (SEM) analysis indicated that the positive relations between testing and reproductive COLS were stronger as the grade level increased, while the negative relations between reproductive COLS and deep motive were tighter with the increase in grade level.

  6. An Evaluation of Integrated Curriculum as It Exists in Mathematics and Science SSS as Well as the Subsequent Supportive Presentation of Those Standards in Eighth Grade Mathematics and Science Textbooks

    Science.gov (United States)

    Gill, Clara Joanne Schneberger

    2010-01-01

    This study attempted to verify points of intersection (POIs) between mathematics and science in the eighth grade Sunshine State Standards (SSS), and to develop a valid and reliable instrument to evaluate these POIs as they were presented in the respective mathematics and science textbooks approved for use in Florida public schools. Shannon and…

  7. Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K): Combined User's Manual for the ECLS-K Eighth-Grade and K-8 Full Sample Data Files and Electronic Codebooks. NCES 2009-004

    Science.gov (United States)

    Tourangeau, Karen; Nord, Christine; Le, Thanh; Sorongon, Alberto G.; Najarian, Michelle

    2009-01-01

    This manual provides guidance and documentation for users of the eighth-grade data of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). It begins with an overview of the ECLS-K study. Subsequent chapters provide details on the instruments and measures used, the sample design, weighting procedures, response rates, data…

  8. Developing Middle Grades Students' MP3

    Science.gov (United States)

    Tassell, Janet; Stobaugh, Rebecca; Sheffield, Linda

    2011-01-01

    Middle grades are a critical time for capturing the interest and imagination and developing the potential of mathematically promising students. This is a time for students to make sense of mathematics, build a solid foundation and enthusiasm, and set the course for the highest levels of mathematics in the future. This is a time to explore their…

  9. Reading Comprehension, Learning Styles, and Seventh Grade Students

    Science.gov (United States)

    Williams, Judy

    2010-01-01

    Reading is a basic life skill. Unfortunately, in 2007, only 29% of all eighth graders were able to comprehend at or above a proficient reading comprehension level. Sensory learning styles (kinesthetic, tactile, auditory, and visual) affect the way that students prefer to learn and the areas in which they will have difficulty learning. This study…

  10. Does Relative Grading help Male Students?

    DEFF Research Database (Denmark)

    Czibor, Eszter; Onderstal, Sander; Sloof, Randolph

    The provision of non-pecuniary incentives in education is a topic that has received much scholarly attention lately. Our paper contributes to this discussion by investigating the effectiveness of grade incentives in increasing student performance. We perform a direct comparison of the two most co...

  11. On-Demand Grades: The Effect of Online Grade Book Access on Student Mastery and Performance Goal Orientations, Grade Orientation, Academic Self Efficacy, and Grades

    Science.gov (United States)

    Seldow, Adam Lowell

    2010-01-01

    With the widespread growth of broadband Internet access, teachers, and in many cases, schools and school districts are transitioning from traditional paper-based grade books to student accessible online (Web-based) grade books. Online grade books offer students 24/7, on demand access to grades and various other student data, and have the potential…

  12. Association of Grade Configuration with School Climate for 7th and 8th Grade Students

    Science.gov (United States)

    Malone, Marisa; Cornell, Dewey; Shukla, Kathan

    2017-01-01

    Educational authorities have questioned whether middle schools provide the best school climate for 7th and 8th grade students, and proposed that other grade configurations such as K-8th grade schools may provide a better learning environment. The purpose of this study was to compare 7th and 8th grade students' perceptions of 4 key features of…

  13. Arts Voices: Middle School Students and the Relationships of the Arts to Their Motivation and Self-Efficacy

    Science.gov (United States)

    Moorefield-Lang, Heather M.

    2010-01-01

    This study explores the question "Does arts education have a relationship to eighth-grade rural middle school students' motivation and self-efficacy?" Student questionnaires, focus-group interviews, and follow-up interviews were data collection methods used with 92 eighth-grade middle school students. Strong emphasis was placed on gathering…

  14. Gender and Minority Achievement Gaps in Science in Eighth Grade: Item Analyses of Nationally Representative Data. Research Report. ETS RR-17-36

    Science.gov (United States)

    Qian, Xiaoyu; Nandakumar, Ratna; Glutting, Joseoph; Ford, Danielle; Fifield, Steve

    2017-01-01

    In this study, we investigated gender and minority achievement gaps on 8th-grade science items employing a multilevel item response methodology. Both gaps were wider on physics and earth science items than on biology and chemistry items. Larger gender gaps were found on items with specific topics favoring male students than other items, for…

  15. The Perceptions of STEM from Eighth-Grade African-American Girls in a High-Minority Middle School

    Science.gov (United States)

    Hare, LaChanda N.

    Even with the existence of STEM curriculum and STEM programs that target women and minorities, African-American females still lag behind other ethnic groups in STEM fields. Reasons for the underrepresentation of females in STEM fields can be traced back to the early years of schooling. The purpose of this study was to identify the factors that impact African-American females' perspectives of STEM subjects and STEM careers. An explanatory sequential mixed-methods approach was used for data collection with a survey, focus group, and interview. Forty male (N=12) and female (N=28) students from different ethnic groups were surveyed. The focus group and interview sessions consisted of 21 African-American females from two distinct groups: those enrolled in the school's STEM program (STEM) and those who were not enrolled in the STEM program (Non-STEM). The self-efficacy theory and social cognitive career theory served as the theoretical constructs guiding the data analysis. Multiple regression results showed that outcome expectation and personal disposition had the greatest influence on the females' interest in STEM content and STEM careers. Results from the qualitative portion of the study revealed that the learning environment and STEM self-efficacy had a significant impact on African-American females' interest in STEM.

  16. Preventing halo bias in grading the work of university students

    OpenAIRE

    John M. Malouff; Sarah J. Stein; Lodewicka N. Bothma; Kimberley Coulter; Ashley J. Emmerton

    2014-01-01

    Experts have advocated anonymous marking as a means of minimizing bias in subjective student assessment. In the present study, 159 faculty members or teaching assistants across disciplines were randomly assigned (1) to grade a poor oral presentation of a university student, (2) to grade a good oral presentation of the same student, or (3) not to grade any oral presentation of the student. All graders then assessed the same written work by the student. A linear-contrasts analysis showed that, ...

  17. Correlating Parental Involvement and Mathematics Achievement of African American Eighth-Grade Students

    Science.gov (United States)

    Oyerinde, Bolanle Adenike

    2014-01-01

    Low involvement of African American parents in middle school education is a concern in a school district in the southeastern United States. The purpose of this quantitative study was to investigate the relationships between the explanatory variables of parental involvement, socioeconomic status, and level of education, and the achievement of…

  18. The effect of various grading scales on student grade point averages.

    Science.gov (United States)

    Barnes, Kelli D; Buring, Shauna M

    2012-04-10

    To investigate changes in and the impact of grading scales from 2005 to 2010 and explore pharmacy faculty and student perceptions of whole-letter and plus/minus grading scales on cumulative grade point averages (GPAs) in required courses. Grading scales used in 2010 at the University of Cincinnati College of Pharmacy were retrospectively identified and compared to those used in 2005. Mean GPA was calculated using a whole-letter grading scale and a plus/minus grading scale to determine the impact of scales on GPA. Faculty members and students were surveyed regarding their perceptions of plus/minus grading. Nine unique grading scales were used throughout the curriculum, including plus/minus (64%) and whole-letter (21%) grading scales. From 2005 to 2010 there was transition from use of predominantly whole-letter scales to plus/minus grading scales. The type of grading scale used did not affect the mean cumulative GPA. Students preferred use of a plus-only grading scale while faculty members preferred use of a plus/minus grading scale. The transition from whole-letter grading to plus/minus grading in courses from 2005 to 2010 reflects pharmacy faculty members' perception that plus/minus grading allows for better differentiation between students' performances.

  19. Supplement for Curriculum Guide for Mathematics: Spanish-Speaking Students, Grades 7-8 = Supplemento de la guia didactica de matematicas para los estudiantes de habla hispana, septimo y octavo grados. Field Test.

    Science.gov (United States)

    Chicago Board of Education, IL.

    This supplementary math curriculum guide for use with Spanish-speaking students in Chicago public schools' seventh and eighth grade classes employs a contrastive analysis approach. Lessons are presented for objectives for which the instructional strategies used in the United States differ from those in Spanish-speaking countries. (Objectives for…

  20. The Role of Attention Shifting in Orthographic Competencies: Cross-Sectional Findings from 1st, 3rd, and 8th Grade Students

    Directory of Open Access Journals (Sweden)

    Antje von Suchodoletz

    2017-09-01

    Full Text Available Attention shifting refers to one core component of executive functions, a set of higher-order cognitive processes that predict different aspects of academic achievement. To date, few studies have investigated the role of attention shifting in orthographic competencies during middle childhood and early adolescence. In the present study, 69 first-grade, 121 third-grade, and 85 eighth-grade students' attention shifting was tested with a computer version of the Dimensional Change Card Sort (DCCS; Zelazo, 2006. General spelling skills and specific writing and spelling strategies were assessed with the Hamburger Writing Test (May, 2002. Results suggested associations between attention shifting and various orthographic competencies that differ across age groups and by sex. Across all age groups, better attention shifting was associated with less errors in applying alphabetical strategies. In third graders, better attention shifting was furthermore related to better general spelling skills and less errors in using orthographical strategies. In this age group, associations did not differ by sex. Among first graders, attention shifting was negatively related to general spelling skills, but only for boys. In contrast, attention shifting was positively related to general spelling skills in eighth graders, but only for girls. Finally, better attention shifting was associated with less case-related errors in eighth graders, independent of students' sex. In sum, the data provide insight into both variability and consistency in the pattern of relations between attention shifting and various orthographic competencies among elementary and middle school students.

  1. 學生知覺教師期望、能力信念、實用價值與內在價值對臺灣八年級學生數理成就之影響:以TIMSS 2011 多層次結構方程式模型為例 Effects of Perception of Teachers’ Expectations, Ability Beliefs, Utility Values, and Intrinsic Values on Math and Science Achievement Among Eighth-Grade Students in Taiwan: A Multilevel Structural Equation Model Using TIMSS 2011

    Directory of Open Access Journals (Sweden)

    陳敏瑜 Min-Yu Chen

    2017-03-01

    Full Text Available 本研究以期望價值理論為架構,進行國際數學與科學成就趨勢調查(TIMSS)2011 年臺灣八年級學生數學和科學成就之多層次結構方程式模型分析,瞭解學生層次(學生知覺教師期望、能力信念、實用價值、內在價值)及班級層次(班級知覺教師期望、班級能力信念、班級實用價值、班級內在價值)重要變項之影響力,並探究能力信念在學生知覺教師期望與數理成就之間的中介效果。本研究發現,學生層次和班級層次的模型結構並不相同,在學生層次的分析中,數學和科學的能力信念對學生學業成就的直接效果最大,而在數學與科學的班級層次分析中,班級能力信念皆對班級學業成就產生相當大的直接影響。此外,學生能力信念在學生知覺教師期望與數理成就之間扮演中介角色。最後依據研究結果提供建議,以供 實務應用及未來研究之參考。 On the basis of expectancy-value theory, multilevel structural equation models and trends in mathematics and science study 2011 data were applied to investigate the effects of the student-level variables (perception of teachers’ expectations, ability beliefs, utility values, and intrinsic values and their respective class-level variables on math and science achievement, and to test the mediation effect of ability belief between students’ perception of teachers’ expectations and the math and science achievements of eighth-grade students in Taiwan. The study revealed the following results: (1 The student-level and class-level structures exhibited differences. (2 At the student level, students’ ability belief had the strongest effect on their math and science achievement; the class level of ability belief had a positive effect on math and science achievement. (3 Ability belief had a significant mediating effect between the perception of teachers’ expectations and math

  2. Ninth Grade Students' Understanding of The Nature of Scientific Knowledge

    Science.gov (United States)

    Kilic, Kerem; Sungur, Semra; Cakiroglu, Jale; Tekkaya, Ceren

    2005-01-01

    The purpose of this study was to investigate the 9th-grade students' understandings of the nature of scientific knowledge. The study also aimed to investigate the differences in students' understanding of the nature of scientific knowledge by gender, and school types. A total of 575 ninth grade students from four different school types (General…

  3. Science Teaching Methods Preferred by Grade 9 Students in Finland

    Science.gov (United States)

    Juuti, Kalle; Lavonen, Jari; Uitto, Anna; Byman, Reijo; Meisalo, Veijo

    2010-01-01

    Students find science relevant to society, but they do not find school science interesting. This survey study analyzes Finnish grade 9 students' actual experiences with science teaching methods and their preferences for how they would like to study science. The survey data were collected from 3,626 grade 9 students (1,772 girls and 1,832 boys)…

  4. Cognitive Dissonance or Revenge? Student Grades and Course Evaluations

    Science.gov (United States)

    Maurer, Trent W.

    2006-01-01

    I tested 2 competing theories to explain the connection between students' expected grades and ratings of instructors: cognitive dissonance and revenge. Cognitive dissonance theory holds that students who expect poor grades rate instructors poorly to minimize ego threat whereas the revenge theory holds that students rate instructors poorly in an…

  5. How teachers' attitudes and methodologies affect students' self-esteem as regards learning the English language. A case study with eighth graders

    Directory of Open Access Journals (Sweden)

    Sarmiento Pérez Luz Brigith

    2003-08-01

    Full Text Available A research project was conducted in a public high school in Bogotá, Colombia, with forty high school students of eighth grade. The main purpose of this research was to study teachers’ attitudes towards students and methodologies and to assess which of them may affect their students’ development, performance, academic selfesteem and, as a consequence, their motivation. Some recommendations were suggested in order to increase the adolescent students’ motivation and self-esteem and for teachers to assess their attitudes. We observed that the need for affection is an important characteristic for an adequate atmosphere that avoids social distance and facilitates learners’ acquisition of new knowledge. Key words: Educators-High School Teaching, Methodology-Evaluation, English- Teaching-Methods, Second Language Acquisition-Methodology-Evaluation, English- Teaching-Psychological Aspects Un proyecto de investigación fue llevado a cabo en un colegio público de Bogotá- Colombia, con cuarenta estudiantes de grado octavo. El objetivo principal de esta investigación fue hacer un estudio acerca de las actitudes y metodologías de los docentes, y evaluar cuáles de éstas podrían afectar el desarrollo, desempeño y autoestima académica de los estudiantes y, como consecuencia, su motivación. Sugerimos algunas recomendaciones con el fin de incrementar la motivación y autoestima de los estudiantes (adolescentes, y además, la auto-evaluación de los docentes frente a sus actitudes. Pudimos observar que la necesidad de afecto es una característica importante para crear una atmósfera adecuada que impida el distanciamiento social y facilite que los alumnos adquieran los nuevos conocimientos de la lengua. Palabras claves: Personal docente-Enseñanza secundaria-Metodología-Evaluación, Inglés-Enseñanza-Métodos, Adquisición de segundo lenguaje-Metodología- Evaluación, Inglés-Enseñanza-Aspectos Psicológicos

  6. Eighth-grade science teachers use of instructional time: Examining questions from the Third International Mathematics and Science Study (TIMSS) and comparing TIMSS and National Science Foundation questionnaires

    Science.gov (United States)

    Davidson, Anne Burgess

    Did the Third International Mathematics and Science Study (TIMSS) ask science teachers the right questions about their use of instructional time? Part I of this 2-part study used the TIMSS database to answer the question: Do 8th grade science teachers in the U.S., Czech Republic, Hungary, Japan, and Korea differ significantly in their perceived use of instructional time? Using the instructional activities in the TIMSS teacher question "How did the lesson proceed?" the teacher-reported times were analyzed using a repeated measures multivariate analysis. Significant differences were found between teacher-reported times in the U.S. and the other 4 TIMSS countries, whose 8th grade students outperformed U.S. students on TIMSS achievement tests. Post-hoc analysis indicated that TIMSS U.S. 8th grade science teachers report spending more time on homework in class, on group activities, and on lab activities, but less time on topic development, than TIMSS teachers from some or all of the other countries. Part II of this study further examined the question "How did the lesson proceed?" by videotaping 6 classes of 8th grade science in Alabama and Virginia and comparing observer coding of the video to the teachers' recalled descriptions of the same class. The difference between observer and teacher responses using TIMSS categories was not significant; however, 43% of the total variance was explained by whether the teacher or the observer reported the times for the instructional activities. The teachers also responded to questions from the NSF Local Systemic Change Through Teacher Enhancement K--8 Teacher Questionnaire to describe the same class. The difference found between the teacher and the observer coding was not significant, but the amount of variance explained by the data source (observer or teacher) dropped to 33% when using NSF student activity categories and to 26% when using NSF teacher activity categories. The conclusion of this study was that questionnaires to

  7. The Relationship between Attendance Policies and Student Grades

    Science.gov (United States)

    Aaron, Michael D.

    2012-01-01

    The relationship between attendance policies and student grades in college courses was investigated. Specifically, a calculated grade point average was determined for all academic classes taught at Shelton State Community College between 2000 and 2008. These grade point averages were compared descriptively and statistically in an effort to…

  8. The Effects of Framing Grades on Student Learning and Preferences

    Science.gov (United States)

    Bies-Hernandez, Nicole J.

    2012-01-01

    Two experiments examined whether framing effects, in terms of losses and gains, can be extended to student learning and grading preferences. In Experiment 1, participants rated psychology course syllabi to investigate preferences for differently framed grading systems: a loss versus gain grading system. The results showed a clear framing effect…

  9. Seventh Grade Students' Conceptions of Global Warming and Climate Change

    Science.gov (United States)

    Shepardson, Daniel P.; Niyogi, Dev; Choi, Soyoung; Charusombat, Umarporn

    2009-01-01

    The purpose of this study was to investigate seventh grade students' conceptions of global warming and climate change. The study was descriptive in nature and involved the collection of qualitative data from 91 seventh grade students from three different schools in the Midwest, USA. An open response and draw and explain assessment instrument was…

  10. A Preliminary Study of Grade Forecasting by Students

    Science.gov (United States)

    Armstrong, Michael J.

    2013-01-01

    This experiment enabled undergraduate business students to better assess their progress in a course by quantitatively forecasting their own end-of-course grades. This innovation provided them with predictive feedback in addition to the outcome feedback they were already receiving. A total of 144 students forecast their grades using an…

  11. Newspapers in Science Education: A Study Involving Sixth Grade Students

    Science.gov (United States)

    Lai, Ching-San; Wang, Yun-Fei

    2016-01-01

    The purpose of this study was to explore the learning performance of sixth grade elementary school students using newspapers in science teaching. A quasi-experimental design with a single group was used in this study. Thirty-three sixth grade elementary school students participated in this study. The research instruments consisted of three…

  12. Does the Beach-Spawning Grunion Eat Its Own Eggs? Eighth Graders Use Inquiry-Based Investigation to Collect Real Data in a University Laboratory

    Science.gov (United States)

    Cavanagh, J. William; Martinez, Kimberly M.; Higgins, Benjamin A.; Horn, Michael H.

    2014-01-01

    A collaborative effort between a junior high school and a nearby university allowed 40 eighth-grade honors students to engage in a scientific investigation within a university laboratory. These students, with their science teachers and university researchers, gathered data on egg cannibalism in a beach-spawning fish and thereby contributed to an…

  13. Affix Meaning Knowledge in First Through Third Grade Students.

    Science.gov (United States)

    Apel, Kenn; Henbest, Victoria Suzanne

    2016-04-01

    We examined grade-level differences in 1st- through 3rd-grade students' performance on an experimenter-developed affix meaning task (AMT) and determined whether AMT performance explained unique variance in word-level reading and reading comprehension, beyond other known contributors to reading development. Forty students at each grade level completed an assessment battery that included measures of phonological awareness, receptive vocabulary, word-level reading, reading comprehension, and affix meaning knowledge. On the AMT, 1st-grade students were significantly less accurate than 2nd- and 3rd-grade students; there was no significant difference in performance between the 2nd- and 3rd-grade students. Regression analyses revealed that the AMT accounted for 8% unique variance of students' performance on word-level reading measures and 6% unique variance of students' performance on the reading comprehension measure, after age, phonological awareness, and receptive vocabulary were explained. These results provide initial information on the development of affix meaning knowledge via an explicit measure in 1st- through 3rd-grade students and demonstrate that affix meaning knowledge uniquely contributes to the development of reading abilities above other known literacy predictors. These findings provide empirical support for how students might use morphological problem solving to read unknown multimorphemic words successfully.

  14. Exploring Middle School Students' Heuristic Thinking about Probability

    OpenAIRE

    Mistele, Jean May

    2014-01-01

    ABSTRACT This descriptive qualitative study examines six eighth-grade students' thinking while solving probability problems. This study aimed to gather direct information on students' problem solving processes informed by the heuristics and biases framework. This study used purposive sampling (Patton, 1990) to identify eighth-grade students who were knowledgeable about probability and had reached the formal operational stage of cognitive development. These criterion were necessary to redu...

  15. Investigation into How 8th Grade Students Define Fractals

    Science.gov (United States)

    Karakus, Fatih

    2015-01-01

    The analysis of 8th grade students' concept definitions and concept images can provide information about their mental schema of fractals. There is limited research on students' understanding and definitions of fractals. Therefore, this study aimed to investigate the elementary students' definitions of fractals based on concept image and concept…

  16. Improving Grade One Students' Reading Motivation with Online Electronic Storybooks

    Science.gov (United States)

    Ciampa, Katia

    2012-01-01

    This qualitative study stemmed from a concern of the perceived decline in students' reading motivation after the early years of schooling. The current research explored eight grade 1 students' experiences with online electronic storybooks (eBooks). Eight students were given ten 25-minute sessions with the software programs over 15 weeks.…

  17. Seventh Grade Students' Mental Models of the Greenhouse Effect

    Science.gov (United States)

    Shepardson, Daniel P.; Choi, Soyoung; Niyogi, Dev; Charusombat, Umarporn

    2011-01-01

    This constructivist study investigates 225 student drawings and explanations from three different schools in the midwest in the US, to identify seventh grade students' mental models of the greenhouse effect. Five distinct mental models were derived from an inductive analysis of the content of the students' drawings and explanations: Model 1, a…

  18. Periodic Table of Students.

    Science.gov (United States)

    Johnson, Mike

    1998-01-01

    Presents an exercise in which an eighth-grade science teacher decorated the classroom with a periodic table of students. Student photographs were arranged according to similarities into vertical columns. Students were each assigned an atomic number according to their placement in the table. The table is then used to teach students about…

  19. Preventing halo bias in grading the work of university students

    Directory of Open Access Journals (Sweden)

    John M. Malouff

    2014-12-01

    Full Text Available Experts have advocated anonymous marking as a means of minimizing bias in subjective student assessment. In the present study, 159 faculty members or teaching assistants across disciplines were randomly assigned (1 to grade a poor oral presentation of a university student, (2 to grade a good oral presentation of the same student, or (3 not to grade any oral presentation of the student. All graders then assessed the same written work by the student. A linear-contrasts analysis showed that, as hypothesized, the graders assigned significantly higher scores to written work following the better oral presentation than following the poor oral presentation, with intermediate scores for the written work of the student whose oral presentation was not seen by the graders. The results provide evidence of a halo effect in that prior experience with a student biased the grading of written work completed by the student. The findings suggest that keeping students anonymous, as in the condition with no knowledge of the student’s performance in the oral presentation, helps prevent bias in grading.

  20. Student Test Grades in College: A Study of Possible Predictors

    Science.gov (United States)

    Hammonds, Frank; Mariano, Gina

    2015-01-01

    Research on variables related to test performance has produced mixed results. Typically, research of this type involves only a few variables. In an attempt to obtain a more complete picture, we investigated how test grades might be related to variables such as classification, student seating location, test completion time, predicted grade, time…

  1. Determinants of Grades in Maths for Students in Economics

    OpenAIRE

    Cappellari, Lorenzo; Lucifora, Claudio; Pozzoli, Dario

    2009-01-01

    This paper investigates the determinants of grades achieved in mathematics by rst-year students in Economics. We use individual administrative data from 1993 to 2005 to t an educational production function. Our main ndings suggest that good secondary school achievements and the type of school attended are signi cantly associated with maths grades. Ceteris paribus, females typically do better than males. Since students can postpone the exam or repeat it when they fail, we also analyze the dete...

  2. Factors Affecting Students' Grades in Principles of Economics

    Science.gov (United States)

    Kara, Orhan; Bagheri, Fathollah; Tolin, Thomas

    2009-01-01

    Factors affecting students' grades in principles of microeconomics and macroeconomics students are analyzed from the data collected in two public universities. Results indicate that gender, number of hours worked, SAT scores, number of missed classes, recommending the course to a friend, instructors, being a junior, number of economics courses…

  3. Course Syllabi and Their Effects on Students' Final Grade Performance.

    Science.gov (United States)

    Serafin, Ana Gil

    This study examined the relationship between the changes introduced in a course syllabus for a course titled "Instructional Strategies" and the final grades obtained by freshman and sophomore students in three successive academic periods. A sample of 150 subjects was randomly selected from students enrolled in the course at the…

  4. Common difficulties experienced by grade 12 students in learning ...

    African Journals Online (AJOL)

    The objective of this study was to examine the nature and causes of common difficulties experienced by grade twelve students in learning chemistry in Ebinat preparatory school. A qualitative method was employed to investigate the questions, which used interviews and questionnaires with students and teachers. The key ...

  5. A CURRICULUM FOR ENGLISH, STUDENT PACKET, GRADE 9.

    Science.gov (United States)

    Nebraska Univ., Lincoln. Curriculum Development Center.

    THE FIRST UNIT OF THE STUDENT PACKET FOR GRADE NINE OF THE NEBRASKA ENGLISH CURRICULUM IS A STUDY OF THE RELATIONSHIPS WHICH EXIST BETWEEN AUTHOR AND AUDIENCE, AND AN EXAMINATION OF THE EPIGRAM, LIMERICK, PARABLE, FABLE, AND ODE. WITH THIS BACKGROUND, STUDENTS CONSIDER "ON AVARICE" AND "ANIMAL FARM" AS EXAMPLES OF FORMAL AND…

  6. Different Grade Students' Use and Interpretation of Literal Symbols

    Science.gov (United States)

    Celik, Derya; Gunes, Gonul

    2013-01-01

    The aim of the study was to determine and compare 7th, 8th, and 9th grades students' level of use and interpret the literal symbols. In addition, students' responses to questions that require use of different roles of literal symbol were examined to identify the errors. For this purpose, Chelsea Diagnostics Algebra test developed by The Concepts…

  7. The Entrepreneur Fair: Fifth Grade Student Businesses

    Science.gov (United States)

    Moore, Teresa

    2010-01-01

    In twenty years of teaching, the author has never been involved in a project that sparked as much enthusiasm from students, parents, the administration, and other teachers as the Entrepreneur Fair. In an effort to challenge students to become entrepreneurs, the author developed a one-day market called the Entrepreneur Fair at Stonewall Elementary…

  8. How Faculty can Affect Student Texting, Distraction, Grades, and Attitudes

    Science.gov (United States)

    Duncan, Douglas K.; Hoekstra, A.; Wilcox, B.

    2014-01-01

    There is considerable pressure on faculty members to use technology in teaching. Students also bring technology into class in the form of laptop computers, smart phones, and iPads. Does this technology increase or decrease learning? We report two years of data studying 14 different classes with a total of approximately 1200 students. We find that, on the average, approximately 70% of students use their own digital devices during class and 30% do not. The grades earned by the former group average nearly half a grade point average lower than the non-use group. Faculty policies are found to dramatically influence student behavior. Extensive student interview data will be reported that shows that students expect faculty members to set technology policies and summarizes their attitudes about technology use.

  9. French Speaking Skills of Grade 8 English Program Students. Research Report 82-08.

    Science.gov (United States)

    Wightman, Margaret

    The speaking skills of grade 8 students in a core French program in Ottawa were compared with the skills of grade 6 students enrolled in the core program. A total of 337 grade 8 students were given a French speaking test. Two-hundred and nine students had taken the test in grade 6. In general, the grade 8 students seemed prepared to express basic…

  10. Learning Achievement and the Efficiency of Learning the Concept of Vector Addition at Three Different Grade Levels

    Science.gov (United States)

    Gubrud, Allan R.; Novak, Joseph D.

    1973-01-01

    Empirical data relate to Bruner's and Ausubel's theories of learning concepts at different age levels. The concept of vector addition was taught to eighth, ninth, and tenth grade students. The concept was learned and retained by high ability ninth and all tenth grade students. (PS)

  11. Factor structure of internet addiction test for students in senior grades of elementary school

    Directory of Open Access Journals (Sweden)

    Popović-Ćitić Branislava

    2013-01-01

    Full Text Available One of the actual issues in the field of Internet use disorders is related to the validity and reliability of measurement instruments. The aim of this study was to examine, on non-clinical population of younger adolescents, the factor structure of the Internet Addiction Test - IAT, as one of the oldest and most widely used instruments in this field. The sample consisted of 814 Belgrade elementary school students, from fifth to eighth grade, with the average age of 12.9 years. Using exploratory factor analysis, two factors were extracted, together accounting for 46.32% of the total variance. The first factor, which accounted for 38.47% of the total variance, appeared to measure inability to control Internet use and consequences that arise as a result of excessive Internet use, while the second factor accounted for 7.85% of the variance and appeared to measure preoccupation to the Internet, responses to deprivation and replacement of real to virtual social relationships. The reliability of the whole scale, expressed by Cronbach alpha coefficient of internal consistency, was 0.91. High reliability coefficients are retained on the subscale that represent the factor, so coefficient of reliability for the first scale was 0.87, and 0.85 for the second. These findings were discussed in the context of possible modifications of the instrument and compared with the results of international research studies testing the validity and reliability of the IAT in specific national samples.

  12. Grade Inflation Rates among Different Ability Students, Controlling for Other Factors.

    Science.gov (United States)

    Mc Spirit, Stephanie; Jones, Kirk E.

    1999-01-01

    Compared grade inflation rates among students of different abilities at an open-admissions public university by examining trends in graduating grade point average from 1983 to 1996. The higher grade inflation rates among low aptitude students suggest that faculty might be using grades to encourage learning among marginal students. (SLD)

  13. A Quantitative Study on the Correlation between Grade Span Configuration of Sixth Grade Students in Private Florida Schools and Academic Achievement on Standardized Achievement Scores

    Science.gov (United States)

    Rantin, Deborah

    2017-01-01

    The applied dissertation was designed to investigate the three models of grade span configurations of sixth grade and the effects grade span configuration has on results of the standardized achievement scores of sixth grade students in private, Florida schools. Studies that have been conducted on sixth grade students and grade span configuration…

  14. Curriculum Development for Enhancing Grade Nine Students' Systems Thinking

    Science.gov (United States)

    Hernthaisong, Preeyanan; Sitti, Somsong; Sonsupap, Kanyarat

    2015-01-01

    The objectives of this research were to study the development of a curriculum for enhancing grade 9 students' cognitive skills using a curriculum based on Systems Thinking Process. There were 3 phases: 1) studying of the problem; 2) development of tentative curriculum; and 3) implementation of the curriculum in a pilot study. The samples were 32…

  15. Environmental Knowledge and Beliefs among Grade 10 Students in Australia.

    Science.gov (United States)

    Eyers, Vivian George

    To develop environmental education in Australia, a survey of tenth-grade students was undertaken. Thirty knowledge items and ten belief items were constructed. A panel of environmentalists and educators identified best responses for the knowledge items, and a common reference point, preservation of homo sapiens, for the belief items, so a…

  16. Determinants of Grades in Maths for Students in Economics

    DEFF Research Database (Denmark)

    Cappellari, Lorenzo; Lucifora, Claudio; Pozzoli, Dario

    attended are signi cantly associated with maths grades. Ceteris paribus, females typically do better than males. Since students can postpone the exam or repeat it when they fail, we also analyze the determinants of the elapsed time to pass the exam using survival analysis. Modeling simultaneously maths...

  17. Diagnostic Appraisal of Grade 12 Students' Understanding of Reaction Kinetics

    Science.gov (United States)

    Yan, Yaw Kai; Subramaniam, R.

    2016-01-01

    The study explored grade 12 students' understanding of reaction kinetics, a topic which has not been extensively explored in the chemistry education literature at this level. A 3-tier diagnostic instrument with 11 questions was developed--this format is of very recent origin and has been the subject of only a handful of studies. The findings…

  18. Math Manipulatives to Increase 4th Grade Student Achievement

    Science.gov (United States)

    Couture, Katie

    2012-01-01

    This research project was completed with twenty-nine fourth grade students from Shawnee Elementary, a school in the Chippewa Valley School District. It began in April 2012 and the data collection was completed by June 2012. The purpose of this project was to see if utilizing math manipulatives in an elementary classroom will increase student…

  19. Teamwork Evaluation by Middle Grade Students in Inclusive Classrooms

    Science.gov (United States)

    Strom, Paris S.; Thompson, MaryEllen; Strom, Robert D.

    2013-01-01

    Teamwork skills are considered essential in a work environment characterized by diversity and interdependence. Consequently, middle grade teachers arrange cooperative learning so students can acquire experience with solving problems in groups. Teachers also acknowledge that they are frustrated because appropriate instruments are lacking to track…

  20. Improving 4th Grade Primary School Students' Reading Comprehension Skills

    Science.gov (United States)

    Bulut, Aydin

    2017-01-01

    The aim of this study was to carry out action research to investigate reading comprehension skills when using the SQ3R reading comprehension strategy. To that end, this strategy was used for improving the reading comprehension skills of 7 primary school 4th grade students who had problems with these skills. An action plan was prepared for 3hours a…

  1. An initial examination of Singaporean seventh and eighth graders' views of nature of science

    Science.gov (United States)

    Lin, Tzung-Jin; Goh, Amos Yoong Shin; Chai, Ching Sing; Tsai, Chin-Chung

    2013-07-01

    Background and purpose . Research in nature of science (NOS) among Asia-Pacific countries such as Singapore is arguably scarce. This study aimed to survey Singaporean secondary school students' views of NOS with a newly developed instrument named Students' Views of Nature of Science (SVNOS), which included various key aspects of NOS that are generally agreed upon by the science education community. Moreover, the relations between some demographic factors, including gender and grade, and students' views of NOS were explored. Sample, design and method In total, 359 Singaporean seventh and eighth graders were invited to participate in this survey. The reliability, validity and structure of the SVNOS instrument were ensured by confirmatory factor analysis. A two-way multivariate analysis of variance was then conducted to determine the interaction effects between the gender variable and the grade-level variable. Results and conclusion The results indicated that the SVNOS instrument is reliable and valid to assess students' views of NOS regarding seven distinct NOS dimensions. The male students were more prone to have constructivist-oriented views of NOS in the most of the SVNOS dimensions, while the female students conveyed more non-objective views of NOS. In addition, the eighth graders revealed more empiricist-oriented views of NOS than the seventh graders in several SVNOS dimensions. This result seems to contradict the results of previous studies that students' views of NOS may reflect a developmental trend with their increasing educational experiences.

  2. WHAT INFLUENCES STUDENTS' EXPECTATIONS IN WHAT REGARDS GRADES?

    Directory of Open Access Journals (Sweden)

    Mare Codruta

    2013-07-01

    Full Text Available After a period of studying a certain subject, students form an opinion about it and begin having certain expectations. These expectations and the degree in which, in the end, they fulfil, contribute to the reputation of the university. Consequently, a continuous evaluation of the quality of the educational process is needed. The present research presents a part of a more complex study made on a sample of master students in Audit and Financial Management in Romania. The goal was to evidence the main factors that affect students' expectations in what regards the grades they will obtain at the end of the semester. For this, a questionnaire of 20 questions was applied to 250 such students. After factor reduction procedures were applied, six most significant variables were kept in the analysis: the proportion of knowledge acquired, the perceived level of utility of the discipline in the professional career of the student, the proportion in which the subject could contribute to getting employed in the field it belongs to, the evaluation method and two variables evaluating through grades the didactic performance during the course and the overall performance of the tenure professor. The influence of these variables upon the grade expected by the student was assessed with the help of the OLS regression, both in the simple and multiple forms. Out of the six hypotheses formulated, only one proved to be false based on the simple regression analysis. When individually assessed, the evaluation method announced by the teacher at the beginning of the semester turned out to have no statistically significant influence upon students' expectations. For the rest of the variables, results were according to the assumptions made, i.e. all determine in a significant positive manner the students' opinion about the grade they will get. We have also constructed the multiple regression models. When putting all variables together, the significance changes. The level of

  3. Improving Student Behavior.

    Science.gov (United States)

    Green, Pamela; Gilbert, Janice T.

    This report describes a program for improving the behavior of seventh and eighth grade students with learning disabilities in a self-contained classroom setting. Analysis of probable causes revealed that students demonstrated a lack of problem-solving skills, showed a low frustration tolerance, and exhibited poor self-concepts. Two major…

  4. DECODING OF ACADEMIC CONTENT BY THE 1st GRADE STUDENTS

    Directory of Open Access Journals (Sweden)

    Kamil Błaszczyński

    2017-07-01

    Full Text Available In the paper a comparative study conducted on the 1st grade students of sociology and pedagogy is discussed. The study was focused on the language skills of students. The most important skills tested were the abilities to decode academic content. The study shows that the students have very poor language skills in decoding the academic content on every level of its complexity. They also have noticeable problems with the definition of basic academic terms. The significance of the obtained results are high because of the innovative topic and character of the study, which was the first such study conducted on students of a Polish university. Results are also valuable for academic teachers who are interested in such problems as effective communication with students.

  5. School Violence Prevention: Climate and Moral Perspectives of Sixth through Eighth Grade Students Attending a Southern California Catholic School

    Science.gov (United States)

    Gomez, Diane Diaz

    2010-01-01

    The need for U.S. teachers to better understand School Violence Prevention is growing. Evidence suggests however, that 10 years and 10 billion dollars after the Columbine High School massacre, our public schools are not safer (www.community-matters.org). There has been an "after the fact" approach to the problem of school violence. After…

  6. Modelling of Factors Influencing Gender Difference in Mathematics Achievement Using TIMSS 2011 Data for Singaporean Eighth Grade Students

    Science.gov (United States)

    Yoo, Yang Seok

    2018-01-01

    Numerous studies have attributed gender difference in mathematics achievement to various sociocultural influences. Singapore is a country of higher gender equality as represented in the Global Gender Gap Index and Singaporean girls perform as well or higher than boys in international mathematics assessments. This study develops a conceptual model…

  7. Grade six students' understanding of the nature of science

    Science.gov (United States)

    Cochrane, Donald Brian

    The goal of scientific literacy requires that students develop an understanding of the nature of science to assist them in the reasoned acquisition of science concepts and in their future role as citizens in a participatory democracy. The purpose of this study was to investigate and describe the range of positions that grade six students hold with respect to the nature of science and to investigate whether gender or prior science education was related to students' views of the nature of science. Two grade six classes participated in this study. One class was from a school involved in a long-term elementary science curriculum project. The science curriculum at this school involved constructivist epistemology and pedagogy and a realist ontology. The curriculum stressed hands-on, open-ended activities and the development of science process skills. Students were frequently involved in creating and testing explanations for physical phenomena. The second class was from a matched school that had a traditional science program. Results of the study indicated that students hold a wider range of views of the nature of science than previously documented. Student positions ranged from having almost no understanding of the nature of science to those expressing positions regarding the nature of science that were more developed than previous studies had documented. Despite the range of views documented, all subjects held realist views of scientific knowledge. Contrary to the literature, some students were able to evaluate a scientific theory in light of empirical evidence that they had generated. Results also indicated that students from the project school displayed more advanced views of the nature of science than their matched peers. However, not all students benefited equally from their experiences. No gender differences were found with respect to students' understanding of the nature of science.

  8. The relation between student motivation and student grades in physical education: A 3-year investigation.

    Science.gov (United States)

    Barkoukis, V; Taylor, I; Chanal, J; Ntoumanis, N

    2014-10-01

    Enhancing students' academic engagement is the key element of the educational process; hence, research in this area has focused on understanding the mechanisms that can lead to increased academic engagement. The present study investigated the relation between motivation and grades in physical education (PE) employing a 3-year longitudinal design. Three hundred fifty-four Greek high school students participated in the study. Students completed measures of motivation to participate in PE on six occasions; namely, at the start and the end of the school year in the first, second, and third year of junior high school. Students' PE grades were also recorded at these time points. The results of the multilevel growth models indicated that students' PE grades increased over the 3 years and students had better PE grades at the end of each year than at the beginning of the subsequent year. In general, students and classes with higher levels of controlling motivation achieved lower PE grades, whereas higher levels of autonomous motivation were associated with higher PE grades. These findings provide new insight on the associations between class- and individual-level motivation with objectively assessed achievement in PE. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  9. Development and Validation of Nature of Science Instrument for Elementary School Students

    Science.gov (United States)

    Hacieminoglu, Esme; Yilmaz-Tüzün, Özgül; Ertepinar, Hamide

    2014-01-01

    The purposes of this study were to develop and validate an instrument for assessing elementary students' nature of science (NOS) views and to explain the elementary school students' NOS views, in terms of varying grade levels and gender. The sample included 782 students enrolled in sixth, seventh, and eighth grades. Exploratory factor analysis…

  10. Extracurricular Activities and Their Effect on the Student's Grade Point Average: Statistical Study

    Science.gov (United States)

    Bakoban, R. A.; Aljarallah, S. A.

    2015-01-01

    Extracurricular activities (ECA) are part of students' everyday life; they play important roles in students' lives. Few studies have addressed the question of how student engagements to ECA affect student's grade point average (GPA). This research was conducted to know whether the students' grade point average in King Abdulaziz University,…

  11. Making Information Visual: Seventh Grade Art Information and Visual Literacy

    Science.gov (United States)

    Shoemaker, Joel; Schau, Elizabeth; Ayers, Rachael

    2008-01-01

    Seventh grade students entering South East Junior High in Iowa City come from eight elementary feeder schools, as well as from schools around the world. Their information literacy skills and knowledge of reference sources vary, but since all seventh graders and new eighth graders are required to take one trimester of Visual Studies, all entering…

  12. Colorado Student Assessment Program: 2001 Released Passages, Items, and Prompts. Grade 4 Reading and Writing, Grade 4 Lectura y Escritura, Grade 5 Mathematics and Reading, Grade 6 Reading, Grade 7 Reading and Writing, Grade 8 Mathematics, Reading and Science, Grade 9 Reading, and Grade 10 Mathematics and Reading and Writing.

    Science.gov (United States)

    Colorado State Dept. of Education, Denver.

    This document contains released reading comprehension passages, test items, and writing prompts from the Colorado Student Assessment Program for 2001. The sample questions and prompts are included without answers or examples of student responses. Test materials are included for: (1) Grade 4 Reading and Writing; (2) Grade 4 Lectura y Escritura…

  13. DIFFERENT LEVEL OF LEARNED-HELPLESSNESS AMONG HIGH SCHOOL STUDENTS WITH LOWER GRADE AND HIGHER GRADE IN SALATIGA INDONESIA

    Directory of Open Access Journals (Sweden)

    Berta Esti Ari Prasetya

    2013-06-01

    consisted of 190 of higher grade students and 127 of lower grade students. Mann-Whitney U was used to analyse the data, considering that the data were not normally distributed. This test result showed that there was a significant difference between high school students with higher grade and lower grade (the Mann-Whitney U coefficient of 10,644, with z value of -1795, p <0.05 (p = 0036, 1-tailed, with students of lower grade tend to be more prone to experience learned-helplessness. Additional results from their subjective perception on their achievement were also discussed and so were the implications of the study.

  14. The Effect of Grade Configuration on the Academic Achievement of Special Needs Students: The Case of New Jersey

    Science.gov (United States)

    Nelson, Derrick E.

    2013-01-01

    For over thirty years, research has been conducted on the relative benefits of integrating the sixth through eighth grades within the structure of the K-8 elementary school or of establishing a freestanding middle school structure. While the available research clearly supports the positive effects of the K-8 structure on academic achievement in…

  15. Exploring scientific creativity of eleventh-grade students in Taiwan

    Science.gov (United States)

    Liang, Jia-Chi

    2002-04-01

    Although most researchers focus on scientists' creativity, students' scientific creativity should be considered, especially for high school and college students. It is generally assumed that most professional creators in science emerge from amateur creators. Therefore, the purpose of this study is to investigate the relationship between students' scientific creativity and selected variables including creativity, problem finding, formulating hypotheses, science achievement, the nature of science, and attitudes toward science for finding significant predictors of eleventh grade students' scientific creativity. A total of 130 male eleventh-grade students in three biology classes participated in this study. The main instruments included the Test of Divergent Thinking (TDT) for creativity measurement, the Creativity Rating Scale (CRS) and the Creative Activities and Accomplishments Check Lists (CAACL ) for measurement of scientific creativity, the Nature of Scientific Knowledge Scale (NSKS) for measurement of the nature of science, and the Science Attitude Inventory II (SAI II) for measurement of attitudes toward science. In addition, two instruments on measuring students' abilities of problem finding and abilities of formulating hypotheses were developed by the researcher in this study. Data analysis involved descriptive statistics, Pearson product-moment correlations, and stepwise multiple regressions. The major findings suggested the following: (1) students' scientific creativity significantly correlated with some of selected variables such as attitudes toward science, problem finding, formulating hypotheses, the nature of science, resistance to closure, originality, and elaboration; (2) four significant predictors including attitudes toward science, problem finding, resistance to closure, and originality accounted for 48% of the variance of students' scientific creativity; (3) there were big differences between students with a higher and a lower degree of scientific

  16. Ninth Grade Student Responses to Authentic Science Instruction

    Science.gov (United States)

    Ellison, Michael Steven

    This mixed methods case study documents an effort to implement authentic science and engineering instruction in one teacher's ninth grade science classrooms in a science-focused public school. The research framework and methodology is a derivative of work developed and reported by Newmann and others (Newmann & Associates, 1996). Based on a working definition of authenticity, data were collected for eight months on the authenticity in the experienced teacher's pedagogy and in student performance. Authenticity was defined as the degree to which a classroom lesson, an assessment task, or an example of student performance demonstrates construction of knowledge through use of the meaning-making processes of science and engineering, and has some value to students beyond demonstrating success in school (Wehlage et al., 1996). Instruments adapted for this study produced a rich description of the authenticity of the teacher's instruction and student performance. The pedagogical practices of the classroom teacher were measured as moderately authentic on average. However, the authenticity model revealed the teacher's strategy of interspersing relatively low authenticity instructional units focused on building science knowledge with much higher authenticity tasks requiring students to apply these concepts and skills. The authenticity of the construction of knowledge and science meaning-making processes components of authentic pedagogy were found to be greater, than the authenticity of affordances for students to find value in classroom activities beyond demonstrating success in school. Instruction frequently included one aspect of value beyond school, connections to the world outside the classroom, but students were infrequently afforded the opportunity to present their classwork to audiences beyond the teacher. When the science instruction in the case was measured to afford a greater level of authentic intellectual work, a higher level of authentic student performance on

  17. The effects of blogs versus dialogue journals on open-response writing scores and attitudes of grade eight science students

    Science.gov (United States)

    Erickson, Diane K.

    Today's students have grown up surrounded by technology. They use cell phones, word processors, and the Internet with ease, talking with peers in their community and around the world through e-mails, chatrooms, instant messaging, online discussions, and weblogs ("blogs"). In the midst of this technological explosion, adolescents face a growing need for strong literacy skills in all subject areas for achievement in school and on mandated state and national high stakes tests. The purpose of this study was to examine the use of blogs as a tool for improving open-response writing in the secondary science classroom in comparison to the use of handwritten dialogue journals. The study used a mixed-method approach, gathering both quantitative and qualitative data from 94 students in four eighth-grade science classes. Two classes participated in online class blogs where they posted ideas about science and responded to the ideas of other classmates. Two classes participated in handwritten dialogue journals, writing ideas about science and exchanging journals to respond to the ideas of classmates. The study explored these research questions: Does the use of blogs, as compared to the use of handwritten dialogue journals, improve the open-response writing scores of eighth grade science students? How do students describe their experience using blogs to study science as compared to students using handwritten dialogue journals? and How do motivation, self-efficacy, and community manifest themselves in students who use blogs as compared to students who use handwritten dialogue journals? The quantitative aspect of the study used data from pre- and post-tests and from a Likert-scale post-survey. The pre- and post-writing on open-response science questions were scored using the Massachusetts Comprehensive Assessment System (MCAS) open-response scoring rubric. The study found no statistically significant difference in the writing scores between the blog group and the dialogue journal

  18. Enhancing Mathematics Teachers' Knowledge of Students' Thinking from Assessing and Analyzing Misconceptions in Homework

    Science.gov (United States)

    An, Shuhua; Wu, Zhonghe

    2012-01-01

    This study focuses on teacher learning of student thinking through grading homework, assessing and analyzing misconceptions. The data were collected from 10 teachers at fifth-eighth grade levels in the USA. The results show that assessing and analyzing misconceptions from grading homework is an important approach to acquiring knowledge of…

  19. Prospective Mathematics Teachers' Ability to Identify Mistakes Related to Angle Concept of Sixth Grade Students

    Science.gov (United States)

    Arslan, Cigdem; Erbay, Hatice Nur; Guner, Pinar

    2017-01-01

    In the present study we try to highlight prospective mathematics teachers' ability to identify mistakes of sixth grade students related to angle concept. And also we examined prospective mathematics teachers' knowledge of angle concept. Study was carried out with 30 sixth-grade students and 38 prospective mathematics teachers. Sixth grade students…

  20. Profiles of Teacher Grading Practices: Integrating Teacher Beliefs, Course Criteria, and Student Characteristics

    Science.gov (United States)

    Wiley, Caroline Rose Hummel

    2011-01-01

    The majority of the research on grading practices thus far examines teachers' perceived grading practices through Likert-type surveys and vignettes regarding generic students. This study is unique because it proposes a more systematic method of qualitative inquiry to examine how teachers perceive grading on an individual student basis by asking…

  1. Students' Perceived Parental School Behavior Expectations and Their Academic Performance: A Longitudinal Analysis

    Science.gov (United States)

    Bowen, Gary L.; Hopson, Laura M.; Rose, Roderick A.; Glennie, Elizabeth J.

    2012-01-01

    Self-report data from 2,088 sixth-grade students in 11 middle schools in North Carolina were combined with administrative data on their eighth-grade end-of-the-year achievement scores in math and reading to examine the influence of students' perceived parental school behavior expectations on their academic performance. Through use of multilevel…

  2. Opportunities for Academic Language and Literacy Development for Emergent Bilingual Students during Group Work

    Science.gov (United States)

    Molle, Daniella; Lee, Naomi

    2017-01-01

    The present paper argues for a shift in teacher knowledge and beliefs about the role of group work in the teaching and learning of emergent bilingual students. Using case study data from an eighth grade classroom, the authors analyze the role of collaboration in the interaction with grade-level text of emergent bilingual students. The analysis…

  3. A Longitudinal Investigation of Reading Development from Kindergarten to Grade Eight in a Spanish-Speaking Bilingual Population

    Science.gov (United States)

    Grimm, Ryan P.; Solari, Emily J.; Gerber, Michael M.

    2018-01-01

    This longitudinal study used latent growth curve modeling to investigate English literacy development in a sample of Spanish-speaking language minority students from third through eighth grade. This study also compared the sample's literacy development to the entire population of California students using state standardized test data. Second, this…

  4. The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 3. Technical Report # 09-02

    Science.gov (United States)

    Alonzo, Julie; Lai, Cheng Fei; Tindal, Gerald

    2009-01-01

    In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…

  5. The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 5. Technical Report # 09-01

    Science.gov (United States)

    Lai, Cheng Fei; Alonzo, Julie; Tindal, Gerald

    2009-01-01

    In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…

  6. The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 2. Technical Report # 0920

    Science.gov (United States)

    Alonzo, Julie; Lai, Cheng Fei; Tindal, Gerald

    2009-01-01

    In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…

  7. The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 7. Technical Report 0908

    Science.gov (United States)

    Lai, Cheng Fei; Alonzo, Julie; Tindal, Gerald

    2009-01-01

    In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…

  8. The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 4. Technical Report # 09-03

    Science.gov (United States)

    Alonzo, Julie; Lai, Cheng Fei; Tindal, Gerald

    2009-01-01

    In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…

  9. The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 8. Technical Report # 09-04

    Science.gov (United States)

    Lai, Cheng Fei; Alonzo, Julie; Tindal, Gerald

    2009-01-01

    In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…

  10. Do Student Evaluations of Teaching Depend on the Distribution of Expected Grade?

    Science.gov (United States)

    Matos-Diaz, Horacio; Ragan, James F., Jr.

    2010-01-01

    Prior research suggests that student evaluations of teaching may depend on the average grade expected in a class. We hypothesize that, because of risk aversion, student ratings also depend on the distribution of expected grades. As predicted, student ratings at the University of Puerto Rico at Bayamon are significantly and negatively related to…

  11. iPad Use in Seventh Grade Math: Parent and Student Perceptions

    Science.gov (United States)

    Corbett, Robin

    2015-01-01

    The purpose of this qualitative research study was to compare student and parental perceptions of mobile technology use, specifically iPads, in seventh grade math classrooms and at home. How students and parents perceive the use of iPads within the seventh grade math classroom and how students and parents perceive the influence of iPad use at home…

  12. Relationship between Legible Handwriting and Level of Success of Third Grade Students in Written Expression

    Science.gov (United States)

    Bayat, Seher; Küçükayar, Hasan

    2016-01-01

    This study aims to identify third-grade students' performance levels for written expression and handwriting and to find the relationship between these performances. The study is based on relational screening model. It is carried out with 110 third grade students. Students' levels of success in handwriting and in written expression are evaluated…

  13. Correlation between Grade Point Averages and Student Evaluation of Teaching Scores: Taking a Closer Look

    Science.gov (United States)

    Griffin, Tyler J.; Hilton, John, III.; Plummer, Kenneth; Barret, Devynne

    2014-01-01

    One of the most contentious potential sources of bias is whether instructors who give higher grades receive higher ratings from students. We examined the grade point averages (GPAs) and student ratings across 2073 general education religion courses at a large private university. A moderate correlation was found between GPAs and student evaluations…

  14. The Effect of Cooperative Learning on Middle School Math Students

    Science.gov (United States)

    Remillard, Heather A.

    2015-01-01

    The purpose of this study was to explore cooperative learning and the impact on middle school students overall academic achievement. The study included 47 students from a small private school, ranging from grades sixth through eighth. The researcher examined student perception of cooperative learning, implementation process and the overall impact…

  15. An Analysis on Students' Speaking Skill at Second Grade SMP 8 Rambah Hilir

    OpenAIRE

    Harahap, Siti Surinah; Antoni, Rivi; Rasyidah, Ummi

    2015-01-01

    The purpose of this research was to find out students speaking skill. Speaking is one of the some skills among listening, writing, reading.This research used descriptive qualitative research design.where the writer described and analyzed the students' errors in speaking skill. The population of this research was taken from the second grade students' at Smp 8 Rambah Hilir in Rambah Hilir district is about 21 students.Based on the result, the writer concludes that the second grade students' of ...

  16. Predictors of cultural capital on science academic achievement at the 8th grade level

    Science.gov (United States)

    Misner, Johnathan Scott

    The purpose of the study was to determine if students' cultural capital is a significant predictor of 8th grade science achievement test scores in urban locales. Cultural capital refers to the knowledge used and gained by the dominant class, which allows social and economic mobility. Cultural capital variables include magazines at home and parental education level. Other variables analyzed include socioeconomic status (SES), gender, and English language learners (ELL). This non-experimental study analyzed the results of the 2011 Eighth Grade Science National Assessment of Educational Progress (NAEP). The researcher analyzed the data using a multivariate stepwise regression analysis. The researcher concluded that the addition of cultural capital factors significantly increased the predictive power of the model where magazines in home, gender, student classified as ELL, parental education level, and SES were the independent variables and science achievement was the dependent variable. For alpha=0.05, the overall test for the model produced a R2 value of 0.232; therefore the model predicted 23.2% of variance in science achievement results. Other major findings include: higher measures of home resources predicted higher 2011 NAEP eighth grade science achievement; males were predicted to have higher 2011 NAEP 8 th grade science achievement; classified ELL students were predicted to score lower on the NAEP eight grade science achievement; higher parent education predicted higher NAEP eighth grade science achievement; lower measures of SES predicted lower 2011 NAEP eighth grade science achievement. This study contributed to the research in this field by identifying cultural capital factors that have been found to have statistical significance on predicting eighth grade science achievement results, which can lead to strategies to help improve science academic achievement among underserved populations.

  17. Does student performance on preclinical OSCEs relate to clerkship grades?

    Directory of Open Access Journals (Sweden)

    Margot Chima

    2016-06-01

    Full Text Available Background: Objective structured clinical examinations (OSCEs have been used to assess the clinical competence and interpersonal skills of healthcare professional students for decades. However, the relationship between preclinical (second year or M2 OSCE grades and clerkship performance had never been evaluated, until it was explored to provide information to educators at the University of Nebraska Medical Center (UNMC. In addition, the relationship between M2 OSCE communication scores (which is a portion of the total score and third-year (M3 Internal Medicine (IM clerkship OSCE scores was also explored. Lastly, conflicting evidence exists about the relationship between the amount of previous clinical experience and OSCE performance. Therefore, the relationship between M3 IM clerkship OSCE scores and the timing of the clerkship in the academic year was explored. Methods: Data from UNMC M2 OSCEs and M3 IM clerkship OSCEs were obtained for graduates of the 2013 and 2014 classes. Specifically, the following data points were collected: M2 fall OSCE total, M2 fall OSCE communication; M2 spring OSCE total, M2 spring OSCE communication; and M3 IM clerkship OSCE total percentages. Data were organized by class, M3 IM clerkship OSCE performance, and timing of the clerkship. Microsoft Excel and SPSS were used for data organization and analysis. Results: Of the 245 records, 229 (93.5% had data points for all metrics of interest. Significant differences between the classes of 2013 and 2014 existed for average M2 spring total, M2 spring communication, and M3 IM clerkship OSCEs. Retrospectively, there were no differences in M2 OSCE performances based on how students scored on the M3 IM clerkship OSCE. M3 IM clerkship OSCE performance improved for those students who completed the clerkship last in the academic year. Conclusions: There were inconsistencies in OSCE performances between the classes of 2013 and 2014, but more information is needed to determine if

  18. Does student performance on preclinical OSCEs relate to clerkship grades?

    Science.gov (United States)

    Chima, Margot; Dallaghan, Gary Beck

    2016-01-01

    Objective structured clinical examinations (OSCEs) have been used to assess the clinical competence and interpersonal skills of healthcare professional students for decades. However, the relationship between preclinical (second year or M2) OSCE grades and clerkship performance had never been evaluated, until it was explored to provide information to educators at the University of Nebraska Medical Center (UNMC). In addition, the relationship between M2 OSCE communication scores (which is a portion of the total score) and third-year (M3) Internal Medicine (IM) clerkship OSCE scores was also explored. Lastly, conflicting evidence exists about the relationship between the amount of previous clinical experience and OSCE performance. Therefore, the relationship between M3 IM clerkship OSCE scores and the timing of the clerkship in the academic year was explored. Data from UNMC M2 OSCEs and M3 IM clerkship OSCEs were obtained for graduates of the 2013 and 2014 classes. Specifically, the following data points were collected: M2 fall OSCE total, M2 fall OSCE communication; M2 spring OSCE total, M2 spring OSCE communication; and M3 IM clerkship OSCE total percentages. Data were organized by class, M3 IM clerkship OSCE performance, and timing of the clerkship. Microsoft Excel and SPSS were used for data organization and analysis. Of the 245 records, 229 (93.5%) had data points for all metrics of interest. Significant differences between the classes of 2013 and 2014 existed for average M2 spring total, M2 spring communication, and M3 IM clerkship OSCEs. Retrospectively, there were no differences in M2 OSCE performances based on how students scored on the M3 IM clerkship OSCE. M3 IM clerkship OSCE performance improved for those students who completed the clerkship last in the academic year. There were inconsistencies in OSCE performances between the classes of 2013 and 2014, but more information is needed to determine if this is because of testing variability or heterogeneity

  19. Increasing Academic Skills of Students with Autism Using Fifth Grade Peers as Tutors.

    Science.gov (United States)

    Kamps, Debra; And Others

    1989-01-01

    Nonhandicapped fifth-grade students conducted tutoring sessions in math, language, and reading for two elementary-aged children with autism. Results demonstrated that normal peers could effectively increase academic behaviors of autistic students through tutoring activities. (Author/JDD)

  20. Middle Grades to High School: Mending a Weak Link. Research Brief.

    Science.gov (United States)

    Cooney, Sondra; Bottoms, Gene

    This research brief describes a study of the readiness for high school of eighth-graders who participated in the Southern Regional Education Board's (SREB) Middle Grades Assessment in spring 2000. The assessment included testing in reading, math, and science, and surveys of students and teachers. Following the 2000-01 school year, SREB gathered…

  1. Grade 8 Spanish Math Skills Sharpeners and La Calculadora. Hojas de ejercicios (Calculator Unit. Exercise Sheets.)

    Science.gov (United States)

    Milwaukee Public Schools, WI.

    This workbook contains "skill sharpening" math problems presented in Spanish. These problems have been designed as supplementary work for students at the eighth grade level. Functions and topics such as addition, subtraction, division, multiplication, decimals, scientific notation (exponents), fractions, symmetry, angles, the metric…

  2. Electromagnetic Spectrum. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.

    Science.gov (United States)

    Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.

    This curriculum guide, the second in a set of six, contains teacher and student materials for a unit on the electromagnetic spectrum prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for…

  3. Grade differences in reading motivation among Hong Kong primary and secondary students.

    Science.gov (United States)

    Lau, Kit-Ling

    2009-12-01

    Most previous studies in Western societies have demonstrated a general decline in school motivation. However, it is not clear whether motivational decline occurs uniformly for all students. The moderating effects of individual and cultural differences on students' motivational decline need to be further explored. This study aimed to examine the grade differences in students' reading motivation, including self-efficacy, intrinsic motivation, extrinsic motivation, and social motivation, in a Chinese educational context. Grade by gender and grade by school-average achievement interactions were also checked to explore the role of individual differences in students' motivational changes. A total of 1,794 students (860 boys and 934 girls) volunteered to take part in this study, of whom 648 were Grade 4-6 students from 11 primary schools, 627 were Grade 7-9 students from 12 junior secondary schools, and 519 Grade 10-11 students from 6 senior secondary schools. A Chinese version of the Motivation for Reading Questionnaire (CRMQ) was administered to all participants during regular class periods by their teachers. Reliability analyses and confirmatory factor analysis (CFA) were first undertaken to assess the psychometric quality of the CRMQ. Then, multisample CFA was conducted to examine whether the factor structure of the CRMQ was equivalent across students at different grade levels. Grade differences in various reading motivation constructs as well as grade x gender and grade x school-average achievement interactions were examined using multiple-indicator-multiple-causes modelling. The findings of this study supported the reliability and the factor structure of the CRMQ in measuring the reading motivation of Chinese students at different grade levels. The factor pattern of the CRMQ was invariant across primary, junior secondary, and senior secondary students in multisample CFA. As far as the scores on the four reading motivation constructs were concerned, students scored

  4. Determination of the Colour Preferences of 5th Grade Students in Relation to Gender

    Science.gov (United States)

    Uysal, Hüseyin

    2016-01-01

    The purpose of this research is to determine the colour preferences of 5th grade students in relation to the concept of gender. The study was conducted with the 19 5th grade students studying at Central District of Bartin Province in 2015 to 2016 academic year. Throughout the research, quantitative research method had been used while survey had…

  5. The Impact of Framing Effect on Student Preferences for University Grading Systems

    Science.gov (United States)

    Smith, Jeffrey K.; Smith, Lisa F.

    2009-01-01

    Kahneman and Tversky's (1979, 2000; Tversky & Kahneman, 1981) work in decision-making was applied to student preferences for grading practices. Undergraduate psychology students (n = 240) were randomly assigned to 1 of 3 framing conditions related to how a university course might be graded: a 100 point system, a percentage system, and an open…

  6. The Influence of Documentary Films on 8th Grade Students' Views about Nature of Science

    Science.gov (United States)

    Seckin Kapucu, Munise; Cakmakci, Gultekin; Aydogdu, Cemil

    2015-01-01

    This quasi-experimental study aims to investigate the documentary films' influence on 8th grade students' nature of science views. The study's participants were 113 8th grade students from two different schools taught by two different teachers. The study was completed over a 6-week period, during which topics related to "Cell Division and…

  7. A Situative Metaphor for Teacher Learning: The Case of University Tutors Learning to Grade Student Coursework

    Science.gov (United States)

    Boyd, Pete; Bloxham, Sue

    2014-01-01

    In the continuing concern about academic standards in the higher education sector a great deal of emphasis has been placed on quality assurance procedures rather than on considering how university tutors learn to grade the quality of work produced by students. As part of a larger research project focused on how tutors grade student coursework,…

  8. The Relationship between Home Literary Environments and Attitudes toward Reading in Ninth-Grade Students.

    Science.gov (United States)

    Kubis, Mary Ellen

    A study determined what variables in the home literary environments of ninth-grade students influenced their attitudes toward reading. Subjects, 316 students from 2 ninth-grade classes at 2 metropolitan high schools, were given the Estes Reading Attitude Scale and a researcher-developed, 30-question inventory of their home literary environment.…

  9. Extrinsic Motivators Affecting Fourth-Grade Students' Interest and Enrollment in an Instrumental Music Program

    Science.gov (United States)

    Vasil, Martina

    2013-01-01

    The purpose of this study was to investigate fourth-grade students' extrinsic motivators for joining and continuing in a school instrumental music program. Three research questions were investigated: (a) What extrinsic motivators have influenced fourth-grade students' initial interest and continuing participation in an instrumental music program?…

  10. Grades and Graduation: A Longitudinal Risk Perspective to Identify Student Dropouts

    Science.gov (United States)

    Bowers, Alex J.

    2010-01-01

    Studies of student risk of school dropout have shown that present predictors of at-risk status do not accurately identify a large percentage of students who eventually drop out. Through the analysis of the entire Grade 1-12 longitudinal cohort-based grading histories of the class of 2006 for two school districts in the United States, the author…

  11. Motivation: The Value of Developing Intrinsic Motivation in Elementary School Students in Grades Four through Six

    Science.gov (United States)

    Gerstner, Gary M.

    2017-01-01

    This study sought to fill the gap in the literature concerning intrinsic motivation in elementary students in Grades 4-6 by examining 155 elementary school students and in-depth interviews with three elementary grade teachers. This study used data collected from the self-report survey called the Children's Academic Intrinsic Motivation Inventory…

  12. Predicting Eight Grade Students' Equation Solving Performances via Concepts of Variable and Equality

    Science.gov (United States)

    Ertekin, Erhan

    2017-01-01

    This study focused on how two algebraic concepts- equality and variable- predicted 8th grade students' equation solving performance. In this study, predictive design as a correlational research design was used. Randomly selected 407 eight-grade students who were from the central districts of a city in the central region of Turkey participated in…

  13. Assessing the Relation between Seventh-Grade Students' Engagement and Mathematical Problem Solving Performance

    Science.gov (United States)

    Lein, Amy E.; Jitendra, Asha K.; Starosta, Kristin M.; Dupuis, Danielle N.; Hughes-Reid, Cheyenne L.; Star, Jon R.

    2016-01-01

    In this study, the authors assessed the contribution of engagement (on-task behavior) to the mathematics problem-solving performance of seventh-grade students after accounting for prior mathematics achievement. A subsample of seventh-grade students in four mathematics classrooms (one high-, two average-, and one low-achieving) from a larger…

  14. Assessing the Relation between Seventh-Grade Students' Engagement and Proportional Problem Solving Performance

    Science.gov (United States)

    Lein, Amy E.; Jitendra, Asha K.; Starosta, Kristin M.; Dupuis, Danielle N.; Hughes-Reid, Cheyenne L.; Star, John R.

    2016-01-01

    In this study, the authors assessed the contribution of engagement (on-task behavior) to the mathematics problem-solving performance of seventh-grade students after accounting for prior mathematics achievement. A subsample of seventh-grade students in four mathematics classrooms (one high-, two average-, and one low-achieving) from a larger…

  15. GRADING: Involving Students in a Time-saving Solution to the Homework Problem.

    Science.gov (United States)

    Mafi, Mohammad

    1989-01-01

    A procedure where homework assignments are collected, graded, and returned each week is suggested. Students were used to grade each other's homework against copies of the solutions according to criteria established at the beginning of the course. Student response has been positive. (MVL)

  16. Work, Lyddie! Work! 8th Grade Activity. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

    Science.gov (United States)

    Moore, Darla

    This eighth grade lesson plan asks students to research and analyze primary source documents about early factory labor (mill workers during the period between 1840-1860) showing their hours of labor, ages of laborers, reasons for working, and working conditions. The lesson plan asks students to read a historical novel about the time,…

  17. Academic Self-Efficacy, Faculty-Student Interactions, and Student Characteristics as Predictors of Grade Point Average

    Science.gov (United States)

    Gosnell, Joan C.

    2012-01-01

    The purpose of the study was to explore student characteristics, academic self-efficacy, and faculty-student interactions as predictors of grade point average for upper-division (college level third and fourth year) education students at a public 4-year degree-granting community college. The study examined the effects of student characteristics…

  18. The Effects of a Water Conservation Instructional Unit on the Values Held by Sixth Grade Students

    Science.gov (United States)

    Aird, Andrew; Tomera, Audrey

    1977-01-01

    Sixth grade students were divided into two groups. Students in one group received instruction on water conservation using expository and discovery activities. The students in the control group received none. Results gave evidence that students' values could be changed by this mode of water conservation instruction. (MA)

  19. The Impact of Use of Manipulatives on the Math Scores of Grade 2 Students

    Science.gov (United States)

    Liggett, Robert Scott

    2017-01-01

    Today's society places a lot of pressure on schools, teachers, and students to improve test scores. This paper discusses the possibility of using mathematical manipulatives to improve student test scores and students' attitudes towards mathematics. Forty-three Grade 2 students with age ranges between six and eight from a rural town in Saskatchewan…

  20. Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study across Second and Third Grade

    Science.gov (United States)

    Al Otaiba, Stephanie; Petscher, Yaacov; Pappamihiel, N. Eleni; Williams, Rihana S.; Dyrlund, Allison K.; Connor, Carol

    2009-01-01

    This study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students grouped in 3 English proficiency levels: students receiving English as a second language (ESL) services (n = 2,182), students exited from ESL services (n = 965), and students never designated as needing services (n = 1,857). An important focus was to…

  1. Students' Extrinsic and Intrinsic Motivation Level and Its Relationship with Their Mathematics Achievement

    Science.gov (United States)

    Acar Güvendir, Meltem

    2016-01-01

    This study focused on the extrinsic and intrinsic motivation levels of eighth grade students and its relationship with their mathematical achievement. The participants of the study included 6,829 students who took TIMSS in 2011 and 239 mathematics teachers. The data obtained from the student and teacher questionnaires that are included in the…

  2. "It's a Lot of Hectic in Middle School": Student-Teaching in an Urban Classroom.

    Science.gov (United States)

    Meyer, Jim

    1999-01-01

    Relates the experience of a college professor who spent two months as a student teacher in an eighth-grade language arts classroom in an urban public school. Discusses middle school teaching verses college teaching, coming to know the students, discipline, student testing, accountability, teaching writing, the failure of teacher-training programs,…

  3. Parental Involvement in Middle School Predicting College Attendance for First-Generation Students

    Science.gov (United States)

    Bui, Khanh; Rush, Ryan A.

    2016-01-01

    Using data from the National Education Longitudinal Study, this report examined the relationship between parental involvement in eighth grade and college attendance by eight years after high school for students whose parents have no college education (i.e., first-generation students; n = 1,358) in comparison to students whose parents have some…

  4. Middle School Students' Decision-Making on Solid Waste Management in Taiwan.

    Science.gov (United States)

    Wang, Kuo-Hua

    The purpose of the study was to determine the effectiveness of a HyperCard simulation upon student's concepts, opinions, and option-rankings on solid waste management, and to investigate what cognitive activities of the students were involved in the decision-making processes. One hundred eighth-grade students in Taiwan participated in this…

  5. Cognitively Accessible Academic Lessons for Students with Intellectual Disabilities Using the iPad

    Science.gov (United States)

    Gunderson, Jamie Linn; Higgins, Kyle; Morgan, Joseph John; Tandy, Richard; Brown, Monica R.

    2017-01-01

    The purpose of this study was to improve access to general education curricula, through the use of an iPad, for students with intellectual disabilities (IDs). The participants were 72 students (kindergarten through eighth grade) identified as having an ID. During the 6-week study, the 41 students in the experimental iPad group received academic…

  6. The Effects of Student Question-Generation with Online Prompts on Learning

    Science.gov (United States)

    Yu, Fu-Yun; Pan, Kuan-Jung

    2014-01-01

    The focus of this study was to investigate the effects of student-question generation with online prompts on student academic achievement, question-generation performance, learning satisfaction and learning anxiety. This study adopted a quasi-experimental research design. Two classes of eighth grade students (N = 64) from one middle school…

  7. Students' Perceptions of Vocabulary Knowledge and Learning in a Middle School Science Classroom

    Science.gov (United States)

    Brown, Patrick L.; Concannon, James P.

    2016-01-01

    This study investigated eighth-grade science students' (13-14-year-olds) perceptions of their vocabulary knowledge, learning, and content achievement. Data sources included pre- and posttest of students' perceptions of vocabulary knowledge, students' perceptions of vocabulary and reading strategies surveys, and a content achievement test.…

  8. The effect of two grading systems on the performance of medical students during oral examinations

    DEFF Research Database (Denmark)

    Ba-Ali, Shakoor; Jemec, Gregor B E; Sander, Birgit

    2017-01-01

    group (p = 0.45). Moreover, the average mark was higher among the international students (mean = 10.3, on the seven-point grading scale) than in the Danish speaking classes (mean = 9.1). CONCLUSION: The seven-point grading scale seems to motivate students to yield a better performance; hence tiered......INTRODUCTION: Either a pass/fail approach or a seven-point grading scale are used to evaluate students at the Danish universities. The aim of this study was to explore any effect of the assessment methods on student performances during oral exams. METHODS: In a prospective study including 1......,037 examinations in three medical subjects, we investigated the difference in the test scores between the spring- and autumn semester. In the spring semester, the students could either pass or fail the subject (pass/fail) while in the following autumn semester, the students were assessed by tiered grading (seven...

  9. Energy Concept Understanding of High School Students: A Cross-Grade Study

    Science.gov (United States)

    Takaoglu, Zeynep Baskan

    2018-01-01

    Energy is a difficult concept to be understood by students of all levels. Thus, the aim of the study is to determine how high school students at different levels perceive the energy and related concepts. In line with this purpose, 173 students in total of which 57 ones of the 9th grade, 94 ones of the 10th grade and 22 ones of the 11th grade…

  10. Predictors of Middle School Students' Use of Self- Handicapping Strategies.

    Science.gov (United States)

    Midgley, Carol; Urdan, Tim

    1995-01-01

    By procrastinating, allowing others to keep them from studying, deliberately not trying, and using other "self-handicapping" strategies, students can convey that those circumstances, rather than lack of ability, are the reasons for subsequent poor performance. Survey data from 256 eighth-grade students indicated that boys use those strategies more…

  11. Differentiating mass from density: The effect of modeling and student dialogue in a sixth-grade classroom

    Science.gov (United States)

    Deich, Martha L.

    The concept of density can be difficult to learn. In the middle grades, students characteristically conflate mass and density, and even after instruction many students do not distinguish them consistently (Smith, Maclin, Grosslight, & Davis, 1997). Few develop a conceptualization of density that accounts for the implications of changing mass, volume, temperature, and/or state. My work looks specifically at how students make sense of the relationship between mass and volume as they refine their understanding of density. The concept of density is challenging to teach. Traditional methods of teaching density in middle-school classrooms typically involve either the measurement of an object's mass and volume and the subsequent calculation of the ratio of the two quantities, or the observation of different materials in water to learn about their buoyancy. Unfortunately, as Carol Smith and her colleagues have documented (1985, 1992, 1997), these approaches leave many students stuck in their "commonsense frameworks" that merge mass and density into one concept. Teachers need better ways to teach density. Hence I designed an intervention to study the effects of some possibly more effective ways to teach density. I developed and taught a complex intervention (Brown, 1992) featuring student modeling, extensive student dialogue on data and data analyses, formative assessments, the substitution of hands-on inquiry for mathematical problem sets, and multiple thought experiments. The hallmarks of the intervention were modeling and student dialogue, and the research question I posed was: Does classroom practice that encourages modeling with open-ended discourse help students differentiate between the concepts of mass and density? I patterned my research on a Smith study of density instruction in eighth grade (Smith, Maclin, Grosslight, & Davis, 1997), which had a quasiexperimental research design that compared the results of teaching density differently in two classrooms. I

  12. Eighth Amendment & Death Penalty.

    Science.gov (United States)

    Shortall, Joseph M.; Merrill, Denise W.

    1987-01-01

    Presents a lesson on capital punishment for juveniles based on three hypothetical cases. The goal of the lesson is to have students understand the complexities of decisions regarding the death penalty for juveniles. (JDH)

  13. Grade Inflation in Medical Student Radiation Oncology Clerkships: Missed Opportunities for Feedback?

    International Nuclear Information System (INIS)

    Grover, Surbhi; Swisher-McClure, Samuel; Sosnowicz, Stasha; Li, Jiaqi; Mitra, Nandita; Berman, Abigail T.; Baffic, Cordelia; Vapiwala, Neha; Freedman, Gary M.

    2015-01-01

    Purpose: To test the hypothesis that medical student radiation oncology elective rotation grades are inflated and cannot be used to distinguish residency applicants. Methods and Materials: The records of 196 applicants to a single radiation oncology residency program in 2011 and 2012 were retrospectively reviewed. The grades for each rotation in radiation oncology were collected and converted to a standardized 4-point grading scale (honors, high pass, pass, fail). Pass/fail grades were scored as not applicable. The primary study endpoint was to compare the distribution of applicants' grades in radiation oncology with their grades in medicine, surgery, pediatrics, and obstetrics/gynecology core clerkships. Results: The mean United States Medical Licensing Examination Step 1 score of the applicants was 237 (range, 188-269), 43% had additional Masters or PhD degrees, and 74% had at least 1 publication. Twenty-nine applicants were graded for radiation oncology rotations on a pass/fail basis and were excluded from the final analysis. Of the remaining applicants (n=167), 80% received the highest possible grade for their radiation oncology rotations. Grades in radiation oncology were significantly higher than each of the other 4 clerkships studied (P<.001). Of all applicants, 195 of 196 matched into a radiation oncology residency. Higher grades in radiation oncology were associated with significantly higher grades in the pediatrics core clerkship (P=.002). However, other medical school performance metrics were not significantly associated with higher grades in radiation oncology. Conclusions: Although our study group consists of a selected group of radiation oncology applicants, their grades in radiation oncology clerkships were highly skewed toward the highest grades when compared with grades in other core clerkships. Student grading in radiation oncology clerkships should be re-evaluated to incorporate more objective and detailed performance metrics to allow for

  14. Grade 1 to 6 Thai students' existing ideas about light: Across-age study

    Science.gov (United States)

    Horasirt, Yupaporn; Yuenyong, Chokchai

    2018-01-01

    This paper aimed to investigate Grade 1 to 6 Thai (6 - 12 years old) students' existing ideas about light, sight, vision, source of light. The participants included 36 Grade 1 to 6 students (6 students in each Grade) who studying at a primary school in Khon Kaen. The method of this study is a descriptive qualitative research design. The tools included the two-tiered test about light and open-ended question. Students' responses were categorized the students' existing ideas about light. Findings indicated that young students held various existing ideas about light that could be categorized into 6 different groups relating to sight, vision, and source of light. The paper discussed these students' existing ideas for developing constructivist learning about light in Thailand context.

  15. The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452

    Science.gov (United States)

    National Center for Education Statistics, 2011

    2011-01-01

    Representative samples of fourth- and eighth-grade public school students from 21 urban districts participated in the 2011 National Assessment of Educational Progress (NAEP) in mathematics. Eighteen of the districts participating in the 2011 NAEP Trial Urban District Assessment (TUDA) participated in earlier assessment years, while three districts…

  16. Electronic Storybooks: A Constructivist Approach to Improving Reading Motivation in Grade 1 Students

    Science.gov (United States)

    Ciampa, Katia

    2012-01-01

    This study stemmed from a concern of the perceived decline in students' reading motivation after the early years of schooling. This research investigated the effectiveness of online eBooks on eight grade 1 students' reading motivation. Eight students were given ten 25-minute sessions with the software programs over 15 weeks. Qualitative data were…

  17. Rubrics as a Mitigating Instrument for Bias in the Grading of Student Writing

    Science.gov (United States)

    Gerritson, Michael

    2013-01-01

    The practice of grading student writing often seems arbitrary and unfair to students. It is important to students and educators that writing is fairly and accurately assessed in order to facilitate demonstrable improvement in their composition. This research addressed a specific writing rubric as a method to mitigate implicit or subconscious…

  18. The Relationship between Voting Knowledge and Voting Attitudes of Selected Ninth and Tenth Grade Students.

    Science.gov (United States)

    Golden, Kathleen

    1985-01-01

    A study showed that the acquisition of voting knowledge in a civics class positively influenced ninth- and tenth-grade students' attitudes toward voting. Teachers should give students a solid foundation concerning the electoral process and encourage students to participate in the political process. (RM)

  19. Results of Third-Grade Students in a Reform Curriculum on the Illinois State Mathematics Test.

    Science.gov (United States)

    Carroll, William M.

    1997-01-01

    Reports on the results of the reform curriculum of the University of Chicago School Mathematics Project's elementary curriculum, Everyday Mathematics, for third-grade students. Results included the fact that only 2% of UCSMP students failed to meet state goals. UCSMP students also scored well in all mathematical areas including number skills and…

  20. Food Insecurity among Community College Students: Prevalence and Association with Grade Point Average

    Science.gov (United States)

    Maroto, Maya E.; Snelling, Anastasia; Linck, Henry

    2015-01-01

    This study investigated the prevalence of food insecurity among community college students (N = 301) and the relationship between food insecurity and student grade point average (GPA). It employed a cross-sectional intercept survey, utilizing the U.S. Department of Agriculture's Household Food Security Survey Module, student self-reported GPA, and…

  1. 11th Grade Students' Conceptual Understanding about Torque Concept: A Longitudinal Study

    Science.gov (United States)

    Bostan Sarioglan, Ayberk; Küçüközer, Hüseyin

    2014-01-01

    In this study, it is aimed to reveal the effect of instruction on students' ideas about torque before instruction, after instruction and fifteen weeks after instruction. The working group consists of twenty five high school eleventh grade students. To reveal these students' ideas about the concept of torque a concept test consisting of seven…

  2. The Effect of Departmentalization on the Reading Achievement of Sixth-Grade Students.

    Science.gov (United States)

    Harris, Mary B.

    A study examined whether departmentalization affected the reading achievement of sixth-grade students attending a Chicago public school. A random sample of 30 students was chosen from a group of 53 who received instruction in a departmentalized program. A second random sample of 30 was selected from a total of 54 students who received instruction…

  3. The Benefits of Departmentalization in Upper Elementary Grades for Students and Teachers

    Science.gov (United States)

    Johnson, Malissa Lee

    2013-01-01

    This study addressed the benefits of departmentalization in upper elementary grades for students and teachers. The variables of gender and classroom structure (departmentalized versus self-contained) were considered for student participants (n = 125). Results for students were evaluated on pre-test and post-test data using the following measures:…

  4. Peer Contexts: Do Old for Grade and Retained Peers Influence Student Behavior in Middle School?

    Science.gov (United States)

    Muschkin, Clara G.; Glennie, Elizabeth; Beck, Audrey N.

    2014-01-01

    Background: Many school systems have ended social promotion by implementing accountability systems where students who fail academic assessments are retained in grade. Additionally, some parents have delayed their children's entry into school, believing that older students have an advantage. While research has examined outcomes for students who…

  5. Digital Natives: Fifth-Grade Students' Authentic and Ritualistic Engagement with Technology

    Science.gov (United States)

    Dietrich, Trevor; Balli, Sandra J.

    2014-01-01

    Thirty four fifth-grade students were interviewed about classroom learning and technology. Interview data were considered through Schlechty's (2002) levels of engagement framework to explore students' authentic or ritualistic engagement during technology supported lessons. Student engagement is defined as interest in and commitment to learning.…

  6. Risk-Category Transition Patterns for Students in Grades 2 to 4. Research Brief 7

    Science.gov (United States)

    Park, Bitnara Jasmine

    2013-01-01

    Early identification of students who are at-risk for reading difficulties (RD) is critical for successful and effective RTI implementation. A large group of students were followed for three years (grades 2 to 4) to investigate transition patterns of risk-categories across three years. Results indicated that although students identified at…

  7. Relations among Grade 4 Students' Perceptions of Autonomy, Engagement in Science, and Reading Motivation

    Science.gov (United States)

    Taboada Barber, Ana; Buehl, Michelle M.

    2013-01-01

    The authors extend previous work on students' perceptions of teachers' autonomy-enhancing and autonomy-suppressing behaviors in relation to students' engagement to a more situated context (i.e., two Grade 4 science instructional conditions instead of school in general) and a linguistically diverse population (i.e., Hispanic students). They also…

  8. Decomposing University Grades: A Longitudinal Study of Students and Their Instructors

    Science.gov (United States)

    Beenstock, Michael; Feldman, Dan

    2018-01-01

    First-degree course grades for a cohort of social science students are matched to their instructors, and are statistically decomposed into departmental, course, instructor, and student components. Student ability is measured alternatively by university acceptance scores, or by fixed effects estimated using panel data methods. After controlling for…

  9. Loneliness among Students with Special Educational Needs in Mainstream Seventh Grade

    NARCIS (Netherlands)

    Bossaert, Goele; Colpin, Hilde; Pijl, Sip Jan; Petry, Katja

    2012-01-01

    The goals of this study were twofold. The first aim was to explore loneliness prevalence in typically developing students, students with ASD and students with motor and/or sensory disabilities in mainstream 7th grade in Belgium. The second aim was to explore the relations between number of friends,

  10. Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students

    Science.gov (United States)

    Ritchey, Kristen D.; Palombo, Kimberly; Silverman, Rebecca D.; Speece, Deborah L.

    2017-01-01

    Upper elementary school students who have reading problems may have difficulty in one or more areas of reading, each requiring specific types of interventions. This study evaluated a short-term reading intervention for 46 fifth-grade students with poor reading comprehension. Students were randomly assigned to an intervention or no treatment…

  11. Correlation between the Physical Activity Level and Grade Point Averages of Faculty of Education Students

    Science.gov (United States)

    Imdat, Yarim

    2014-01-01

    The aim of the study is to find the correlation that exists between physical activity level and grade point averages of faculty of education students. The subjects consist of 359 (172 females and 187 males) under graduate students To determine the physical activity levels of the students in this research, International Physical Activity…

  12. Can Incentives Mitigate Student Overconfidence at Grade Forecasts?

    Science.gov (United States)

    Caplan, Dennis; Mortenson, Kristian G.; Lester, Marisa

    2018-01-01

    Research shows that college students exhibit bias in their forecasts of exam performance. Most students are overconfident in their forecasts, academically weaker students are the most overconfident, and top-performing students are underconfident. The literature identifies negative repercussions of these biases, including inadequate preparation for…

  13. An Insight into Student Perceptions of Cyberbullying

    Science.gov (United States)

    Seo, Kay Kyeong-Ju; Tunningley, Joan; Warner, Zachary; Buening, Jonathan

    2016-01-01

    Cyberbullying is a major public concern due to its physical, emotional, and psychological impact affecting both victims and perpetrators. This study analyzed existing survey results from seventh- and eighth-grade students at a school in the midwestern United States to investigate possible similarities and differences in perceptions of…

  14. The school nutrition program's role in weight management of 4th grade elementary students

    Science.gov (United States)

    We are attempting to uncover the school nutrition program's role in weight management of 4th grade elementary students. Data was collected within a time frame for the food frequency questionnaire (FFQ) set at two months at the WT Cheney Elementary School and South Wood Elementary for 4th grade stud...

  15. The Effects of Handwriting Instruction on Reading for Students in Grades 1 and 2

    Science.gov (United States)

    Stroik, Linda R.

    2016-01-01

    The purpose of this quantitative quasi-experimental group comparison study using a repeated measures comparison group design with random assignment of subjects to groups was to investigate the effects of handwriting instruction on reading progress for learners in grade 1 and grade 2. At three points in time, the number of words each student read…

  16. Grading Innovation in an International Marketing Course: Promoting Student Collaboration and Individual Accountability

    Science.gov (United States)

    Chelminski, Piotr

    2017-01-01

    In this article, the author proposes an innovative, exam-based homework grading method to facilitate both collaboration among students and individual accountability while learning a complex theory and applying it to solve a problem. Results from this novel approach to grading a "comparative advantage theory" homework assignment, using an…

  17. Examination of the 8th Grade Students' TIMSS Mathematics Success in Terms of Different Variables

    Science.gov (United States)

    Kaleli-Yilmaz, Gül; Hanci, Alper

    2016-01-01

    The aim of this study is to determine how the TIMSS mathematics success of the 8th grade students differentiates according to the school type, gender, mathematics report mark, parents' education level, cognitive domains and cognitive domains by gender. Relational survey method was used in the study. Six-hundred fifty two 8th grade students…

  18. Paying Students to Learn: An Ethical Analysis of Cash for Grades Programmes

    Science.gov (United States)

    Warnick, Bryan R.

    2017-01-01

    A growing number of schools have begun experimenting with giving students cash rewards to improve academic performance. This practice has come to be known as "cash-for-grades." In this article, I examine some of the philosophical and ethical questions involved with cash-for-grades programmes, rather than focusing on whether such…

  19. How Much Is that Exam Grade Really Worth? An Estimation of Student Risk Aversion to Their Unknown Final College Course Grades

    Science.gov (United States)

    Nalley, Lanier; McKenzie, Andrew

    2011-01-01

    This study created an experimental design with which students can empirically assess their risk behavior with respect to exam grades within an expected utility framework. Specifically, the authors analyzed students' risk preferences associated with taking exams and earning a "risky" unknown grade versus not taking exams and instead…

  20. Testing the Efficacy of INSIGHTS on Student Disruptive Behavior, Classroom Management, and Student Competence in Inner City Primary Grades

    OpenAIRE

    McClowry, Sandra Graham; Snow, David L.; Tamis-LeMonda, Catherine S.; Rodriguez, Eileen T.

    2009-01-01

    A prevention trial tested the efficacy of INSIGHTS into Children?s Temperament as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management. Participants included 116 first and second grade students, their parents, and their 42 teachers in six inner city schools. Teachers completed the Sutter-Eyberg Student Behavior Inventory (SESBI) and the Teacher?s Rating Scale of Child?s Actual Competence ...

  1. Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade

    OpenAIRE

    Al Otaiba, Stephanie; Petscher, Yaacov; Williams, Rihana S.; Pappamihiel, N. Eleni; Dyrlund, Allison K.; Connor, Carol

    2009-01-01

    This study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students grouped in 3 English proficiency levels: students receiving English as a second language (ESL) services (n = 2,182), students exited from ESL services (n = 965), and students never designated as needing services (n = 1,857). An important focus was to learn whether, within these 3 groups, proficiency levels and growth were reliably related to special education status. Using hierarchical linear model...

  2. common difficulties experienced by grade 12 students in learning

    African Journals Online (AJOL)

    Temechegn

    difficult topic student's experiences in learning chemistry is chemical bonding because ... students cooperative enterprise in science, organizing field trips, science ... related to organic, inorganic and physical chemistry that are to be learnt and ...

  3. Enhancing Reading Comprehension and Critical Thinking Skills of First Grade ESOL Students through the Use of Semantic Webbing.

    Science.gov (United States)

    Kaufman, Madeline

    In response to low reading scores among first grade students of English as a Second Language (ESL) in one inner-city school, the teaching techniques of semantic webbing and brainstorming were used to improve student reading skills. Subjects were eight first grade ESL students. Pretests were administered to assess student levels of reading…

  4. Professor Age and Gender Affect Student Perceptions and Grades

    Science.gov (United States)

    Joye, Shauna W.; Wilson, Janie H.

    2015-01-01

    Student evaluations provide rich information about teaching performance, but a number of factors beyond teacher effectiveness influence student evaluations. In this study we examined the effects of professor gender and perceived age on ratings of effectiveness and rapport as well as academic performance. We also asked students to rate professor…

  5. Student motivation: the study approaches of grade twelve learners in ...

    African Journals Online (AJOL)

    Research has found that in spite of student potential, as well as resources and facilities found in schools and in higher education institutions, students are not inspired to learn and study voluntarily and to the best of their abilities. Students should first be motivated to learn and study before they can take advantage of their ...

  6. The Academic Ethic and College Grades: Does Hard Work Help Students To "Make the Grade"?

    Science.gov (United States)

    Rau, William; Durand, Ann

    2000-01-01

    Demonstrates how "academic ethic" (a student world view that emphasizes diligent, daily, and sober study) can be operationalized and measured. Provides evidence for its existence among students at Illinois State University. Finds a relationship between methodical, disciplined study and academic performance. (Contains references.) (CMK)

  7. Analysis of 8th Grade Students' Viewpoints to the Concept of Democratic Citizen through Metaphors

    Directory of Open Access Journals (Sweden)

    Gizem Karabulut

    2017-09-01

    Full Text Available In this study, it is aimed to determine the view of the 8th grade students on the concept of democratic citizens through the metaphors. In the research towards the general objective, one of the qualitative research designs phenomenology was used. The participants of the survey are 160, 8th grade students in the Körfez district of Kocaeli province in the academic year of 2016-2017. Of the 8th grade students who participated in the survey, 85 are boys and 75 are girls. Data have been reached with semi-structured forms. The metaphors and explanations written by the students were used as the basic data source in this research. Data were analyzed through content analysis. The findings from the research show that 8th grade students perceive democratic citizenship in eight categories: freedom, justice, unity and solidarity, participation, equality, patriotism, diligence and responsibility. When the opinions of the students are analyzed, it is seen that the metaphors they produce concentrate on the categories of freedom and justice. In this context, with 13 students the most widely used metaphor is “fair citizen”. Besides the students produced metaphors mostly in the category of freedom. With “tree“ and “free bird” metaphors they emphasized dimension of freedom of democratic citizenship. Students have also mentioned the distinctive characteristics of democracy, such as decision-making, election, voting, and having a saying in the country's administration when they are explaining what they do with democratic citizen.

  8. Do School-Based Tutoring Programs Significantly Improve Student Performance on Standardized Tests?

    Science.gov (United States)

    Rothman, Terri; Henderson, Mary

    2011-01-01

    This study used a pre-post, nonequivalent control group design to examine the impact of an in-district, after-school tutoring program on eighth grade students' standardized test scores in language arts and mathematics. Students who had scored in the near-passing range on either the language arts or mathematics aspect of a standardized test at the…

  9. A Longitudinal Analysis of Students' Autobiographical Memories of Participation in Multiple Sport Education Seasons

    Science.gov (United States)

    Wahl-Alexander, Zachary; Sinelnikov, Oleg; Curtner-Smith, Matthew

    2017-01-01

    The purpose of this study was to examine middle school students' recollections of their participation in a significant number of Sport Education seasons over a period of five years. Thirty-one (18 boys and 13 girls) eighth-grade students (average age at data collection = 13 years) who had all participated in at least 17 Sport Education seasons…

  10. Errors of Students Learning with React Strategy in Solving the Problems of Mathematical Representation Ability

    Science.gov (United States)

    Sari, Delsika Pramata; Darhim; Rosjanuardi, Rizky

    2018-01-01

    The purpose of this study was to investigate the errors experienced by students learning with REACT strategy and traditional learning in solving problems of mathematical representation ability. This study used quasi experimental pattern with static-group comparison design. The subjects of this study were 47 eighth grade students of junior high…

  11. Motivation for Reading and Upper Primary School Students' Academic Achievement in Reading in Kenya

    Science.gov (United States)

    Mucherah, Winnie; Herendeen, Abbey

    2013-01-01

    This study examined primary school students' reading motivation and performance on the standardized exam. Participants included 901 seventh and eighth grade students from Kenya. There were 468 females and 433 males. Contrary to previous studies, results showed reading challenge and aesthetics, but not efficacy, predicted reading achievement,…

  12. Using an Exploratory Internet Activity & Trivia Game to Teach Students about Biomes

    Science.gov (United States)

    Richardson, Matthew L.

    2009-01-01

    Students in life science classes need an introduction to biomes, including an introduction to the concept, key biotic and abiotic features of biomes, and geographic locations of biomes. In this activity, students in seventh- and eighth-grade science classes used a directed exploratory Internet activity to learn about biomes. The author tested…

  13. Uniforms in the Middle School: Student Opinions, Discipline Data, and School Police Data

    Science.gov (United States)

    Sanchez, Jafeth E.; Yoxsimer, Andrew; Hill, George C.

    2012-01-01

    This study investigated public middle school students' opinions on the benefits of wearing a school uniform. A review of related literature is provided along with results of the opinions obtained from 604 seventh- and eighth-grade middle school students attending a public school in Nevada that had recently initiated a school uniform policy.…

  14. Effect of Middle School Students' Motivation to Learn Technology on Their Attitudes toward Engineering

    Science.gov (United States)

    Kwon, Hyuksoo

    2016-01-01

    The purpose of this study was to investigate the effect of motivation to learn technology, as perceived by South Korean middle school students, on their attitudes toward engineering. Using the instruments of Glynn et al. (2011) and Lee (2008), the study focused on eighth and ninth grade students in four middle schools located in South Korea's…

  15. Increasing Motivation and Engagement in Elementary and Middle School Students through Technology-Supported Learning Environments

    Science.gov (United States)

    Godzicki, Linda; Godzicki, Nicole; Krofel, Mary; Michaels, Rachel

    2013-01-01

    This action research project report was conducted in order to increase motivation and engagement in elementary and middle school students through technology-supported learning environments. The study was conducted from August 27, 2012, through December 14, 2012 with 116 participating students in first-, fourth-, fifth- and eighth-grade classes. To…

  16. Enhancing Students' NOS Views and Science Knowledge Using Facebook-Based Scientific News

    Science.gov (United States)

    Huang, Hsi-Yu; Wu, Hui-Ling; She, Hsiao-Ching; Lin, Yu-Ren

    2014-01-01

    This study investigated how the different discussion approaches in Facebook influenced students' scientific knowledge acquisition and the nature of science (NOS) views. Two eighth- and two ninth-grade classes in a Taiwanese junior high school participated in the study. In two of the classes students engaged in synchronous discussion, and in the…

  17. Eight Voices of Empowerment: Student Perspectives in a Restructured Urban Middle School

    Science.gov (United States)

    Horn, Brian R.

    2017-01-01

    This article explores student empowerment in a restructured urban Title I middle school. The study includes data from eight participants in an action research project that involved a critical inquiry unit in an eighth-grade language arts class that asked students, "How are you empowered and disempowered by school?" Findings reveal that…

  18. Use of the Kirton Adaption-Innovation Inventory with Middle School Students.

    Science.gov (United States)

    Selby, Edwin C.; And Others

    1993-01-01

    Innovative or adaptive behavior of 86 eighth-grade students was rated by themselves, parents, and teachers using the Kirton Adaption-Innovation Inventory. The inventory was found to be reliable, stable, and valid. No significant differences between male and female students' scores were exhibited. Correlation with scores on the Comprehensive Test…

  19. Hearing the Difference: "Mockingbird" Novel Inspires Student-Led Anti-Racism Video Project

    Science.gov (United States)

    Coe, Cindy A.

    2017-01-01

    In this article, Cindy Coe describes how after wrapping up her eighth grade "To Kill a Mockingbird" unit, one of her students came to her about derogatory terms being used around school and expressed that she wanted to do something about it in light of their recent unit. In a meeting with the principal, the student shared her frustration…

  20. The Role of E-Mentoring in Mathematically Gifted Students' Academic Life: A Case Study

    Science.gov (United States)

    Mammadov, Sakhavat; Topçu, Abdullah

    2014-01-01

    This qualitative inquiry presents the case study of five gifted eighth-grade students who engaged in an e-mentoring project in mathematics. The study reported in this article investigated the role of e-mentoring in gifted students' academic life. Three themes predominated in the collected data were (a) motivation, (b) effective communication and…

  1. Teacher Compliance and Accuracy in State Assessment of Student Motor Skill Performance

    Science.gov (United States)

    Hall, Tina J.; Hicklin, Lori K.; French, Karen E.

    2015-01-01

    Purpose: The purpose of this study was to investigate teacher compliance with state mandated assessment protocols and teacher accuracy in assessing student motor skill performance. Method: Middle school teachers (N = 116) submitted eighth grade student motor skill performance data from 318 physical education classes to a trained monitoring…

  2. Assessing Students' Attitudes and Achievements in a Multicultural and Multilingual Science Classroom.

    Science.gov (United States)

    Hadi-Tabassum, Samina

    1999-01-01

    Takes a qualitative and quantitative look at the curriculum and teaching of a two-way immersion eighth-grade solar energy science classroom and examines its implications for education policy and reform. Results for a class of 25 students indicate that the approach increases the retention rate of Hispanic students. (SLD)

  3. The Impact of SIM on FCAT Reading Scores of Special Education and At-Risk Students

    Science.gov (United States)

    Matyo-Cepero, Jude

    2013-01-01

    The purpose of this study was to determine if special education and at-risk students educated exclusively in a school-within-a-school setting showed improved high-stakes standardized reading test scores after learning the strategic instruction model (SIM) inference strategy. This study was focused on four groups of eighth-grade students attending…

  4. The Effects of Prior-Knowledge and Online Learning Approaches on Students' Inquiry and Argumentation Abilities

    Science.gov (United States)

    Yang, Wen-Tsung; Lin, Yu-Ren; She, Hsiao-Ching; Huang, Kai-Yi

    2015-01-01

    This study investigated the effects of students' prior science knowledge and online learning approaches (social and individual) on their learning with regard to three topics: science concepts, inquiry, and argumentation. Two science teachers and 118 students from 4 eighth-grade science classes were invited to participate in this research. Students…

  5. Improving Students' Learning through School Autonomy: Evidence from the International Civic and Citizenship Survey

    Science.gov (United States)

    Paletta, Angelo

    2014-01-01

    This article investigates the effect of school autonomy on multiple measures of student achievement, combining the individual data of the students participating in the International Civics and Citizenship Survey with their results in the national high stakes standardized tests at the end of eighth grade administered by the Italian National…

  6. Teaching Place Value Concepts to First Grade Romanian Students: Teacher Knowledge and its Influence on Student Learning

    Science.gov (United States)

    Tanase, Madalina

    2011-01-01

    Researchers (Ball, 2003; Ma, 1999; Schulman, 1986) have long investigated how a teacher's subject matter and pedagogical content knowledge impact on students' learning of mathematics. In an attempt to account for the relationship between teacher knowledge and student learning, this study examined four Romanian first grade teachers' knowledge about…

  7. Use of Medical Students in a Flipped Classroom Programme in Nutrition Education for Fourth-Grade School Students

    Science.gov (United States)

    McEvoy, Christian S.; Cantore, Kathryn M.; Denlinger, LeAnn N.; Schleich, Michele A.; Stevens, Nicole M.; Swavely, Steven C.; Odom, Anne A.; Novick, Marsha B.

    2016-01-01

    Objective: The purpose of this study was to evaluate the feasibility of a flipped classroom progamme, designed and implemented by medical students, in communicating nutrition education to fourth-grade school students aged 9-10 years and to characterise teachers' assessments of the progamme, which was designed to minimise the burden placed on…

  8. Students as Researchers: What and Why Seventh-Grade Students Choose to Write When Investigating Their Own Research Question

    Science.gov (United States)

    Bjørkvold, Tuva; Blikstad-Balas, Marte

    2018-01-01

    All scientists depend on both reading and writing to do their scientific work. It is of paramount importance to ensure that students have a relevant repertoire of practices they can employ when facing scientific content inside and outside the school context. The present study reports on students in seventh grade acting as researchers. Over an…

  9. Creating a Middle Grades Environment that Significantly Improves Student Achievement

    Science.gov (United States)

    L'Esperance, Mark E.; Lenker, Ethan; Bullock, Ann; Lockamy, Becky; Mason, Cathy

    2013-01-01

    This article offers an overview of the framework that Sampson County Public Schools (North Carolina) used to critically reflect on the current state of their middle grades schools. The article also highlights the changes that resulted from the district-wide analysis and the ways in which these changes led to a significant increase in the academic…

  10. Academic Freedom and Student Grading in Greek Higher Education

    Science.gov (United States)

    Papadimitriou, Antigoni

    2011-01-01

    The issue of who has the final say on academic standards (grading), academics or managers, has hitherto not arisen in Greece. Professors entitled to research, to teach and to inquire is a freedom expressed by the Greek Constitution. This article presents a contemporary view and raises concerns about the future and the longevity of academic freedom…

  11. The Interaction Effects of Gender and Grade Level on Secondary School Students' Attitude towards Learning Chemistry

    Science.gov (United States)

    Heng, Chua Kah; Karpudewan, Mageswary

    2015-01-01

    This quantitative study reports the effects of gender and grade level on secondary students' attitude towards chemistry lessons. For this purpose, the Attitude towards Chemistry Lessons Scale (ATCLS) was administered to 446 secondary school students between 16-19 years old. The ATCLS consists of four different subscales: liking for chemistry…

  12. CBM Maze-Scores as Indicators of Reading Level and Growth for Seventh-Grade Students

    Science.gov (United States)

    Chung, Siuman; Espin, Christine A.; Stevenson, Claire E.

    2018-01-01

    The technical adequacy of CBM maze-scores as indicators of reading level and growth for seventh-grade secondary-school students was examined. Participants were 452 Dutch students who completed weekly maze measures over a period of 23 weeks. Criterion measures were school level, dyslexia status, scores and growth on a standardized reading test.…

  13. Encouraging Sixth-Grade Students' Problem-Solving Performance by Teaching through Problem Solving

    Science.gov (United States)

    Bostic, Jonathan D.; Pape, Stephen J.; Jacobbe, Tim

    2016-01-01

    This teaching experiment provided students with continuous engagement in a problem-solving based instructional approach during one mathematics unit. Three sections of sixth-grade mathematics were sampled from a school in Florida, U.S.A. and one section was randomly assigned to experience teaching through problem solving. Students' problem-solving…

  14. Negotiating Discourses: Sixth-Grade Students' Use of Multiple Science Discourses during a Science Fair Presentation

    Science.gov (United States)

    Gomez, Kimberley

    2007-01-01

    This study offers important insights into the coexistence of multiple discourses and the link between these discourses and science understanding. It offers concrete examples of students' movement between multiple discourses in sixth-grade science fair presentations, and shows how those multiple discourses in science practices illuminate students'…

  15. The Effectiveness of Blended Learning in Improving Students' Achievement in Third Grade's Science in Bani Kenana

    Science.gov (United States)

    Khader, Nisreen Saleh Khader

    2016-01-01

    The study aimed at identifying the effectiveness of blended learning in improving students' achievement in the third grade's science in the traditional method. The study sample consisted of (108) male and female students, who were divided into two groups: experimental and control. The experimental group studied the units and changes of the…

  16. Effects of Classwide Peer Tutoring on the Performance of Sixth Grade Students during a Volleyball Unit

    Science.gov (United States)

    Ayvazo, Shiri; Ward, Phillip

    2009-01-01

    This investigation examined the effects of Classwide Peer Tutoring (CWPT), a variation of peer tutoring on the volleyball skills of four 6th grade middle school students purposefully selected from an intact class of 21 students. Participants were average to low skilled males and females. A single subject A-B-A-B withdrawal design was used to…

  17. Relationship between Active Learning Methodologies and Community College Students' STEM Course Grades

    Science.gov (United States)

    Lesk, Cherish Christina Clark

    2017-01-01

    Active learning methodologies (ALM) are associated with student success, but little research on this topic has been pursued at the community college level. At a local community college, students in science, technology, engineering, and math (STEM) courses exhibited lower than average grades. The purpose of this study was to examine whether the use…

  18. CBM maze-scores as indicators of reading level and growth for seventh-grade students

    NARCIS (Netherlands)

    Chung, S.; Espin, C.A.; Stevenson, C.E.

    The technical adequacy of CBM maze-scores as indicators of reading level and growth for seventh-grade secondary-school students was examined. Participants were 452 Dutch students who completed weekly maze measures over a period of 23 weeks. Criterion measures were school level, dyslexia status,

  19. Enhancing Argumentative Essay Writing of Fourth-Grade Students with Learning Disabilities

    Science.gov (United States)

    Deatline-Buchman, Andria; Jitendra, Asha K.

    2006-01-01

    A within-subject pretest-posttest comparison design was used to explore the effectiveness of a planning and writing intervention in improving the argumentative writing performance of five fourth-grade students with learning disabilities. Students were taught to collaboratively plan and revise their essays and independently write their essays using…

  20. Chinese Grade Eight Students' Understanding about the Concept of Global Warming

    Science.gov (United States)

    Lin, Jing

    2017-01-01

    China is one of the world's biggest greenhouse gas emitters. Chinese students' awareness and understanding about global warming have a significant impact on the future of mankind. This study, as an initial research of this kind in Mainland China, uses clinical interviews to survey 37 grade eight students on their understanding about global…

  1. Effect of Digital Game Based Learning on Ninth Grade Students' Mathematics Achievement

    Science.gov (United States)

    Swearingen, Dixie K.

    2011-01-01

    This experimental study examined the effect of an educational massive multiplayer online game (MMOG) on achievement on a standards-based mathematics exam. It also examined the interaction of student characteristics (gender and socioeconomic status) with digital game play on mathematics achievement. Two hundred eighty ninth grade students from a…

  2. Elementary School Student Burnout Scale for Grades 6-8: A Study of Validity and Reliability

    Science.gov (United States)

    Aypay, Ayse

    2011-01-01

    The purpose of this study is to develop an "Elementary School Student Burnout Scale for Grades 6-8". The study group included 691 students out of 10 schools in Eskisehir. Both Exploratory Factor Analysis and Confirmatory Factor Analysis were conducted on the data (Burnout stem from school activities, burnout stem from family, feeling of…

  3. Does Living near Classmates Help Introductory Economics Students Get Better Grades?

    Science.gov (United States)

    Parker, Jeffrey

    2012-01-01

    This article examines whether first-year students in introductory economics courses get better grades if they have other students in their on-campus residential unit who either are taking the same course or have taken the course in the past. The study uses nine years of data for the introductory economics course at Reed College. The author finds…

  4. The Impact of Challenging Geometry and Measurement Units on the Achievement of Grade 2 Students

    Science.gov (United States)

    Gavin, M. Katherine; Casa, Tutita M.; Adelson, Jill L.; Firmender, Janine M.

    2013-01-01

    The primary goal of Project M[superscript 2] was to develop and field-test challenging geometry and measurement units for all K-2 students. This article reports on the achievement results for students in Grade 2 at 12 urban and suburban sites in 4 states using the Iowa Tests of Basic Skills (ITBS) mathematics concepts subtest and an open-response…

  5. Ratings of Severity of Life Events by Ninth-Grade Students.

    Science.gov (United States)

    Hutton, Jerry B.; And Others

    1987-01-01

    Special education, basic, and honors ninth-grade students (n=60) rated the severity of stress for each of the life events on the Source of Stress Inventory (Chandler, 1981). There was a significant positive relationship between the Chandler rankings (teachers and mental health workers) and the student rankings. (Author/NB)

  6. Chinese and Singaporean Sixth-Grade Students' Strategies for Solving Problems about Speed

    Science.gov (United States)

    Jiang, Chunlian; Hwang, Stephen; Cai, Jinfa

    2014-01-01

    This study examined 361 Chinese and 345 Singaporean sixth-grade students' performance and problem-solving strategies for solving 14 problems about speed. By focusing on students from two distinct high-performing countries in East Asia, we provide a useful perspective on the differences that exist in the preparation and problem-solving strategies…

  7. An Evaluation of the Cooperative Learning Process by Sixth-Grade Students

    Science.gov (United States)

    Genç, Murat

    2016-01-01

    The purpose of this study is to investigate the effectiveness of cooperative learning on the science lessons achievement of primary school students and to designate their views on cooperative learning process. 135 sixth-grade students attending the same school took part in the study. The model of this study was the Solomon four-group model. In the…

  8. Jordanian Seventh- And Eleventh-Grade Students' Views on Citizenship Education

    Science.gov (United States)

    Alazzi, Khaled

    2017-01-01

    Using a mixed methods approach, this study was conducted in Jordanian schools to determine the perceptions of seventh- and eleventh-grade students toward citizenship. Specifically, the study determined what students believe are the attributes of a good citizen, what activities they participate in that are related to good citizenship, and what…

  9. The effect of two grading systems on the performance of medical students during oral examinations

    DEFF Research Database (Denmark)

    Ba-Ali, Shakoor; Jemec, Gregor B E; Sander, Birgit

    2017-01-01

    INTRODUCTION: Either a pass/fail approach or a seven-point grading scale are used to evaluate students at the Danish universities. The aim of this study was to explore any effect of the assessment methods on student performances during oral exams. METHODS: In a prospective study including 1,037 e...

  10. The Contribution of Morphological Knowledge to 7th Grade Students' Reading Comprehension Performance

    Science.gov (United States)

    Mokhtari, Kouider; Neel, Joanna; Matatall, Abbey; Richards, Andrea

    2015-01-01

    In this study, we examined the role of morphology, an important yet largely understudied source of difficulty, in reading ability among 7th grade students in one junior high school in the southwestern United States. We sought to find out how much variance in reading ability is accounted for by these students' morphological knowledge, and whether…

  11. A Study on the Visualization Skills of 6th Grade Students

    Science.gov (United States)

    Özkan, Ayten; Arikan, Elif Esra; Özkan, Erdogan Mehmet

    2018-01-01

    Visualization is an effective method for students to internalize concepts and to establish correlations between concepts. Visualization method is especially more important in mathematics which is perceived as the combination of abstract concepts. In this study, whether 6th grade students can solve questions about "Fractions" by using…

  12. Influences of Math Tracking on Seventh-Grade Students' Self-Beliefs and Social Comparisons

    Science.gov (United States)

    Chiu, Donna; Beru, Yodit; Watley, Erin; Wubu, Selam; Simson, Emma; Kessinger, Robin; Rivera, Anahi; Schmidlein, Patrick; Wigfield, Allan

    2008-01-01

    The authors examined how math track placement and gender affected 7th-grade students' self-esteem, self-concepts, and social comparisons. Participants were 170 students who completed surveys that assessed their self-esteem, academic self-concepts of ability, and the kinds of social comparisons they make. Results showed that higher track students…

  13. An Exploratory Study of Face-to-Face and Cyberbullying in Sixth Grade Students

    Science.gov (United States)

    Accordino, Denise B.; Accordino, Michael P.

    2011-01-01

    In a pilot study, sixth grade students (N = 124) completed a questionnaire assessing students' experience with bullying and cyberbullying, demographic information, quality of parent-child relationship, and ways they have dealt with bullying/cyberbullying in the past. Two multiple regression analyses were conducted. The multiple regression analysis…

  14. An Intervention Including an Online Game to Improve Grade 6 Students' Performance in Early Algebra

    Science.gov (United States)

    Kolovou, Angeliki; van den Heuvel-Panhuizen, Marja; Koller, Olaf

    2013-01-01

    This study investigated whether an intervention including an online game contributed to 236 Grade 6 students' performance in early algebra, that is, solving problems with covarying quantities. An exploratory quasi-experimental study was conducted with a pretest-posttest-control-group design. Students in the experimental group were asked to solve…

  15. Analysis of the Misconceptions of 7th Grade Students on Polygons and Specific Quadrilaterals

    Science.gov (United States)

    Ozkan, Mustafa; Bal, Ayten Pinar

    2017-01-01

    Purpose: This study will find out student misconceptions about geometrical figures, particularly polygons and quadrilaterals. Thus, it will offer insights into teaching these concepts. The objective of this study, the question of "What are the misconceptions of seventh grade students on polygons and quadrilaterals?" constitutes the…

  16. The Risk of a Halo Bias as a Reason to Keep Students Anonymous during Grading

    Science.gov (United States)

    Malouff, John M.; Emmerton, Ashley J.; Schutte, Nicola S.

    2013-01-01

    Experts have advocated anonymous grading as a means of eliminating actual or perceived evaluator bias in subjective student assessment. The utility of anonymity in assessment rests on whether information derived from student identity can unduly influence evaluation. The halo effect provides a conceptual background for why a bias might occur. In…

  17. A Phenomenological Study of Middle Grade Female and Male Students' Single-Sex Mathematical Experiences

    Science.gov (United States)

    Simpson, Amber; Che, S. Megan

    2016-01-01

    Utilizing a descriptive phenomenological design, this study examines the lived experiences of seven middle grade students, four females and three males, enrolled in a single-sex mathematics classroom within a coeducational school setting. The intent of the study is to understand, from students themselves, about the experience of single-sex…

  18. Student Evaluations of Teaching: Effects of the Big Five Personality Traits, Grades and the Validity Hypothesis

    Science.gov (United States)

    Patrick, Carol Lynn

    2011-01-01

    The purpose of the current study was to examine whether the Big Five personality traits and expected student grades relate to student evaluations of teachers and courses at the college level. Extraversion, openness, agreeableness and conscientiousness were found to be personality traits favoured in instructors, whereas neuroticism was not. A…

  19. Grade Distribution Digests: A Novel Tool to Enhance Teaching and Student Learning in Laboratory Practicals

    Science.gov (United States)

    Arthur, Peter G.; Zareie, Reza; Kirkwood, Paul; Ludwig, Martha; Attwood, Paul V.

    2018-01-01

    Assessment is a central component of course curriculums and is used to certify student learning, but it can also be used as a tool to improve teaching and learning. Many laboratory courses are structured such that there is only a grade for a particular laboratory, which limits the insights that can be gained in student learning. We developed a…

  20. Measuring the Confidence of 8th Grade Taiwanese Students' Knowledge of Acids and Bases

    Science.gov (United States)

    Jack, Brady Michael; Liu, Chia-Ju; Chiu, Houn-Lin; Tsai, Chun-Yen

    2012-01-01

    The present study investigated whether gender differences were present on the confidence judgments made by 8th grade Taiwanese students on the accuracy of their responses to acid-base test items. A total of 147 (76 male, 71 female) students provided item-specific confidence judgments during a test of their knowledge of acids and bases. Using the…

  1. Thai Grade 11 Students' Alternative Conceptions for Acid-Base Chemistry

    Science.gov (United States)

    Artdej, Romklao; Ratanaroutai, Thasaneeya; Coll, Richard Kevin; Thongpanchang, Tienthong

    2010-01-01

    This study involved the development of a two-tier diagnostic instrument to assess Thai high school students' understanding of acid-base chemistry. The acid-base diagnostic test (ABDT) comprising 18 items was administered to 55 Grade 11 students in a science and mathematics programme during the second semester of the 2008 academic year. Analysis of…

  2. Analysis of 4th Grade Students' Problem Solving Skills in Terms of Several Variables

    Science.gov (United States)

    Sungur, Gülcan; Bal, Pervin Nedim

    2016-01-01

    The aim of this study is to examine if the level of primary school students in solving problems differs according to some demographic variables. The research is descriptive type in the general survey method, it was carried out with quantitative research techniques. The sample of the study consisted of 587 primary school students in Grade 4. The…

  3. Factors That Predict Marijuana Use and Grade Point Average among Undergraduate College Students

    Science.gov (United States)

    Coco, Marlena B.

    2017-01-01

    The purpose of this study was to analyze factors that predict marijuana use and grade point average among undergraduate college students using the Core Institute national database. The Core Alcohol and Drug Survey was used to collect data on students' attitudes, beliefs, and experiences related to substance use in college. The sample used in this…

  4. Working and Non-Working University Students: Anxiety, Depression, and Grade Point Average

    Science.gov (United States)

    Mounsey, Rebecca; Vandehey, Michael A.; Diekhoff, George M.

    2013-01-01

    This study explored the differences between 110 working and non-working students in terms of mental health, academic achievement, and perceptions about student employment. Anxiety and depression were measured by the Beck Anxiety Inventory and the Beck Depression Inventory-II. Academic achievement was measured by grade point average. Perceptions of…

  5. Predictors of First-Year Sultan Qaboos University Students' Grade Point Average

    Science.gov (United States)

    Alkhausi, Hussain Ali; Al-Yahmadi, Hamad; Al-Kalbani, Muna; Clayton, David; Al-Barwani, Thuwayba; Al-Sulaimani, Humaira; Neisler, Otherine; Khan, Mohammad Athar

    2015-01-01

    This study investigated predictors of first-year university grade point average (GPA) using academic and nonacademic variables. Data were collected from 1511 Omani students selected conveniently from the population of students entering Sultan Qaboos University (SQU) in Fall 2010. Variables considered in the analysis were general education diploma…

  6. Evaluation of Risk Factors Affecting Substance Use among Tenth-Grade Students

    Directory of Open Access Journals (Sweden)

    Dilek Öztaş

    2018-01-01

    Full Text Available Aim. The aim of this study is to detect the prevalence of substance use among tenth-grade students; their thoughts, attitudes, behaviors, and tendencies towards substance use; and risk factors of substance use in tenth-grade students in general. Methods. This study is descriptive and cross-sectional conducted between April and May 2016. Research population consists of tenth-grade students in 2015-2016 school year in the city of Ordu. Since the study involved all tenth-grade students, no sampling was done. Questions on substance use were prepared by Ordu Public Health Directorate and the authors by making use of European School Survey Project on Alcohol and Other Drugs (ESPAD study questions, AMATEM’s “Drugs and Addiction Youth Survey” study conducted on May 1996, and scientific studies conducted previously on similar subjects. Results. 9825 tenth-grade students in 88 schools from 19 counties in the city of Ordu were included in the study. 8714 of the students participated in the survey. Being male, being over the age of 15, mother and father being separated, living with relatives, being in low income, negative feelings about school, perception of being unsuccessful in school, failing a year, absenteeism, and not being content with life are the risk factors for substance use. Conclusions. The tendency of illegal substance use becoming more and more prevalent especially among youth requires the development of new treatment strategies.

  7. School Breakfast Receipt and Obesity among American Fifth- and Eighth-Graders.

    Science.gov (United States)

    Sudharsanan, Nikkil; Romano, Sebastian; Cunningham, Solveig A

    2016-04-01

    School breakfast consumption can improve children's nutrition, but the implications of breakfast at school for children's weight remains unclear. The aim of this study was to determine whether receiving breakfast at school is related to changes in children's weight between the fifth and eighth grades, and whether the relationship between school breakfasts and obesity varies for children of different socioeconomic backgrounds. This was a longitudinal study of children observed in the fifth and eighth grades. Data are from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, a nationally representative prospective cohort of children in the United States. The analytic sample consisted of 6,495 children interviewed in the fifth and eighth grades. Standard thresholds from the Centers for Disease Control and Prevention were used to classify children as not obese or obese based on direct-measured height and weight. Difference-in-difference propensity score matching and fixed-effect logistic regression models were used to estimate the relationship between receipt of school breakfast and change in obesity between the fifth and eighth grades, adjusting for child, household, and school characteristics. School breakfast receipt was not associated with a change in obesity status between the fifth and eighth grades for children overall (odds ratio=1.31; P=0.129). In the propensity score model, receiving school breakfasts more than doubled the odds of becoming obese (odds ratio=2.31; P=0.0108) for children from families below the federal poverty line compared with children of similar socioeconomic backgrounds who did not regularly receive school breakfasts. School breakfast receipt was not independently related to obesity for most children. Receiving school breakfasts in the fifth grade may be associated with weight gain between the fifth and eighth grades for children from families below the federal poverty line compared with children of similar socioeconomic

  8. Bullying climate and school engagement in ninth-grade students.

    Science.gov (United States)

    Mehta, Sharmila B; Cornell, Dewey; Fan, Xitao; Gregory, Anne

    2013-01-01

    Many authorities agree that bullying has a widespread impact on school climate, affecting bystanders as well as victims. This study tested the contention that a climate of bullying can have a schoolwide impact on student engagement in school. Hierarchical linear modeling assessed the relations between student perception of bullying climate and student engagement at the individual and school level in a statewide sample of 7058 ninth graders randomly selected from 289 schools participating in the Virginia High School Safety Study. Student engagement was assessed by self-report scales measuring commitment to school and involvement in school activities. Individual differences in perception of school climate characterized by bullying were associated with lower commitment to school, but not less involvement in school activities. School-level differences in student perceptions of bullying climate were associated with both lower commitment to school and less involvement in school activities, after controlling for the effects of gender, race, school size, proportion of ethnic minority students in the school, and individual-level perception of bullying climate. Efforts to improve student engagement should consider the schoolwide impact of bullying on all students. © 2013, American School Health Association.

  9. Business as Usual? Not for These Middle-Grades Students

    Science.gov (United States)

    Crawford, Heather; Wiest, Lynda

    2011-01-01

    A perpetual dilemma of schooling is how to help students develop skills needed for everyday life, including the work world. Quantitative literacy, also called numeracy, involves an ability to apply essential mathematics skills to authentic or near-authentic tasks. Carefully planned classroom activities can help students develop these important…

  10. The Effect of Twitter on College Student Engagement and Grades

    Science.gov (United States)

    Junco, R.; Heiberger, G.; Loken, E.

    2011-01-01

    Despite the widespread use of social media by students and its increased use by instructors, very little empirical evidence is available concerning the impact of social media use on student learning and engagement. This paper describes our semester-long experimental study to determine if using Twitter--the microblogging and social networking…

  11. Medicine Use among Warsaw Ninth-Grade Students

    Science.gov (United States)

    Pisarska, Agnieszka; Ostaszewski, Krzysztof

    2011-01-01

    Aim: This study examined the prevalence of medicine use for headache, stomachache, difficulties in getting to sleep, nervousness, depression and lack of energy among 15- to 16-year-old students; the relationship between medicine use and students' health status; and the relationship between medicine and nicotine, illegal drug, and alcohol use.…

  12. The Perceptions of Twelfth-Grade Students on Financial Literacy

    Science.gov (United States)

    Harrelson, Joseph Christopher

    2010-01-01

    The problem of financial illiteracy at the high school level is becoming a growing pandemic in America. The current financial curriculum may not be preparing high school students against reported financial pitfalls. At the study site, high school students graduate without financial skills that may impact their future financial status. The purpose…

  13. Motivators of Educational Success: Perceptions of Grade 12 Aboriginal Students

    Science.gov (United States)

    Preston, Jane P.; Claypool, Tim R.

    2013-01-01

    The purpose of this paper is to identify motivators that support educational success, as perceived by Aboriginal high school students enrolled in two urban Saskatchewan schools. Twelve semi-structured individual interviews revealed that students were motivated by a hospitable school culture, relevant learning opportunities, and positive personal…

  14. Grade Perceptions of Students in Chemistry Coursework at All Levels

    Science.gov (United States)

    Webb, Jeffrey A.; Karatjas, Andrew G.

    2018-01-01

    Various reasons are attributed to poor student performance in physical science courses such as lack of motivation, lack of ability, and/or the overall difficulty of these courses. One overlooked reason is a lack of self-awareness as to preparation level. Through a study over a two-year period, students at all levels (freshman through M.S.) of a…

  15. Badminton Instruction for Students in Grades 7-12.

    Science.gov (United States)

    Nebraska State Dept. of Education, Lincoln.

    This booklet describes: 1) athletic facilities and equipment needed for badminton, 2) teaching objectives, 3) performance fundamentals, 4) drills that teach skills needed for playing badminton, and 5) lesson progression for high school students. There are also suggestions for working with students with below average eye-hand coordination. (CJ)

  16. Low Achieving Eighth Graders Learn to Crack Word Problems: A Design Research Project for Aligning a Strategic Scaffolding Tool to Students' Mental Processes

    Science.gov (United States)

    Prediger, Susanne; Krägeloh, Nadine

    2015-01-01

    Topic-specific didactical design research provides means not only to investigate how to learn but also what to learn, i.e., for specifying learning contents by analyzing students' comprehension processes in detail. This important characteristic of didactical design research is exemplarily shown for students' difficulties in finding symbolic…

  17. Student with dyslexia at second grade of primary school

    OpenAIRE

    Heřmánková, Marie

    2011-01-01

    This bachelor thesis focuses on one of specific disorders of learning, namely the problem of dyslexia in second grade of primary school in relation to pupil self-concept. The practical part presents case studies of three girls and Q-technique as well as their self-image. The findings summarised in the concluding part may be useful for workers pedagogic-psychological counselling and for all those involved in the education of children with dyslexia.

  18. Critical Thinking and Problem Solving Skills in Mathematics of Grade-7 Public Secondary Students

    Directory of Open Access Journals (Sweden)

    Emil C. Alcantara

    2017-11-01

    Full Text Available The study aimed to assess the academic performance, critical thinking skills, and problem solving skills in mathematics of Grade-7 students in the five central public secondary schools of Area 2, Division of Batangas, Philippines. This study utilized descriptive method of research. Three hundred forty one (341 students of the public secondary schools out of the total of 2,324 Grade-7 students were selected through systematic random sampling as the subjects of the study. It was found out that the level of performance in Mathematics of the Grade-7 students is proficient. The level of critical thinking skills of students from the different schools is above average as well as their level of problem solving skills. The mathematics performance of the students is positively correlated to their level of critical thinking skills and problem solving skills. Students considered the following learning competencies in the different content areas of Grade-7 Mathematics as difficult to master: solving problems involving sets, describing the development of measurement from the primitive to the present international system of units, finding a solution of an equation or inequality involving one variable, using compass and straightedge to bisect line segments and angles, and analyzing, interpreting accurately and drawing conclusions from graphic and tabular presentations of statistical data.

  19. The Impact of School Socioeconomic Status on Student Lunch Consumption after Implementation of the Texas Public School Nutrition Policy

    Science.gov (United States)

    Cullen, Karen Weber; Watson, Kathleen B.; Fithian, Ashley R.

    2009-01-01

    Background: This study compares the impact of the Texas Public School Nutrition Policy on lunch consumption of low- and middle-income students in sixth through eighth grades. Methods: Students in 1 middle socioeconomic status (SES) and 1 low SES school completed lunch food records before (2001/2002) and after (2005/2006) implementation of the…

  20. Employing Microsoft Live@edu Cloud Platform to Assist in Teaching Chinese Reading for Junior High School Students

    Science.gov (United States)

    Shih, Ru-Chu; Cho, Chia-Liang; Tsai, Chih-Cheng; Lou, Shi-Jer

    2013-01-01

    This study aimed to investigate junior high school students' learning attitudes and learning effectiveness through administering Microsoft Live@edu to assist in teaching Chinese reading. Quasi-experimental approach was used and a total of 63 eighth grade students were divided into the experimental group (N = 32) and control group (N = 31).…

  1. The impact of school socioeconomic status on student lunch consumption after implementation of the Texas Public School Nutrition policy

    Science.gov (United States)

    This study compared the impact of the Texas Public School Nutrition Policy on lunch consumption of low- and middle-income students in sixth through eighth grades. Students in one middle socioeconomic status (SES), and one low SES school completed lunch food records before (2001/2002), and after (200...

  2. Public and Private School Distinction, Regional Development Differences, and Other Factors Influencing the Success of Primary School Students in Turkey

    Science.gov (United States)

    Sulku, Seher Nur; Abdioglu, Zehra

    2015-01-01

    This study investigates the factors influencing the success of students in primary schools in Turkey. TIMSS 2011 data for Turkey, measuring the success of eighth-grade students in the field of mathematics, were used in an econometric analysis, performed using classical linear regression models. Two hundred thirty-nine schools participated in the…

  3. The Effects of Quality Books for Children and the Metacognitive Strategy on Students' Self-Esteem Levels

    Science.gov (United States)

    Cer, Erkan; Sahin, Ertugrul

    2017-01-01

    Using a quasi-experimental design with pre-test and post-test control groups, 93 eighth grade students were randomly assigned either to the experimental or to the control group and responded to the Rosenberg Self-Esteem Scale two weeks before and after the intervention. While the students in the experimental group were instructed in quality books…

  4. Using Two-Tier Test to Identify Primary Students' Conceptual Understanding and Alternative Conceptions in Acid Base

    Science.gov (United States)

    Bayrak, Beyza Karadeniz

    2013-01-01

    The purpose of this study was to identify primary students' conceptual understanding and alternative conceptions in acid-base. For this reason, a 15 items two-tier multiple choice test administered 56 eighth grade students in spring semester 2009-2010. Data for this study were collected using a conceptual understanding scale prepared to include…

  5. Knowledge of nutritional concepts among 6th grade students

    OpenAIRE

    Finc, Irena

    2015-01-01

    A proper understanding of nutritional concepts that are used in primary nutritional education is important in assessing the quality of nutritional knowledge in primary school. It is crucial that nutritional concepts used in different educational stages of primary education are adjusted to specific stage of student´s cognitive development. Purpose of my thesis is to identify how students understand nutritional concepts. Nutritional education has namely a positive impact on children's nutri...

  6. An Examination of Fifth Grade Students' Attitudes towards Social Studies Course in Terms of Severable Variables

    Science.gov (United States)

    Ilgaz, Selçuk

    2018-01-01

    The aim of this research is to investigate the 5th grade students' attitude towards social studies course regarding several variables. The population of the study consisted of 4435 fifth grade students studying in public schools in Malatya, Yesilyurt. The sample group consisted of 362 students from 10 schools in the same district. The data used in…

  7. Reducing Test Anxiety among 12th Grade Students: Iraqi Kurdistan Region/Soran City as an Example

    Science.gov (United States)

    Faqe, Chiayee Khorshid; Moheddin, Kurdistan Rafiq; Kakamad, Karwan Kakabra

    2016-01-01

    This study aims at reducing test anxiety among twelfth grade students at Soran city high schools. Throughout the study both quantitative and qualitative methods used to collect data. The participants were 450 twelfth grade students in five schools at Soran City-Kurdistan region of Iraq. Non-random purposive sampling because the students needed…

  8. Fifth-Grade Turkish Elementary School Students' Listening and Reading Comprehension Levels with Regard to Text Types

    Science.gov (United States)

    Yildirim, Kasim; Yildiz, Mustafa; Ates, Seyit; Rasinski, Timothy

    2010-01-01

    The aim of this study was to examine fifth grade elementary school students' listening and reading comprehension levels with regard to text types. This study was conducted on 180 fifth grade elementary school students in Sincan-Ankara in the spring semester of the academic year 2008-2009. The comprehension test was administered to students. The…

  9. The Effect of Using a Mobile Literacy Game to Improve Literacy Levels of Grade One Students in Zambian Schools

    Science.gov (United States)

    Jere-Folotiya, Jacqueline; Chansa-Kabali, Tamara; Munachaka, Jonathan C.; Sampa, Francis; Yalukanda, Christopher; Westerholm, Jari; Richardson, Ulla; Serpell, Robert; Lyytinen, Heikki

    2014-01-01

    This intervention study was conducted to document conditions under which a computer based literacy game (GraphoGame™) could enhance literacy skills of first grade students in an African city. The participants were first grade students from Government schools (N = 573). These students were randomly sampled into control (N = 314) and various…

  10. Social Cognitive Career Theory and Middle School Student Career Exploration

    Science.gov (United States)

    Sickinger, Pamela H.

    2013-01-01

    Within the framework of social cognitive career theory, social cognitive career variables, demographic variables, and the contextual variable, parent support, were examined to determine their predictive value for eighth-grade students' career exploration behavior. Results suggest that the social cognitive career variable, intentions/goals,…

  11. Students' Gender Stereotypes about Running in Schools

    Science.gov (United States)

    Xiang, Ping; McBride, Ron E.; Lin, Shuqiong; Gao, Zan; Francis, Xueying

    2018-01-01

    Two hundred forty-six students (132 boys, 114 girls) were tracked from fifth to eighth grades, and changes in gender stereotypes about running as a male sport, running performance, interest in running, and intention for future running participation were assessed. Results revealed that neither sex held gender stereotypes about running as a male…

  12. Obesity Prevention in Early Adolescence: Student, Parent, and Teacher Views

    Science.gov (United States)

    Power, Thomas G.; Bindler, Ruth C.; Goetz, Summer; Daratha, Kenneth B.

    2010-01-01

    Background: Obesity is a significant health problem among today's youth; however, most school-based prevention programs in this area have had limited success. Focus groups were conducted with seventh- to eighth-grade students, parents, and teachers to provide insight into the development of a comprehensive program for the prevention of adolescent…

  13. Textbook vs. Historical Fiction: Impact on Social Studies Students

    Science.gov (United States)

    Rider, Amanda

    2013-01-01

    The purpose of this study was to examine the effects of adding historical fiction novels as a supplement to the textbook in an eighth grade social studies course. This qualitative study focused on student interest and feedback as their social studies class was altered through the addition of historical fiction novels. The research questions were…

  14. Improving Student Academic Success through the Promotion of Listening Skills.

    Science.gov (United States)

    Owca, Sally; Pawlak, Emmie; Pronobis, Melanie

    This action research project implemented and evaluated a program for improving listening skills in order to improve academic achievement. The targeted population consisted of sixth- and eighth-grade students of three upper/middle class communities located near a large Midwestern city. The problem of poor listening skills was observed when students…

  15. Relationship Between Active Learning Methodologies and Community College Students' STEM Course Grades

    Science.gov (United States)

    Clark Lesko, Cherish Christina

    Active learning methodologies (ALM) are associated with student success, but little research on this topic has been pursued at the community college level. At a local community college, students in science, technology, engineering, and math (STEM) courses exhibited lower than average grades. The purpose of this study was to examine whether the use of ALM predicted STEM course grades while controlling for academic discipline, course level, and class size. The theoretical framework was Vygotsky's social constructivism. Descriptive statistics and multinomial logistic regression were performed on data collected through an anonymous survey of 74 instructors of 272 courses during the 2016 fall semester. Results indicated that students were more likely to achieve passing grades when instructors employed in-class, highly structured activities, and writing-based ALM, and were less likely to achieve passing grades when instructors employed project-based or online ALM. The odds ratios indicated strong positive effects (greater likelihoods of receiving As, Bs, or Cs in comparison to the grade of F) for writing-based ALM (39.1-43.3%, 95% CI [10.7-80.3%]), highly structured activities (16.4-22.2%, 95% CI [1.8-33.7%]), and in-class ALM (5.0-9.0%, 95% CI [0.6-13.8%]). Project-based and online ALM showed negative effects (lower likelihoods of receiving As, Bs, or Cs in comparison to the grade of F) with odds ratios of 15.7-20.9%, 95% CI [9.7-30.6%] and 16.1-20.4%, 95% CI [5.9-25.2%] respectively. A white paper was developed with recommendations for faculty development, computer skills assessment and training, and active research on writing-based ALM. Improving student grades and STEM course completion rates could lead to higher graduation rates and lower college costs for at-risk students by reducing course repetition and time to degree completion.

  16. Rowing Sport in Learning Fractions of the Fourth Grade Students

    Directory of Open Access Journals (Sweden)

    Marhamah Fajriyah Nasution

    2017-06-01

    Full Text Available This study aimed to produce learning trajectory with rowing context that can help students understand addition and subtraction of fractions. Subject of the research were students IV MIN 2 Palembang. The method used was research design with three stages, those are preparing for the experiment, the design experiments, and the retrospective analysis. Learning trajectory was designed from in-formal stage to the formal stage. At the informal stage, Rowing was used as a starting point to explore the students’ knowledge of fractions. Data collection conducted through video recordings and photos to see the learning process in the classroom, written tests, observation and interviews during the learning process with the students which is the subject of research. Research produced learning trajectory consisting of a series of learning addition and subtraction of fractions dealing with the rowing. The results showed that the use of the rowing can be a bridge of students' thinking and help students in understanding the operation of addition and subtraction of fractions.

  17. Effectiveness of an integrated handwriting program for first-grade students: a pilot study.

    Science.gov (United States)

    Case-Smith, Jane; Holland, Terri; Bishop, Beth

    2011-01-01

    We developed and piloted a program for first-grade students to promote development of legible handwriting and writing fluency. The Write Start program uses a coteaching model in which occupational therapists and teachers collaborate to develop and implement a handwriting-writing program. The small-group format with embedded individualized supports allows the therapist to guide and monitor student performance and provide immediate feedback. The 12-wk program was implemented with 1 class of 19 students. We administered the Evaluation of Children's Handwriting Test, Minnesota Handwriting Assessment, and Woodcock-Johnson Fluency and Writing Samples test at baseline, immediately after the Write Start program, and at the end of the school year. Students made large, significant gains in handwriting legibility and speed and in writing fluency that were maintained at 6-mo follow-up. The Write Start program appears to promote handwriting and writing skills in first-grade students and is ready for further study in controlled trials.

  18. Middle school science curriculum design and 8th grade student achievement in Massachusetts public schools

    Science.gov (United States)

    Clifford, Betsey A.

    The Massachusetts Department of Elementary and Secondary Education (DESE) released proposed Science and Technology/Engineering standards in 2013 outlining the concepts that should be taught at each grade level. Previously, standards were in grade spans and each district determined the method of implementation. There are two different methods used teaching middle school science: integrated and discipline-based. In the proposed standards, the Massachusetts DESE uses grade-by-grade standards using an integrated approach. It was not known if there is a statistically significant difference in student achievement on the 8th grade science MCAS assessment for students taught with an integrated or discipline-based approach. The results on the 8th grade science MCAS test from six public school districts from 2010 -- 2013 were collected and analyzed. The methodology used was quantitative. Results of an ANOVA showed that there was no statistically significant difference in overall student achievement between the two curriculum models. Furthermore, there was no statistically significant difference for the various domains: Earth and Space Science, Life Science, Physical Science, and Technology/Engineering. This information is useful for districts hesitant to make the change from a discipline-based approach to an integrated approach. More research should be conducted on this topic with a larger sample size to better support the results.

  19. Effects of a Nutrition Education Program on the Dietary Behavior and Nutrition Knowledge of Second-Grade and Third-Grade Students

    Science.gov (United States)

    Powers, Alicia Raby; Struempler, Barbara J.; Guarino, Anthony; Parmer, Sondra M.

    2005-01-01

    This research investigated the effects of a nutrition education program on dietary behavior and nutrition knowledge among elementary school-aged children participating in a Social Cognitive Theory-based nutrition education program. Participants included 1100 second-grade and third-grade students selected by convenience-type sampling from public…

  20. Thinking pattern of first grade students towards edentulous replacement

    Directory of Open Access Journals (Sweden)

    Eri H. Jubhari

    2007-06-01

    Full Text Available Many people ignore their oral hygiene and do not use denture after extraction. This may caused by their thinking pattern. Thinking pattern indicates the degree of comprehension to solve a problem. This research aims to find out the thinking pattern of first year students towards edentulous replacement. The questionnaire was filled in by students. The oral cavity state of students who have edentulous was inspected. The study finds that only 3 men and 27 women had edentulous, all of them did not use denture. However, more than 96% of the edentulous and not-edentulous groups said that edentulous need denture, due to aesthetic factor. The reasons for not using denture are, for example, not enough time, not disturbed by the absence of denture, and its cost. It can be concluded that the 2005 batch students of Faculty of Dentistry (FKG UNHAS had shown a good understanding about edentulous replacement. Their views on the profits and detriments using denture are the main reasons to determine whether they will use denture.

  1. Effective Ninth-Grade Transition Programs Can Promote Student Success

    Science.gov (United States)

    Roybal, Victoria; Thornton, Bill; Usinger, Janet

    2014-01-01

    The transition from middle into high school can be perilous for some students. High school freshmen fail at an alarming rate. In a general sense, the environment, expectations, structure, and culture of high schools are different from middle schools. However, school leaders can implement transition programs that may promote success of 9th graders.…

  2. Making Sense of Student Agency in the Early Grades

    Science.gov (United States)

    Vaughn, Margaret

    2018-01-01

    The development of agency is often described as critically important for all students. Countless school mission statements speak of the need to help young people become independent thinkers, for example. Colleges and universities expect high school graduates to be self-driven learners. And business leaders are forever calling upon K-12 education…

  3. The Impediments Encountered While Learning Mathematics by Eight Grade Students

    Science.gov (United States)

    Erbay, Hatice Nur; Yavuz, Gunes

    2016-01-01

    Mathematics is seen by many people as the best way to get a good life and a good career. It is also thought as an assistant to understand life and the world and to produce ideas about them. Therefore, new reform studies are being held to construct a new system that assists students to learn mathematics in a comprehensive way (Dursun & Dede,…

  4. Grade Point Averages: How Students Navigate the System

    Science.gov (United States)

    Uribe, Patricia E.; Garcia, Marco A.

    2012-01-01

    This case exemplifies the unintended divisive cause and effect dynamic that can occur as a direct result of a seemingly innocuous school board policy modification. A change in school board policy at a local school district in Laredo, Texas, was designed to facilitate the fulfillment of a foreign language requirement for high school students. A…

  5. Rate of Speech and Reading in Second and Fifth Grade Primary Students in Tehran

    Directory of Open Access Journals (Sweden)

    Hourieh Ahadi

    2007-12-01

    Full Text Available Background and Aim: The purpose of this research is to study the standardization of speaking and reading rates in a group of normal speaker of female students, and to compare them. As the rate of speech is an important variable in the evaluation and treatment of stuttering, cluttering, dysarthria and apraxia. Materials and Method: One hundred of second grade students of primary school and an equal number of fifth grade students participated in this study. All subjects were native speakers of Farsi, who passed an informal, screening test of articulation and speech. None of the subjects had a history of speech, hearing, or neurological disorders. The subjects were asked to read from the 180 words portion of their Farsi book and tell story. Their speech was recorded by using a tape recorder. Then the data were analyzed for word and syllable rate. In transcribing the samples, single morpheme was counted as single word and compound words were counted as two words if they had two free morphemes. Non-word interjections were excluded from word and syllable counts while word interjections and repeated words were included in the count. Independent t-test and paired t-test were used for analyzing. Results: In the second grade students the reading rate is, on the average, 189.4 syllable per minute (SPM(94.9 word per minute(WPM, 3.1 syllable per second(SPS and the talking rate is 189.8 SPM (99.1 WPM, 3.1 SPS and in the fifth grade student the reading rate is 223.9 SPM (119.0 WPM, 3.7SPS and the talking rate is 210.26 SPM (109.5 WPM , 3.4 SPS. Conclusion: The result highlight that in the fifth grade students, reading rates are higher than talking rates while in the second grade they are not, because they do not have enough skills for whole word reading. A remarkable finding in this research is that, reading and talking rates in the fifth grade students are higher than the second grade students.

  6. Using food as a tool to teach science to 3 grade students in Appalachian Ohio.

    Science.gov (United States)

    Duffrin, Melani W; Hovland, Jana; Carraway-Stage, Virginia; McLeod, Sara; Duffrin, Christopher; Phillips, Sharon; Rivera, David; Saum, Diana; Johanson, George; Graham, Annette; Lee, Tammy; Bosse, Michael; Berryman, Darlene

    2010-04-01

    The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. In 2007-2008, a foods curriculum developed by professionals in nutrition and education was implemented in 10 3(rd)-grade classrooms in Appalachian Ohio; teachers in these classrooms implemented 45 hands-on foods activities that covered 10 food topics. Subjects included measurement; food safety; vegetables; fruits; milk and cheese; meat, poultry, and fish; eggs; fats; grains; and meal management. Students in four other classrooms served as the control group. Mainstream 3(rd)-grade students were targeted because of their receptiveness to the subject matter, science standards for upper elementary grades, and testing that the students would undergo in 4(th) grade. Teachers and students alike reported that the hands-on FoodMASTER curriculum experience was worthwhile and enjoyable. Our initial classroom observation indicated that the majority of students, girls and boys included, were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations.

  7. Fitness, fatness, and academic performance in seventh-grade elementary school students

    Science.gov (United States)

    2014-01-01

    Background In addition to the benefits on physical and mental health, cardiorespiratory fitness has shown to have positive effects on cognition. This study aimed to investigate the relationship between cardiorespiratory fitness and body weight status on academic performance among seventh-grade students. Methods Participants included 1531 grade 7 students (787 male, 744 female), ranging in age from 12 to 14 years (Mage = 12.3 ± 0.60), from 3 different cohorts. Academic performance was measured using the marks students had, at the end of their academic year, in mathematics, language (Portuguese), foreign language (English), and sciences. To assess cardiorespiratory fitness the Progressive Aerobic Cardiovascular Endurance Run, from Fitnessgram, was used as the test battery. The relationship between academic achievement and the independent and combined association of cardiorespiratory fitness/weight status was analysed, using multinomial logistic regression. Results Cardiorespiratory fitness and weight status were independently related with academic achievement. Fit students, compared with unfit students had significantly higher odds for having high academic achievement (OR = 2.29, 95% CI: 1.48-3.55, p academic achievement (OR = 3.65, 95% CI: 1.82-7.34, p academic achievement in seventh-grade students independent of the different cohorts, providing further support that aerobically fit and normal weight students are more likely to have better performance at school regardless of the year that they were born. PMID:25001376

  8. Potential of One-to-One Technology Uses and Pedagogical Practices: Student Agency and Participation in an Economically Disadvantaged Eighth Grade

    Science.gov (United States)

    Andrade Johnson, Maria Dulce Silva

    2017-01-01

    The accelerated growth of 1:1 educational computing initiatives has challenged digital equity with a three-tiered, socioeconomic digital divide: (a) access, (b) higher order uses, and (c) user empowerment and personalization. As the access gap has been closing, the exponential increase of 1:1 devices threatens to widen the second and third digital…

  9. Does Political Socialization at Home Boost Adolescents' Expectation of Higher Education? An Analysis of Eighth-Grade Students in 35 Countries

    Science.gov (United States)

    Lauglo, Jon

    2016-01-01

    This study uses comparative data to examine the impact of political socialization in the home on adolescents' expectations of university participation. The first part of the study is an international partial replication of design and findings of an earlier Norwegian study published in 2011. It examines, in socioculturally diverse countries, the…

  10. Personal and professional values grading among midwifery students.

    Science.gov (United States)

    Özcan, Müesser; Akpinar, Aslihan; Ergin, Ayla B

    2012-05-01

    The purpose of this study was to determine the professional and personal values among midwifery students in Turkey and to identify whether the years of study affected these values. A total of 192 participants were asked to prioritize 16 professional and 36 personal values. The relationship between the year of study and value ranking was analyzed by Kruskal-Wallis test. The first three of the professional values were justice, equality, and human dignity. Equality ranked sixth among the personal terminal values, and it increased with the years of study. Of personal instrumental values, responsibility and cleanliness ranked second and fifth, which are of central importance for the profession of midwifery. However, the other two important values, privacy and preventing unnecessary suffering, ranked lower when the years of study increased, in other words when the students confront clinics. Since these values are important for midwifery, ethics courses should be given throughout the midwifery education to prepare students for the challenges they face in the clinical environment.

  11. Evaluating the Gifted Students' Understanding Related to Plasma State Using Plasma Experimental System and Two-Tier Diagnostic Test

    Science.gov (United States)

    Korkmaz, Saadet Deniz; Ayas, Bahadir; Aybek, Eren Can; Pat, Suat

    2018-01-01

    The purpose of this study was to investigate the effectiveness of the experimental system design related to plasma state on the gifted students' understanding on the subject of the plasma state. To test the research hypothesis, one group pretest-posttest research model was carried out with 18 eighth-grade (4 girls and 14 boys) gifted students in…

  12. Victimization by Bullying and Attachment to Parents and Teachers among Students Who Report Learning Disorders and/or Attention Deficit Hyperactivity Disorder

    Science.gov (United States)

    Klomek, A. Brunstein; Kopelman-Rubin, D.; Al-Yagon, M.; Berkowitz, Ruth; Apter, A.; Mikulincer, M.

    2016-01-01

    This is the first study examining the association between victimization by bullying and attachment to both parents and teachers among students who report Learning Disorders (LD) and/or Attention Deficit Hyperactivity Disorder (ADHD). A total of 1,691 seventh- and eighth-grade students in six junior high schools completed questionnaires about…

  13. Results from a Pilot Study of a Curriculum Unit Designed to Help Middle School Students Understand Chemical Reactions in Living Systems

    Science.gov (United States)

    Herrmann-Abell, Cari F.; Flanagan, Jean C.; Roseman, Jo Ellen

    2012-01-01

    Students often have trouble understanding key biology ideas because they lack an understanding of foundational chemistry ideas. AAAS Project 2061 is collaborating with BSCS in the development a curriculum unit that connects core chemistry and biochemistry ideas in order to help eighth grade students build the conceptual foundation needed for high…

  14. The Dominant Factor of Teacher's Role as a Motivator of Students' Interest and Motivation in Mathematics Achievement

    Science.gov (United States)

    Tambunan, Hardi

    2018-01-01

    This study aims to identify the most dominant factor of the teacher's role as a motivator that influences students' interest and motivation to perform in mathematics achievement. It is conducted in eighth grade of senior high school with 209 students, consisted of five state schools and two private schools from seven regencies in North Sumatera.…

  15. Student selection: are the school-leaving A-level grades in biology and chemistry important?

    Science.gov (United States)

    Green, A; Peters, T J; Webster, D J

    1993-01-01

    This study determined the relationships of grades in A-level biology and chemistry with examination success or failure during the medical course. By inspection of medical student records, A-level grades at entry to medical school and examination performance were obtained for 128 (91%) of the students who sat their final MBBCh examination at the University of Wales College of Medicine in June 1988. The majority, 92 (72%), completed their medical school careers with no professional examination failures; 15 failed examinations just in the period up to 2nd MB; 11 failed examinations in the clinical period only and 10 failed examinations in both periods. Whereas grade achieved in A-level chemistry was not associated with undergraduate examination performance, students with a grade A or B in A-level biology were less likely to have problems than the others (21% compared with 47%; the difference of 26% has a 95% confidence interval of 7% to 44%). Specifically, there appears to be a strong relationship between a low grade in biology and difficulties in the preclinical examinations. Moreover, for those who have difficulties at this stage, this association continues later in the course.

  16. Using Digital Storytelling to Help First-Grade Students' Adjustment to School

    OpenAIRE

    Fokides, Emanuel

    2015-01-01

    When coming to school for the first time, children might face a number of adjustment problems. The study presents the results of a project which used digital storytelling for helping first-grade primary school students during this transitional period. It was examined whether, through the development of the digital stories, students could understand how the school functions and whether this process helped them to change their attitudes and behaviors, thus achieving a smoother adaptation to the...

  17. Medical and pharmacy students' perceptions of the grading and assessment practices

    OpenAIRE

    Kasanda, C. D.; Mitonga, K. H.; Veii, K.; Zimba, R. F.

    2013-01-01

    Many students at the University of Namibia have frequently complained about ineffective assessment practices used at the institution. On many occasions, these complaints have not been substantiated with evidence of any kind. The purpose of this study was to obtain some empirical evidence that would ascertain undergraduate students' perceptions of the University of Namibia's grading and assessment practices. Using a structured scaled questionnaire, data were obtained from a representative samp...

  18. Which Instructional Practices Most Help First Grade Students with and without Mathematics Difficulties?

    Science.gov (United States)

    Morgan, Paul L.; Farkas, George; Maczuga, Steve

    2015-01-01

    We used population-based, longitudinal data to investigate the relation between mathematics instructional practices used by 1st grade teachers in the U.S. and the mathematics achievement of their students. Factor analysis identified four types of instructional activities (i.e., teacher-directed, student-centered, manipulatives/calculators, movement/music) and eight types of specific skills taught (e.g., adding two-digit numbers). First-grade students were then classified into five groups on the basis of their fall and/or spring of kindergarten mathematics achievement—three groups with mathematics difficulties (MD) and two without MD. Regression analysis indicated that a higher percentage of MD students in 1st grade classrooms was associated with greater use by teachers of manipulatives/calculators and movement/music to teach mathematics. Yet follow-up analysis for each of the MD and non-MD groups indicated that only teacher-directed instruction was significantly associated with the achievement of students with MD (covariate-adjusted ESs = .05–.07). The largest predicted effect for a specific instructional practice was for routine practice and drill. In contrast, for both groups of non-MD students, teacher-directed and student-centered instruction had approximately equal, statistically significant positive predicted effects (covariate-adjusted ESs = .03–.04). First-grade teachers in the U.S. may need to increase their use of teacher-directed instruction if they are to raise the mathematics achievement of students with MD. PMID:26180268

  19. Native American Students' Understanding of Geologic Time Scale: 4th-8th Grade Ojibwe Students' Understanding of Earth's Geologic History

    Science.gov (United States)

    Nam, Younkyeong; Karahan, Engin; Roehrig, Gillian

    2016-01-01

    Geologic time scale is a very important concept for understanding long-term earth system events such as climate change. This study examines forty-three 4th-8th grade Native American--particularly Ojibwe tribe--students' understanding of relative ordering and absolute time of Earth's significant geological and biological events. This study also…

  20. Discrepancies between the school examination en central examination grades of non-Dutch students. Extent and explanations

    NARCIS (Netherlands)

    Rekers-Mombarg, L. T. M.; Harms, G. J.; van der Werf, M. P. C.

    2009-01-01

    From previous research in Dutch secondary education it is known that the central (national) examination grades are at average lower than school examination grades, and that the discrepancy between both grades is larger for students from non-Dutch origin. This study examined the individual

  1. Effectiveness of a co-taught handwriting program for first grade students.

    Science.gov (United States)

    Case-Smith, Jane; Holland, Terri; White, Susan

    2014-02-01

    Our study examined the effects of Write Start, a classroom-embedded handwriting/writing program on handwriting and writing fluency for first grade students, co-taught by occupational therapists and teachers. Two first grade classrooms received the Write Start and two received standard handwriting instruction. This co-taught program included specific feedback during handwriting practice, small group activities, student self-evaluation, and peer supports. The students were evaluated on handwriting legibility, fluency, and written expression at baseline, immediately after the program, and 6 months later. When performance was compared between the two groups, the students in the Write Start program improved significantly more in legibility (d = .57) and fluency (d = .75) than students who received standard instruction. Gains in handwriting speed (d = .18), average legibility (d = .26), and written expression (d = .25) did not differ significantly between the two groups. A co-taught, inclusive handwriting/writing program can promote first grade students' achievement of lower case legibility and writing fluency.

  2. Questioning Strategies of Literature Teachers among Grade 8 Filipino Students

    Directory of Open Access Journals (Sweden)

    Magdalena M. Ocbian

    2015-11-01

    Full Text Available Questioning is a useful and relevant tool to facilitate classroom discussion in a literature class. This study identified the levels of questions teachers use in their literature class, determined the different question strategies they utilized and proposed activities to enhance the questioning strategies of literature teachers. Video analysis was the main instrument used. These videos were provided during the conduct of class observations by the researchers. There were eight respondents in the study selected through total enumeration. They are teachers from Gubat Cluster of secondary schools of Sorsogon Province. To identify the levels of questions and questioning strategies, question tally form and percentage were used. Results revealed that knowledge was the most used level of questions followed by comprehension, application, analysis, synthesis and evaluation. The most used question technique is the participation, followed by proving, sequencing, wait time, balance and student questions. It was recommended that literature teachers vary their level of questions when discussing literary pieces. They may utilize different question techniques to develop critical thinking skills of their students. The use of the proposed activities may enhance the questioning strategies of literature teachers. Likewise, school heads and program supervisors may utilize video analysis technique as a mode for classroom observation.

  3. Impact of Attending Jump Start Literacy Camp on Reading Achievement among Third and Fourth Grade Students

    Science.gov (United States)

    Padgett, Carrie B.

    2010-01-01

    The Jump Start Literacy Camp was developed as a means to combat summer learning loss. The camp utilized high-energy activities to target phonemic awareness, phonics, vocabulary, fluency, and comprehension. This study examined the effects of the Jump Start Literacy Camp on reading achievement for rising third and fourth grade students in an urban…

  4. Students' Level of Boredom, Boredom Coping Strategies, Epistemic Curiosity, and Graded Performance

    Science.gov (United States)

    Eren, Altay; Coskun, Hamit

    2016-01-01

    The authors examined the relationships among students' levels of boredom, boredom coping strategies, epistemic curiosity, and graded performance regarding mathematics lessons, with the intention to explore the mediating roles of boredom coping strategies and epistemic curiosity in the relationship between the level of boredom and graded…

  5. The Impact of Past Language Arts Teachers on the Reading Motivation of Twelfth Grade Students

    Science.gov (United States)

    Shepard, Courtney A.

    2017-01-01

    Adolescents' motivation to read continues to decline. The purpose of this embedded single case study was to explore adolescent reading motivation to determine some ways in which adolescents are motivated to read. Through purposeful sampling, the participants included seven twelfth grade students and three English Language Arts teachers in grades…

  6. Fourth-Grade Primary School Students' Thought Processes and Challenges Encountered during the Butter Beans Problem

    Science.gov (United States)

    Sahin, Neslihan; Eraslan, Ali

    2017-01-01

    In parallel with mathematical modeling studies that have gradually drawn interest in recent years, the aim of this study is to investigate the thought processes of fourth-grade students in the Butter Beans Problem and to identify possible challenges in this process. For this purpose, a qualitative study was conducted at a university-foundation…

  7. The Effect of Group Work on Misconceptions of 9th Grade Students about Newton's Laws

    Science.gov (United States)

    Ergin, Serap

    2016-01-01

    In this study, the effect of group work and traditional method on 9th grade students' misconceptions about Newton Laws was investigated. The study was conducted in three classes in an Anatolian Vocational High School in Ankara/Turkey in the second term of the 2014-2015 academic year. Two of these classes were chosen as the experimental group and…

  8. Project-Based Social Justice Mathematics: A Case Study of Five 6th Grade Students

    Science.gov (United States)

    McHugh, Maighread L.

    2015-01-01

    The purpose of this qualitative multiple case study was to explore how five sixth grade female students navigated the process of project-based learning as they designed and implemented their own project centered on mathematics while using a social justice lens. The theoretical frameworks of Authentic Intellectual Work and Social Justice…

  9. Exploring Perceptions of University Students Pertaining to Grades over Knowledge and Skills

    Science.gov (United States)

    Hasnain, Asma; Bhamani, Shelina

    2014-01-01

    The aim of the research was to study the phenomenon surrounding the perspective of university students preferring grades to knowledge and skills. Three currently enrolled participants were selected from different private universities of Karachi. Participants' interviews were examined through thematic analysis. The findings suggested that students…

  10. Turkish students' perceptions of their biology learning environments: the effects of gender and grade level

    NARCIS (Netherlands)

    Telli, S.; Brok, den P.J.; Tekkaya, C.; Cakiroglu, J.

    2009-01-01

    This study investigates the effects of gender and grade level on Turkish secondary school students’ perceptions of their biology learning environment. A total of 1474 high school students completed the What is Happening in This Classroom (WIHIC) questionnaire. The WIHIC maps several important

  11. Predictors of Reading Skills for Kindergartners and First Grade Students in Spanish: A Longitudinal Study

    Science.gov (United States)

    Kim, Young-Suk; Pallante, Daniel

    2012-01-01

    This study investigated predictors of word reading and reading comprehension skills using longitudinal data from Spanish-speaking kindergartners (N = 163) and first grade students (N = 305) from high SES families in Chile. Individual differences in letter-naming fluency and phonemic segmentation fluency, but not vocabulary, were positive…

  12. Problem Solving vs. Troubleshooting Tasks: The Case of Sixth-Grade Students Studying Simple Electric Circuits

    Science.gov (United States)

    Safadi, Rafi'; Yerushalmi, Edit

    2014-01-01

    We compared the materialization of knowledge integration processes in class discussions that followed troubleshooting (TS) and problem-solving (PS) tasks and examined the impact of these tasks on students' conceptual understanding. The study was conducted in two sixth-grade classes taught by the same teacher, in six lessons that constituted a…

  13. The Relationship between Mathematics Teachers' Teaching Approaches and 9th Grade Students' Mathematics Self

    Science.gov (United States)

    Briede, Liene

    2016-01-01

    The aim of the study is to investigate the relationship between the teaching approach adopted by mathematics teachers and their 9th grade students' mathematical self. The study searched for the answers on three research questions, namely, about 1) the approaches prevailing in mathematics teachers' beliefs about effective teaching and self-reports…

  14. Student and Teacher Success: The Impact of Computers in Primary Grades.

    Science.gov (United States)

    Drexler, Nancy Gadzuk; And Others

    This paper discusses the impact of computers on student learning as reported by teachers participating in a study of a computer-based language arts instructional program for the early elementary grades--the Apple Learning Series: Early Language (ALS-EL). Although they found the program difficult to evaluate, some teachers stated that the ALS-EL…

  15. Exploring the Use of Technology to Support Literacy of Sixth Grade Students with Reading Disabilities

    Science.gov (United States)

    Ball-Inman, Jaime Renee

    2017-01-01

    The degree to which the utilization of technology supports the academic achievement of sixth grade students with reading disabilities was examined using a quantitative research design. The data analysis involved the results from the Educational Technology Assessment Program to measure achievement. The Standardized Test for the Assessment of…

  16. Multimodal Representations: A Fifth-Grade Teacher Influences Students' Design and Production

    Science.gov (United States)

    Shanahan, Lynn E.

    2013-01-01

    The purpose of this interpretive case study is to explore--through a close analysis of one fifth-grade class project--teacher's scaffolding and students' use of visual and linguistic modes when composing multimodally. Using Kress and van Leeuwen's multimodal theory of communication as a framework, this case study examines why teachers, whose…

  17. The Relationship between Oral Narrative Production and Expository Text Comprehension of Fifth-Grade Students

    Science.gov (United States)

    Marron, Jill K.

    2017-01-01

    The purpose of this study is to determine if there is a relationship between oral narrative production and the reading comprehension of expository text. The research questions are: (1) What is the relationship between oral narrative production and reading comprehension of expository text in fifth-grade students?; (2) Which components of oral…

  18. Supporting the Language Development of Limited English Proficient Students through Arts Integration in the Primary Grades

    Science.gov (United States)

    Brouillette, Liane

    2012-01-01

    This article looks at how arts integration can boost the language development of limited English proficient students in kindergarten through second grade. I first review existing research on how young children learn and describe the special challenges faced by children who must learn in an unfamiliar language. I then identify arts-based mechanisms…

  19. Proportional Reasoning and Related Concepts: Analysis of Gaps and Understandings of Middle Grade Students

    Science.gov (United States)

    Ojose, Bobby

    2015-01-01

    This study investigated proportional reasoning and the related concepts of decimal, percent, and ratio. In particular, the research focused on analyzing the gaps and understandings that grades 6, 7, and 8 students have and advanced factors for such gaps and understandings. The study employed a mixed method approach in which quantitative data was…

  20. Physical activity levels and motor skills of 5 th to 7 th grade students ...

    African Journals Online (AJOL)

    The physical activity (PA) and motor skill levels (MS) (flexibility, balance, speed, sit-up, hand grip strength, standing long jump) were determined for 5th to 7th grade students from central schools in Nigde Province, Turkey according to age and gender and to investigate the relationships. PAL was determined by means of ...

  1. Examining Reliability of Reading Comprehension Ratings of Fifth Grade Students' Oral Retellings

    Science.gov (United States)

    Bernfeld, L. Elizabeth Shirley; Morrison, Timothy G.; Sudweeks, Richard R.; Wilcox, Brad

    2013-01-01

    The purpose of this study was to rate oral retellings of fifth graders to determine how passages, raters, and rating occasions affect those ratings, and to identify what combination of those elements produce reliable retelling ratings. A group of 36 fifth grade students read and orally retold three contemporary realistic fiction passages. Two…

  2. The Relationship between Interparental Conflict and Self-Reported Grade Point Average among College Students

    Science.gov (United States)

    Hunt, S. Jane; Krueger, Lacy E.; Limberg, Dodie

    2017-01-01

    Interparental conflict has been shown to have a negative effect on the academic success of children and adolescents. This study examined the relationship between college students' (N = 143) perceived levels of interparental conflict, their living arrangement, and their current self-reported grade point average. Participants who experienced more…

  3. Model Drawing Strategy for Fraction Word Problem Solving of Fourth-Grade Students with Learning Disabilities

    Science.gov (United States)

    Sharp, Emily; Shih Dennis, Minyi

    2017-01-01

    This study used a multiple probe across participants design to examine the effects of a model drawing strategy (MDS) intervention package on fraction comparing and ordering word problem-solving performance of three Grade 4 students. MDS is a form of cognitive strategy instruction for teaching word problem solving that includes explicit instruction…

  4. Spatial Visualization as Mediating between Mathematics Learning Strategy and Mathematics Achievement among 8th Grade Students

    Science.gov (United States)

    Rabab'h, Belal; Veloo, Arsaythamby

    2015-01-01

    Jordanian 8th grade students revealed low achievement in mathematics through four periods (1999, 2003, 2007 & 2011) of Trends in International Mathematics and Science Study (TIMSS). This study aimed to determine whether spatial visualization mediates the affect of Mathematics Learning Strategies (MLS) factors namely mathematics attitude,…

  5. An Investigation of Ninth Grade Students' Attitudes toward Daily Life Chemistry

    Science.gov (United States)

    Kenar, Ismail; Sekerci, Ali Riza; Erdem, Ali Riza; Gecgel, Gürkan; Demir, Halil Ibrahim

    2015-01-01

    The purpose of this study is to examine the attitudes towards chemistry of everyday life of high school ninth grade students according to sex/gender, learning/educational level of mother and father, father's profession, and income level of as variables. Survey method has been utilized in research. The sample of the study is composed of a total of…

  6. Enhancing On-Task Behavior in Fourth-Grade Students Using a Modified Color Wheel System

    Science.gov (United States)

    Blondin, Carolyn; Skinner, Christopher; Parkhurst, John; Wood, Allison; Snyder, Jamie

    2012-01-01

    The authors used a withdrawal design to evaluate the effects of a modified Color Wheel System (M-CWS) on the on-task behavior of 7 students enrolled in the 4th grade. Standard CWS procedures were modified to include a 4th set of rules designed to set behavioral expectation for cooperative learning activities. Mean data showed that immediately…

  7. The "School Safety & Security Questionnaire": Middle Grades Students' Perceptions of Safety at School

    Science.gov (United States)

    Miller, Janice Williams; Nickell, Linda K.

    2008-01-01

    This study presents the development and basic psychometric characteristics of the "School Safety and Security Questionnaire" (SSSQ). This new measure was constructed to assess middle grade students' perceptions of safety and security during the school year. The content validity of the theoretically-based instrument was assessed and the measure was…

  8. Vocabulary and Syntactic Knowledge Factors in 5th Grade Students' Reading Comprehension

    Science.gov (United States)

    Mokhtari, Kouider; Niederhauser, Dale S.

    2013-01-01

    In this study, we examined 5th grade students' levels of vocabulary knowledge and syntactic awareness relative to their reading comprehension performance. The aim was to explore the contributions of vocabulary and syntactic awareness as potential sources of reading comprehension difficulty for these readers. Overall, we found that both vocabulary…

  9. The Effect of Project Based Learning on Seventh Grade Students' Academic Achievement

    Science.gov (United States)

    Kizkapan, Oktay; Bektas, Oktay

    2017-01-01

    The purpose of this study is to investigate whether there is a significant effect of project based learning approach on seventh grade students' academic achievement in the structure and properties of matter. In the study, according to the characteristics of quantitative research methods, pretest-posttest control group quasi-experimental design was…

  10. The Effect on the 8th Grade Students' Attitude towards Statistics of Project Based Learning

    Science.gov (United States)

    Koparan, Timur; Güven, Bülent

    2014-01-01

    This study investigates the effect of the project based learning approach on 8th grade students' attitude towards statistics. With this aim, an attitude scale towards statistics was developed. Quasi-experimental research model was used in this study. Following this model in the control group the traditional method was applied to teach statistics…

  11. The Effect of Project Based Learning on the Statistical Literacy Levels of Student 8th Grade

    Science.gov (United States)

    Koparan, Timur; Güven, Bülent

    2014-01-01

    This study examines the effect of project based learning on 8th grade students' statistical literacy levels. A performance test was developed for this aim. Quasi-experimental research model was used in this article. In this context, the statistics were taught with traditional method in the control group and it was taught using project based…

  12. English Language Arts Scores among Sixth Grade Students Enrolled on an Elementary versus Middle School Campus

    Science.gov (United States)

    Johnson, La-Trice

    2013-01-01

    A K-12 school district located in southern California was faced with overcrowding at 1of its middle schools for the 2011-2012 school year. This project study was designed to explore if an elementary or middle school campus was best in supporting students' academics while they were in transition to 6th grade middle school. Maslow's hierarchy of…

  13. The impact of a technology-rich intervention on grade 7 students' skills in initial algebra

    NARCIS (Netherlands)

    Jupri, Al; Drijvers, Paul; van den Heuvel - Panhuizen, Marja

    2014-01-01

    This paper describes a classroom experiment on the use of digital technology in initial algebra. Indonesian grade seven students of 12-13 year-old took part in a four session teaching sequence on beginning algebra enriched with digital technology, and in particular applets embedded in the Digital

  14. Documenting Student Performance: An Alternative to the Traditional Calculation of Grade Point Averages

    Science.gov (United States)

    Volwerk, Johannes J.; Tindal, Gerald

    2012-01-01

    Traditionally, students in secondary and postsecondary education have grade point averages (GPA) calculated, and a cumulative GPA computed to summarize overall performance at their institutions. GPAs are used for acknowledgement and awards, as partial evidence for admission to other institutions (colleges and universities), and for awarding…

  15. Relationships among Perceived Stress, Coping, and Grade Point Average in University Students

    Science.gov (United States)

    Kewallal, Rajendra David

    2013-01-01

    This study explored the relationships among perceived stress, coping style, and academic performance in 210 students from a mid-sized public university and a small private college. Study participants were asked to complete the Perceived Stress Scale, the Brief COPE Questionnaire, and a demographic survey asking about their age, gender, grade point…

  16. Relationship of academic success of medical students with motivation and pre-admission grades.

    Science.gov (United States)

    Luqman, Muhammad

    2013-01-01

    To determine predictive validity of pre-admission scores of medical students, evaluate correlation between level of motivation and later on academic success in a medical college. Analytical study. Foundation University Medical College, Islamabad, from June to August 2011. A non-probability convenience sampling of students of 1st to final year MBBS classes was done after obtaining informed consent. These students filled out 'Strength of Motivation for Medical School' (SMMS) questionnaire. The data of pre-admission grades of these students along with academic success in college according to examination results in different years were collected. The correlation between the pre-admission grades and score of SMMS questionnaire with their academic success in medical college was found by applying Pearson co-efficient of correlation in order to determine the predictive validity. Only 46% students revealed strong motivation. A significant, moderate correlation was found between preadmission scores and academic success in 1st year modular examination (0.52) which became weaker in various professional examinations in higher classes. However, no significant correlation was observed between motivation and academic success of medical students in college. Selecting medical students by pre-admission scores or motivation level alone may not be desirable. A combination of measures of cognitive ability criteria (FSc/pre-admission test scores) and non-cognitive skills (personality traits) is recommended to be employed with the use of right tools for selection of students in medical schools.

  17. The Effect of Using Computer Games in Teaching Mathematics on Developing the Number Sense of Fourth Grade Students

    Science.gov (United States)

    Nejem, Khamis Mousa; Muhanna, Wafa

    2013-01-01

    The purpose of this study was to investigate the effect of using computer games in teaching mathematics on developing the number sense of fourth grade students. To achieve this purpose a study sample of (81) students was selected from the fourth grade. This sample was divided into two groups. One group was randomly chosen to be the experimental…

  18. Measuring Listening Comprehension Skills of 5th Grade School Students with the Help of Web Based System

    Science.gov (United States)

    Acat, M. Bahaddin; Demiral, Hilmi; Kaya, Mehmet Fatih

    2016-01-01

    The main purpose of this study is to measure listening comprehension skills of 5th grade school students with the help of web based system. This study was conducted on 5th grade students studying at the primary schools of Eskisehir. The scale used in the process of the study is "Web Based Listening Scale". In the process of the study,…

  19. The Effect of Using Virtual Laboratory on Grade 10 Students' Conceptual Understanding and Their Attitudes towards Physics

    Science.gov (United States)

    Faour, Malak Abou; Ayoubi, Zalpha

    2018-01-01

    This study investigated the effect of using (VL) on grade 10 students' conceptual understanding of the direct current electric circuit and their attitudes towards physics. The research used a quantitative experimental approach. The sample of the study was formed of 50 students of the tenth grade, aged 14 to 16 years old, of an official secondary…

  20. Story Telling: Research and Action to Improve 6th Grade Students' Views about Certain Aspects of Nature of Science

    Science.gov (United States)

    Kahraman, Feray; Karatas, Faik Özgür

    2015-01-01

    This study is a four-week section of ongoing attempts that aim to improve 6th grade students' understandings of the nature of science. The study was carried out in a sixth grade science and technology class at a rural middle school with 15 students on the basis of action research methodology. During the study, four different stories based on the…

  1. Emergent Gender Roles within Tween Popular Culture: Perspectives from Mexican American Students in a Fifth-Grade Classroom

    Science.gov (United States)

    Godina, Heriberto; Soto-Ramirez, Cynthia

    2017-01-01

    This study examines fifth-grade Mexican American students' beliefs about emergent gender roles. We used participant-observation methodology to conduct research on six focal-student participants selected from the general fifth-grade population at an elementary school located in the Southwestern United States. Collected data included focal-student…

  2. Variation of Student Numerical and Figural Reasoning Approaches by Pattern Generalization Type, Strategy Use and Grade Level

    Science.gov (United States)

    El Mouhayar, Rabih; Jurdak, Murad

    2016-01-01

    This paper explored variation of student numerical and figural reasoning approaches across different pattern generalization types and across grade level. An instrument was designed for this purpose. The instrument was given to a sample of 1232 students from grades 4 to 11 from five schools in Lebanon. Analysis of data showed that the numerical…

  3. The Relationship of Mental Pressure with Optimism and Academic Achievement Motivation among Second Grade Male High School Students

    Science.gov (United States)

    Sarouni, Ali Sedigh; Jenaabadi, Hossein; Pourghaz, Abdulwahab

    2016-01-01

    The present study aimed to examine the relationship of mental pressure with optimism and academic achievement motivation among second grade second period male high school students. This study followed a descriptive-correlational method. The sample included 200 second grade second period male high school students in Sooran. Data collection tools in…

  4. A Study of the Correlation of the Improvement of Teaching Evaluation Scores Based on Student Performance Grades

    Science.gov (United States)

    Chen, Chi Yuan; Wang, Shu-Yin; Yang, Yi-Fang

    2017-01-01

    The purpose of the study is to explore the influence of teaching evaluations on teachers in that they might try to please their students by giving higher grades in order to get higher teaching evaluation scores. To achieve this purpose, the study analyzed the correlations between teaching evaluation scores, student's final grades and course fail…

  5. The Effects of Using Diorama on 7th Grade Students' Academic Achievement and Science Learning Skills

    Science.gov (United States)

    Aslan Efe, Hulya

    2017-01-01

    This study aims to investigate the effects of using diorama on 7th grade students' academic achievement and science learning skills in "human being and environment relation" unit. The participants were 49 (E:25, C:24) 7th grade students studying during 2015-16 academic year in Diyarbakir, Turkey. An achievement test and "science…

  6. The Effect of Inquiry-Based Explorations in a Dynamic Geometry Environment on Sixth Grade Students' Achievements in Polygons

    Science.gov (United States)

    Erbas, Ayhan Kursat; Yenmez, Arzu Aydogan

    2011-01-01

    The purpose of this study was to investigate the effects of using a dynamic geometry environment (DGE) together with inquiry-based explorations on the sixth grade students' achievements in polygons and congruency and similarity of polygons. Two groups of sixth grade students were selected for this study: an experimental group composed of 66…

  7. Behind the Final Grade in Hybrid v. Traditional Courses: Comparing Student Performance by Assessment Type, Core Competency, and Course Objective

    Science.gov (United States)

    Bain, Lisa Z.

    2012-01-01

    There are many different delivery methods used by institutions of higher education. These include traditional, hybrid, and online course offerings. The comparisons of these typically use final grade as the measure of student performance. This research study looks behind the final grade and compares student performance by assessment type, core…

  8. The Effect of Conceptual Change Approach to Eliminate 9th Grade High School Students' Misconceptions about Air Pressure

    Science.gov (United States)

    Akbas, Yavuz; Gencturk, Ebru

    2011-01-01

    The aim of this study was to determine the effectiveness of teaching based on conceptual change overcome misconceptions of 9th grade high school students about the subject of air pressure. The sampling of the study was formed with two classes of 9th grade students from a general high school in the city-center of Trabzon. A quasi-experimental…

  9. Mixed-Method Research on Learning Vocabulary through Technology Reveals Vocabulary Growth in Second-Grade Students

    Science.gov (United States)

    Huang, SuHua

    2015-01-01

    A mixed-method embedded research design was employed to investigate the effectiveness of the integration of technology for second-grade students' vocabulary development and learning. Two second-grade classes with a total of 40 students (21 boys and 19 girls) were randomly selected to participate in this study for the course of a semester. One…

  10. The Analysis of Fourth Grade Primary Students' Reader Self-Perceptions in Terms of Gender and Preschool Educational Background

    Science.gov (United States)

    Sagirli, Muhittin; Okur, Burçin

    2017-01-01

    The aim of this study was to analyse perceptions of fourth grade primary school students on their reading ability. In study, screening model was used as a quantitative research method. The sample of this research was selected by convenience sampling. The sample consisted of 556 fourth grade students who received education in 8 public schools in…

  11. Developing Responsibility for Completing and Handing in Daily Homework Assignments for Students in Grades Three, Four, and Five.

    Science.gov (United States)

    Shepard, Joan M.

    This practicum was designed to increase responsibility for completing and handing in homework among students in grades three, four, and five in a mid-Atlantic school district. Of a total of 128 students in these grades, 28 were identified to learn strategies to aid in completing homework. Nine solution strategies were employed: (1) provide…

  12. EXAMINATION OF ACHIEVEMENT RELATIONS AND MOTIVATION OF 7th GRADE STUDENTS FOR INVOLVEMENT IN PHYSICAL EDUCATION CLASSES

    OpenAIRE

    Dragoljub Višnjić; Dragan Martinović; Jelena Ilić; Živorad Marković

    2010-01-01

    The relations of students achievement and motivation for involvement in PE classes were examined in a sample of 247 seventh-grade elementary school students of both sexes. The independent variables in the study were: sex, general success of the previous grade, PE grade, students’ opinion on sufficiency of knowledge acquired through instruction process, students’ involvement in sport. The scale for measurement of motivation consisted of 29 items obtained by adaptation of the Scale for measurem...

  13. Effects of a kinesthetic cursive handwriting intervention for grade 4-6 students.

    Science.gov (United States)

    Roberts, Gwenyth I; Siever, Jodi E; Mair, Judith A

    2010-01-01

    We studied whether Grade 4-6 students who participated in a kinesthetic writing intervention improved in legibility, speed, and personal satisfaction with cursive handwriting. Small groups of students with handwriting difficulties were seen weekly for 7 wk using a kinesthetic writing system. A repeated measures design was used to evaluate change in global legibility, individual letter formation, specific features of handwriting, and personal satisfaction. Analysis revealed (1) a significant increase in ratings of global legibility (p kinesthetic handwriting intervention may be effective in improving the skills of students with handwriting challenges.

  14. The Effect of Interest in Reading on Mastery of English Vocabulary with Fifth Grade Elementary Students

    Directory of Open Access Journals (Sweden)

    Herlina Herlina

    2016-09-01

    Full Text Available The aim of this research is to find out whether there was a positive relationship between students’ interest in reading and their mastery of English vocabulary for fifth grade elementary school students at the lab school in Jakarta. This research used a quantitative method applying a co-relational approach. The population for this research was fifth grade elementary school students from three lab schools. A simple random sampling was used to select a sample of 60 students as respondents from these schools: Lab school Rawamangun in East Jakarta, Lab school Setia Budi in South Jakarta and Lab school Kebayoran also in South Jakarta. Data was collected using a questionnaire with 30 questions requiring answers on a Likert scale and 32 test items were given to each respondent. The conclusion from this research is that there was a positive and significant relationship between interest in reading and mastery of English vocabulary amongst the sample fifth grade elementary school students from these lab schools in Jakarta. Hence, students who had high interest in reading, their mastery of English vocabulary also increased.

  15. `Hard science': a career option for socially and societally interested students? Grade 12 students' vocational interest gap explored

    Science.gov (United States)

    Struyf, Annemie; Boeve-de Pauw, Jelle; Van Petegem, Peter

    2017-11-01

    A key theme in science education research concerns the decline in young peoples' interest in science and the need for professionals in hard science. Goal Congruity Theory posits that an important aspect of the decision whether to pursue hard science for study or as a career is the perception that hard science careers do not fulfil social (working with people) and societal (serving or helping others) interests. In this qualitative study, we explore grade 12 students' perceptions about the social and societal orientation of hard science careers. Furthermore, we investigate the variation in students' social and societal interests. Six focus groups were conducted with 58 grade 12 students in Flanders. Our results indicate that a number of students hold stereotypical views about hard science careers' social orientation, while others believe cooperation with others is an important aspect of hard science careers nowadays. Furthermore, our results show that students believe hard science careers can be societally oriented in the sense that they often associate them with innovation or societal progress. Finally, our results indicate that students may differentiate direct versus indirect societal orientation. These findings contribute to literature regarding social and societal interests and students' perceptions of hard science careers.

  16. Effects of story mapping on third-grade students with Attention Deficit Hyperactivity Disorder

    Directory of Open Access Journals (Sweden)

    Chavez Jaime N.

    2015-06-01

    Full Text Available The purpose of this study was to examine the effects of story mapping on the reading comprehension scores, on-task behaviors, and attitudes of third- -grade students (N = 6 with ADHD. Students’ reading grade equivalencies were assessed before and after the study. The teacher-researcher compared two other achievement measures before and during story mapping to assess growth. The practical difference in scores as calculated with Cohen’s d revealed that story mapping was successful in improving students’ comprehension. On tests from the reading basal, students’ scores improved an average of 16.00%, while tests from a computerized reading program improved 20.00%. Students exhibited on-task behavior 79.33% of the time and positive attitudes 82.33% of the time during the intervention. The implications of this study are important in determining effective instructional strategies to promote the active engagement of students and combat the core symptoms of ADHD.

  17. The Effects of a School-Wide Positive Behavior Intervention Support Program on the Intrinsic Motivation of Third Grade Students

    Science.gov (United States)

    Amis, Sarah Anne

    2013-01-01

    This research project sought to determine the effects of a School-Wide Positive Behavior Intervention Support program (SWPBIS) on the intrinsic motivation of third grade students in regard to student achievement, student behavior, and teacher perception. Students of two intermediate schools served as the treatment group and control group, and were…

  18. Interest of Grade Ten Students toward Physics among Other Science Subjects, Case of Wolaita Soddo Town Governmental Secondary Schools, Ethiopia

    Science.gov (United States)

    Hamelo, Shewangzaw

    2016-01-01

    This paper has proposed to investigate the interest in students towards physics among other science subjects. The investigation was carried out with 490 samples of grade ten students in Wolaita Soddo town governmental schools. Thus, overall result indicates that the interest in students towards physics is low and students hate to learn physics in…

  19. Error Patterns with Fraction Calculations at Fourth Grade as a Function of Students' Mathematics Achievement Status.

    Science.gov (United States)

    Schumacher, Robin F; Malone, Amelia S

    2017-09-01

    The goal of the present study was to describe fraction-calculation errors among 4 th -grade students and determine whether error patterns differed as a function of problem type (addition vs. subtraction; like vs. unlike denominators), orientation (horizontal vs. vertical), or mathematics-achievement status (low- vs. average- vs. high-achieving). We specifically addressed whether mathematics-achievement status was related to students' tendency to operate with whole number bias. We extended this focus by comparing low-performing students' errors in two instructional settings that focused on two different types of fraction understandings: core instruction that focused on part-whole understanding vs. small-group tutoring that focused on magnitude understanding. Results showed students across the sample were more likely to operate with whole number bias on problems with unlike denominators. Students with low or average achievement (who only participated in core instruction) were more likely to operate with whole number bias than students with low achievement who participated in small-group tutoring. We suggest instruction should emphasize magnitude understanding to sufficiently increase fraction understanding for all students in the upper elementary grades.

  20. Web-based Food Behaviour Questionnaire: validation with grades six to eight students.

    Science.gov (United States)

    Hanning, Rhona M; Royall, Dawna; Toews, Jenn E; Blashill, Lindsay; Wegener, Jessica; Driezen, Pete

    2009-01-01

    The web-based Food Behaviour Questionnaire (FBQ) includes a 24-hour diet recall, a food frequency questionnaire, and questions addressing knowledge, attitudes, intentions, and food-related behaviours. The survey has been revised since it was developed and initially validated. The current study was designed to obtain qualitative feedback and to validate the FBQ diet recall. "Think aloud" techniques were used in cognitive interviews with dietitian experts (n=11) and grade six students (n=21). Multi-ethnic students (n=201) in grades six to eight at urban southern Ontario schools completed the FBQ and, subsequently, one-on-one diet recall interviews with trained dietitians. Food group and nutrient intakes were compared. Users provided positive feedback on the FBQ. Suggestions included adding more foods, more photos for portion estimation, and online student feedback. Energy and nutrient intakes were positively correlated between FBQ and dietitian interviews, overall and by gender and grade (all p<0.001). Intraclass correlation coefficients were ≥0.5 for energy and macro-nutrients, although the web-based survey underestimated energy (10.5%) and carbohydrate (-15.6%) intakes (p<0.05). Under-estimation of rice and pasta portions on the web accounted for 50% of this discrepancy. The FBQ is valid, relative to 24-hour recall interviews, for dietary assessment in diverse populations of Ontario children in grades six to eight.

  1. Science Teaching Orientations and Technology-Enhanced Tools for Student Learning

    Science.gov (United States)

    Campbell, Todd; Longhurst, Max; Duffy, Aaron M.; Wolf, Paul G.; Shelton, Brett E.

    2013-01-01

    This qualitative study examines teacher orientations and technology-enhanced tools for student learning within a science literacy framework. Data for this study came from a group of 10 eighth grade science teachers. Each of these teachers was a participant in a professional development (PD) project focused on reformed and technology-enhanced…

  2. Spatial Ability Mediates the Gender Difference in Middle School Students' Science Performance

    Science.gov (United States)

    Ganley, Colleen M.; Vasilyeva, Marina; Dulaney, Alana

    2014-01-01

    Prior research has demonstrated a male advantage in spatial skills and science achievement. The present research integrated these findings by testing the potential role of spatial skills in gender differences in the science performance of eighth-grade students (13-15 years old). In "Study 1" (N = 113), the findings showed that mental…

  3. Locus of Control and Self-Esteem in Indian and White Students.

    Science.gov (United States)

    Martin, James C.

    1976-01-01

    The development and relationship of two dimensions of personality, self esteem and locus of control, were examined in a study of 763 fourth, eighth, and twelfth grade Indian and white children selected from 22 Oklahoma public schools. The students were given the Coopersmith Self-Esteem Inventory and Nowicky-Strickland Locus of Control Scale during…

  4. An Assessment of School Belonging and Academic Motivation among Latino Middle School Students

    Science.gov (United States)

    Santos, Juan Manuel

    2014-01-01

    The purpose of this correlational study was to investigate and examine the self-reported feelings of school belonging and academic motivation among seventh and eighth grade students in a suburban setting, with a specific focus on the Latino subgroup. A corollary purpose of the study was to examine the relationship between school belonging and…

  5. Our Move: Using Chess to Improve Math Achievement for Students Who Receive Special Education Services

    Science.gov (United States)

    Barrett, David C.; Fish, Wade W.

    2011-01-01

    This causal-comparative study evaluated a 30-week chess instructional program implemented within special education math classes for students in the sixth, seventh, and eighth grades in a suburban middle school located in the southwestern United States. An analysis of covariance (ANCOVA) was utilized to compare the adjusted means for the comparison…

  6. Student and Teacher Perceptions of a Single-Sex Middle School Learning Environment.

    Science.gov (United States)

    Smith, Nancy

    A study of a single-sex learning environment was conducted in a public school, Edward Hand Middle School in Lancaster, Pennsylvania; sixth, seventh, and eighth grade students were grouped homogeneously by sex for all major subjects for a period of one semester and grouped heterogeneously for one semester. The study examined the effects that the…

  7. Gender Differences in the Consistency of Middle School Students' Interest in Engineering and Science Careers

    Science.gov (United States)

    Ing, Marsha; Aschbacher, Pamela R.; Tsai, Sherry M.

    2014-01-01

    This longitudinal study analyzes survey responses in seventh, eighth, and ninth grade from diverse public school students (n = 482) to explore gender differences in engineering and science career preferences. Females were far more likely to express interest in a science career (31%) than an engineering career (13%), while the reverse was true for…

  8. An Observational Study of Intermediate Band Students' Self-Regulated Practice Behaviors

    Science.gov (United States)

    Miksza, Peter; Prichard, Stephanie; Sorbo, Diana

    2012-01-01

    The purpose of this study was to investigate intermediate musicians' self-regulated practice behaviors. Thirty sixth- through eighth-grade students were observed practicing band repertoire individually for 20 min. Practice sessions were coded according to practice frame frequency and duration, length of musical passage selected, most prominent…

  9. Group Investigation Effects on Achievement, Motivation, and Perceptions of Students in Singapore

    Science.gov (United States)

    Tan, Ivy Geok Chin; Sharan, Shlomo; Lee, Christine Kim Eng

    2007-01-01

    In an experiment conducted in 7 eighth-grade (Ages 13-14) classes in Singapore, the authors evaluated the effects of the group investigation method of cooperative learning versus the effects of the traditional whole-class method of instruction on students' academic achievement and on their motivation to learn. The authors also investigated…

  10. A Quantitative Correlational Study of Teacher Preparation Program on Student Achievement

    Science.gov (United States)

    Dingman, Jacob Blackstone

    2010-01-01

    The purpose of this quantitative correlational study was to identify the relationship between the type of teacher preparation program and student performance on the seventh and eighth grade mathematics state assessments in rural school settings. The study included a survey of a convenience sample of 36 teachers from Colorado and Washington school…

  11. Testing the Efficacy of INSIGHTS on Student Disruptive Behavior, Classroom Management, and Student Competence in Inner City Primary Grades.

    Science.gov (United States)

    McClowry, Sandra Graham; Snow, David L; Tamis-Lemonda, Catherine S; Rodriguez, Eileen T

    2010-03-01

    A prevention trial tested the efficacy of INSIGHTS into Children's Temperament as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management. Participants included 116 first and second grade students, their parents, and their 42 teachers in six inner city schools. Teachers completed the Sutter-Eyberg Student Behavior Inventory (SESBI) and the Teacher's Rating Scale of Child's Actual Competence and Social Acceptance (TRS) at baseline and again upon completion of the intervention. Boys participating in INSIGHTS, compared with those in the Read Aloud program, showed a significant decline in attentional difficulties and overt aggression toward others. Teachers in INSIGHTS, compared to those in the attention control condition, reported significantly fewer problems managing the emotional-oppositional behavior, attentional difficulties, and covert disruptive behavior of their male students. They also perceived the boys as significantly more cognitively and physically competent.

  12. Preventing Student Disengagement and Keeping Students on the Graduation Path in Urban Middle-Grades Schools: Early Identification and Effective Interventions

    Science.gov (United States)

    Balfanz, Robert; Herzog, Liza; Iver, Douglas J. Mac

    2007-01-01

    This article considers the practical, conceptual, and empirical foundations of an early identification and intervention system for middle-grades schools to combat student disengagement and increase graduation rates in our nation's cities. Many students in urban schools become disengaged at the start of the middle grades, which greatly reduces the…

  13. Supporting students' strategic competence: a case of a sixth-grade mathematics classroom

    Science.gov (United States)

    Özdemir, İ. Elif Yetkin; Pape, Stephen J.

    2012-06-01

    Mathematics education research has documented several classroom practices that might influence student self-regulation. We know little, however, about the ways these classroom practices could be structured in real classroom settings. In this exploratory case study, we purposefully selected a sixth-grade mathematics teacher who had participated in a professional development program focussed on NCTM standards and SRL in the mathematics classroom for extensive classroom observation. The purpose was to explore how and to what extend she structured classroom practices to support strategic competence in her students. Four features of classroom practices were found as evidence for how strategic competence was potentially supported in this classroom: (a) allowing autonomy and shared responsibility during the early stages of learning, (b) focusing on student understanding, (c) creating contexts for students to learn about strategic learning and to exercise strategic behaviour, and (d) helping students to personalise strategies by recognising their ideas and strategic behaviours.

  14. An international comparison of grade 6 students' understanding of the equal sign.

    Science.gov (United States)

    Capraro, Robert M; Capraro, Mary Margaret; Yetkiner, Z Ebrar; Ozel, Serkan; Kim, Hae Gyu; Küçük, Ali Riza

    2010-02-01

    This study extends the scope of international comparisons examining students' conceptions of the equal sign. Specifically, Korean (n = 193) and Turkish (n = 334) Grade 6 students were examined to assess whether their conceptions and responses were similar to prior findings published for Chinese and U.S. students and to hypothesize relationships about problem types and conceptual understanding of the equal sign. About 59.6% of the Korean participants correctly answered all items providing conceptually accurate solutions, as compared to 28.4% of the Turkish sample. Comparison with previous studies in China and the USA indicated that the Chinese sample outperformed those from other nations, followed by Korea, Turkey, and the USA. In large-scale international studies such as Trends in International Mathematics and Science (TIMSS) and the Programme for International Student Assessment (PISA), students from China and Korea have been among the high achievers.

  15. Educating Grade 6 students for higher-order thinking and its influence on creativity

    Directory of Open Access Journals (Sweden)

    Wajeeh Daher

    2017-08-01

    Full Text Available Educating students for higher-order thinking provides them with tools that turn them into more critical thinkers. This supports them in overcoming life problems that they encounter, as well as becoming an integral part of the society. This students’ education is attended to by educational organisations that emphasise the positive consequences of educating students for higher-order thinking, including creative thinking. One way to do that is through educational programmes that educate for higher-order thinking. One such programme is the Cognitive Research Trust (CoRT thinking programme. The present research intended to examine the effect of the participation of Grade 6 students in a CoRT programme on their creative thinking. Fifty-three students participated in the research; 27 participated in a CoRT programme, while 26 did not participate in such programme. The ANCOVA test showed that the students who participated in the CoRT programme outperformed significantly, in creative thinking, the students who did not. Moreover, the students in the CoRT programme whose achievement scores were between 86 and 100 outperformed significantly the other achievement groups of students. Furthermore, students with reported high ability outperformed significantly the other ability groups of students. The results did not show statistically significant differences in students’ creativity attributed to gender.

  16. Educational software and improvement of first grade school students' knowledge about prevention of overweight and obesity

    Directory of Open Access Journals (Sweden)

    Luana Santos Vital Alves Coelho

    Full Text Available Objective.To evaluate the effects of educational software to improve first grade school students' knowledge about prevention of overweight and obesity. Methods. This non-controlled trial with a before-and-after evaluation was carried out in an school located in the municipality of Divinópolis (Brazil among 71 students aged 6 to 10 years. The educational software about prevention of overweight and obesity was designed and then validated. The educational intervention comprised the use of the software. Before and after of the intervention we applied a questionnaire based on the Ten Steps to Healthy Eating for Children, proposed by the Brazilian Ministry of Health. Results. Comparing the times before and after application of the educational software, we observed statistically significant differences in proportion of questions answered correctly by first grade school students, mainly concerning daily eating of healthy and unhealthy food, adequate preparation of food and importance of exercise. Conclusion. This study highlights the importance of educational actions using software to build knowledge of first grade school students about prevention of overweight and obesity.

  17. Silent cerebral infarction, income, and grade retention among students with sickle cell anemia

    Science.gov (United States)

    King, Allison A.; Rodeghier, Mark J.; Panepinto, Julie Ann; Strouse, John J.; Casella, James F.; Quinn, Charles T.; Dowling, Michael M.; Sarnaik, Sharada A.; Thompson, Alexis A.; Woods, Gerald M.; Minniti, Caterina P.; Redding-Lallinger, Rupa C.; Kirby-Allen, Melanie; Kirkham, Fenella J.; McKinstry, Robert; Noetzel, Michael J.; White, Desiree A.; Kwiatkowski, Janet K.; Howard, Thomas H.; Kalinyak, Karen A.; Inusa, Baba; Rhodes, Melissa M.; Heiny, Mark E.; Fuh, Ben; Fixler, Jason M.; Gordon, Mae O.; DeBaun, Michael R.

    2014-01-01

    Children with sickle cell anemia have a higher-than-expected prevalence of poor educational attainment. We test two key hypotheses about educational attainment among students with sickle cell anemia, as measured by grade retention and use of special education services: (1) lower household per capita income is associated with lower educational attainment; (2) the presence of a silent cerebral infarct is associated with lower educational attainment. We conducted a multicenter, cross-sectional study of cases from 22 U.S. sites included in the Silent Infarct Transfusion Trial. During screening, parents completed a questionnaire that included sociodemographic information and details of their child’s academic status. Of 835 students, 670 were evaluable; 536 had data on all covariates and were used for analysis. The students’ mean age was 9.4 years (range: 5–15) with 52.2% male; 17.5% of students were retained one grade level and 18.3% received special education services. A multiple variable logistic regression model identified that lower household per capita income (odds ratio [OR] of quartile 1 = 6.36, OR of quartile 2 = 4.7, OR of quartile 3 = 3.87; P = 0.001 for linear trend), age (OR = 1.3; P sickle cell anemia, household per capita income is associated with grade retention, whereas the presence of a silent cerebral infarct is not. Future educational interventions will need to address both the medical and socioeconomic issues that affect students with sickle cell anemia. PMID:25042018

  18. An Investigation of the Relationships among 11th Grade Students' Attitudes toward Chemistry, Metacognition and Chemistry Achievement

    OpenAIRE

    KINGIR, Sevgi; AYDEMİR, Nurdane

    2012-01-01

    The purpose of this study was to investigate the relationships among 11th grade students' metacognition, chemistry achievement and attitudes toward chemistry. A total of 81 high school students at 11th grade participated in this study. Data were collected using Metacognitive Awareness Inventory and Attitude Scale toward Chemistry at the end of the second half of the academic year 2010â€"2011. Students' report card mean scores in chemistry course for that academic year were used as an ind...

  19. An Investigation of the Relationships among 11th Grade Students' Attitudes toward Chemistry, Metacognition and Chemistry Achievement

    OpenAIRE

    KINGIR, Sevgi; AYDEMİR, Nurdane

    2014-01-01

    The purpose of this study was to investigate the relationships among 11th grade students' metacognition, chemistry achievement and attitudes toward chemistry. A total of 81 high school students at 11th grade participated in this study. Data were collected using Metacognitive Awareness Inventory and Attitude Scale toward Chemistry at the end of the second half of the academic year 2010â€"2011. Students' report card mean scores in chemistry course for that academic year were ...

  20. Misconception on Addition and Subtraction of Fraction at Primary School Students in Fifth-Grade

    Science.gov (United States)

    Trivena, V.; Ningsih, A. R.; Jupri, A.

    2017-09-01

    This study aims to investigate the mastery concept of the student in mathematics learning especially in addition and subtraction of fraction at primary school level. By using qualitative research method, the data were collected from 23 grade five students (10-11-year-old). Instruments included a test, that is accompanied by Certainty Response Index (CRI) and interview with students and teacher. The result of the test has been obtained, then processed by analyzing the student’s answers for each item and then grouped by the CRI categories that combined with the results of the interview with students and teacher. The results showed that student’s mastery-concept on additional and subtraction dominated by category ‘misconception’. So, we can say that mastery-concept on addition and subtraction of fraction at fifth-grade students is still low. Finally, the impact can make most of primary student think that learning addition and subtraction of fraction in mathematics is difficult.

  1. Effects of notetaking instruction on 3rd grade student's science learning and notetaking behavior

    Science.gov (United States)

    Lee, Pai-Lin

    The research examined effects of notetaking instruction on elementary-aged students' ability to recall science information and notetaking behavior. Classes of 3rd grade students were randomly assigned to three treatment conditions, strategic notetaking, partial strategic notetaking, and control, for 4 training sessions. The effects of the notetaking instruction were measured by their performances on a test on science information taught during the training, a long-term free recall of the information, and number of information units recalled with or without cues. Students' prior science achievement was used to group students into two levels (high vs. low) and functioned as another independent variable in analysis. Results indicated significant treatment effect on cued and non-cued recall of the information units in favor of the strategy instruction groups. Students with higher prior achievement in science performed better on cued recall and long-term free recall of information. The results suggest that students as young as at the third grade can be instructed to develop the ability of notetaking that promotes their learning.

  2. Predicting English Word Reading Skills for Spanish-Speaking Students in First Grade.

    Science.gov (United States)

    Páez, Mariela; Rinaldi, Claudia

    2006-10-01

    This article describes the word reading skills in English and Spanish for a sample of 244 Spanish-speaking, English-learning (hence, bilingual) students in first grade and presents a predictive model for English word reading skills. The children in the study were assessed at the end of kindergarten and first grade, respectively. Data were gathered with 3 subtests of the Woodcock Language Proficiency Battery and a researcher-developed phonological awareness task. Results showed that, on average, children's English word reading skills were similar to monolingual norms whereas their Spanish word reading skills averaged 1 SD below the mean. English vocabulary, English phonological awareness, and Spanish word reading skills in kindergarten were found to be significant predictors of English word reading skills in first grade. Educational implications for screening language and reading skills and promising areas for targeted instruction for this population are discussed.

  3. Effects of multisensory resources on the achievement and science attitudes of seventh-grade suburban students taught science concepts on and above grade level

    Science.gov (United States)

    Roberts, Patrice Helen

    This research was designed to determine the relationships among students' achievement scores on grade-level science content, on science content that was three years above-grade level, on attitudes toward instructional approaches, and learning-styles perceptual preferences when instructional approaches were multisensory versus traditional. The dependent variables for this investigation were scores on achievement posttests and scores on the attitude survey. The independent variables were the instructional strategy and students' perceptual preferences. The sample consisted of 74 educationally oriented seventh-grade students. The Learning Styles Inventory (LSI) (Dunn, Dunn, & Price, 1990) was administered to determine perceptual preferences. The control group was taught seventh-grade and tenth-grade science units using a traditional approach and the experimental group was instructed on the same units using multisensory instructional resources. The Semantic Differential Scale (SDS) (Pizzo, 1981) was administered to reveal attitudinal differences. The traditional unit included oral reading from the textbook, completing outlines, labeling diagrams, and correcting the outlines and diagrams as a class. The multisensory unit included five instructional stations established in different sections of the classroom to allow students to learn by: (a) manipulating Flip Chutes, (b) using Electroboards, (c) assembling Task Cards, (d) playing a kinesthetic Floor Game, and (e) reading an individual Programmed Learning Sequence. Audio tapes and scripts were provided at each location. Students circulated in groups of four from station to station. The data subjected to statistical analyses supported the use of a multisensory, rather than a traditional approach, for teaching science content that is above-grade level. T-tests revealed a positive and significant impact on achievement scores (p < 0.0007). No significance was detected on grade-level achievement nor on the perceptual

  4. Prescott’s Microbiology, Eighth Edition

    OpenAIRE

    Dobbins, Joanne J.

    2010-01-01

    Review of: Prescott’s Microbiology, Eighth Edition. Joanne M. Willey, Linda M. Sherwood, and Christopher J. Woolverton. 2011. McGraw-Hill Higher Education, NewYork, NY. 1070 pages. ISBN- 978-0-07-337526-7.

  5. Student explanations of their science teachers' assessments, grading practices and how they learn science

    Science.gov (United States)

    del Carmen Gomez, María

    2018-03-01

    The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers' assessment practices in an upper-secondary school in Sweden. During group interviews students were asked about their conceptions of what were the assessment priority of teachers, why the students were silent during lecturing and their experiences regarding peer- and self-assessments. The research design and analysis of the findings derives from what students told us about their assessments and learning sciences experiences. Students related that besides the results of the written test, they do not know what else teachers assessed and used to determine their grades. It was also found that students did not participate in the discussion on science because of peer-pressure and a fear of disappointing their peers. Student silence is also linked with student conceptions of science learning and student experiences with methodologies of teaching and learning sciences.

  6. Developing seventh grade students' systems thinking skills in the context of the human circulatory system.

    Science.gov (United States)

    Raved, Lena; Yarden, Anat

    2014-01-01

    Developing systems thinking skills in school can provide useful tools to deal with a vast amount of medical and health information that may help learners in decision making in their future lives as citizen. Thus, there is a need to develop effective tools that will allow learners to analyze biological systems and organize their knowledge. Here, we examine junior high school students' systems thinking skills in the context of the human circulatory system. A model was formulated for developing teaching and learning materials and for characterizing students' systems thinking skills. Specifically, we asked whether seventh grade students, who studied about the human circulatory system, acquired systems thinking skills, and what are the characteristics of those skills? Concept maps were used to characterize students' systems thinking components and examine possible changes in the students' knowledge structure. These maps were composed by the students before and following the learning process. The study findings indicate a significant improvement in the students' ability to recognize the system components and the processes that occur within the system, as well as the relationships between different levels of organization of the system, following the learning process. Thus, following learning students were able to organize the systems' components and its processes within a framework of relationships, namely the students' systems thinking skills were improved in the course of learning using the teaching and learning materials.

  7. Emotional intelligence: an admission criterion alternative to cumulative grade point averages for prelicensure students.

    Science.gov (United States)

    Jones-Schenk, Jan; Harper, Mary G

    2014-03-01

    Predicting potential student success is of great interest to nursing educators and academic administrators alike. Cumulative grade point average (CGPA) has traditionally been used to screen nursing program candidates, but CGPA itself has shown to have no statistically significant predictive value and may in fact screen out individuals who possess social intelligence attributes that are essential for success in nursing practice. The purpose of this study is to determine if students whose emotional intelligence characteristics meet or exceed those of successful staff nurses are more likely to be successful in a baccalaureate nursing program. A descriptive, correlational design was used to compare the emotional intelligence attributes of 116 potential nursing students and 42 successful staff nurses using the Emotional Quotient Inventory (EQ-i). Nursing students who remained in the nursing program were found to have significantly higher levels of total emotional intelligence, interpersonal capacity, and stress tolerance. Students who dropped from the nursing program were not significantly different from successful staff nurses in terms of emotional intelligence. Emotional intelligence presents a compelling adjunct to current selection criteria for nursing students. However, the lack of research prevents widespread adoption of this criterion. This study suggests that students with higher levels of emotional intelligence, particularly intrapersonal capacity and stress tolerance, are more likely to be successful in a baccalaureate nursing program than students with lower levels. Further research is needed to determine the usefulness of EI as a predictor of student success in nursing programs. Copyright © 2013 Elsevier Ltd. All rights reserved.

  8. Measured emotional intelligence ability and grade point average in nursing students.

    Science.gov (United States)

    Codier, Estelle; Odell, Ellen

    2014-04-01

    For most schools of nursing, grade point average is the most important criteria for admission to nursing school and constitutes the main indicator of success throughout the nursing program. In the general research literature, the relationship between traditional measures of academic success, such as grade point average and postgraduation job performance is not well established. In both the general population and among practicing nurses, measured emotional intelligence ability correlates with both performance and other important professional indicators postgraduation. Little research exists comparing traditional measures of intelligence with measured emotional intelligence prior to graduation, and none in the student nurse population. This exploratory, descriptive, quantitative study was undertaken to explore the relationship between measured emotional intelligence ability and grade point average of first year nursing students. The study took place at a school of nursing at a university in the south central region of the United States. Participants included 72 undergraduate student nurse volunteers. Emotional intelligence was measured using the Mayer-Salovey-Caruso Emotional Intelligence Test, version 2, an instrument for quantifying emotional intelligence ability. Pre-admission grade point average was reported by the school records department. Total emotional intelligence (r=.24) scores and one subscore, experiential emotional intelligence(r=.25) correlated significantly (>.05) with grade point average. This exploratory, descriptive study provided evidence for some relationship between GPA and measured emotional intelligence ability, but also demonstrated lower than average range scores in several emotional intelligence scores. The relationship between pre-graduation measures of success and level of performance postgraduation deserves further exploration. The findings of this study suggest that research on the relationship between traditional and nontraditional

  9. Relationship Between Parenting Style and Children Academic Achievement Among Elementary Students Grade II and III

    OpenAIRE

    Defia Rizki, Sari; Susilawati; Mariam, Iyam

    2017-01-01

    HUBUNGAN POLA ASUH ORANG TUA DENGAN PRESTASI BELAJARANAK USIA SEKOLAH DASAR KELAS II DAN IIIRelationship between Parenting Style and Children Academic Achievementamong Elementary Students Grade II and IIISari Defia Rizki1, Susilawati2, Iyam Mariam3123Sekolah Tinggi Ilmu Kesehatan SukabumiJalan Karamat Nomor 36, Karamat, Kec. Sukabumi, Kota Sukabumi,Jawa Barat 431221e-mail: Pola asuh merupakan cara yang digunakan orang tua dalam mencoba berbagai strategi untukmendoron...

  10. Analitycal Descriptive Study of Students' Critical Mathematic Thinking Ability Through Graded Response Model (Grm)

    OpenAIRE

    nurul, didin; zahra anasha, zara

    2013-01-01

    Critical mathematic thinking ability is very important to solve daily problems. But in reality, junior high school students' critical mathematic thinking ability is still low. Ability measurement such as measurement of critical mathematic thinking ability cannot be measured through multiple choices test. In that case, an essay test in which graded scoring is used as scoring technique more suitable than multiple choices test. The result of the essay test will be analyzed to describe...

  11. Preparing student teachers for constructivist teaching about society in primary grades

    OpenAIRE

    Dvořáková, Michaela

    2012-01-01

    Preparing student teachers for constructivist teaching about society in primary grades Michaela Dvořáková Abstract The content of primary social studies could be described as cultural universals - domains of human existence that form part of everybody's experience. Despite that, children do need a skilled instruction helping them to elaborate these topics. We suppose that for the constructivist teachers, deep content knowledge and pedagogic content knowledge is necessary to elaborate and conc...

  12. Comparative Study of Media Use Capacity for 8th Grade Students

    OpenAIRE

    川上, 善郎; 鈴木, 裕久

    1996-01-01

     The world is experiencing a variety of changes resulting from the widespread diffusion of information technology. It is very important to measure the information literacy which allows people to access or to use various information media including computers or wordprocessors. The purpose of this paper is to measure and compare the media use capacity of 8th grade students in Japan, Taiwan and the United States. Specifically, 1. to determine media availability, media knowledge, media skills and...

  13. Math Games 180 Reproducible Activities to Motivate, Excite, and Challenge Students, Grades 6-12

    CERN Document Server

    Muschla, Judith A

    2011-01-01

    Math Games offers a dynamic collection of 180 reproducible activity sheets to stimulate and challenge your students in all areas of math - from whole numbers to data analysis - while emphasizing problem solving, critical thinking, and the use of technology for today's curriculum! Each of the book's activities can help you teach students in grades 6 through 12 how to think with numbers, recognize relationships, and make connections between mathematical concepts. You pick the activity appropriate for their needs . . . encourage the use of a calculator . . . or provide further challenges with act

  14. Could non-grade based selection improve medical student socio-demographic diversity?

    DEFF Research Database (Denmark)

    O'Neill, Lotte Dyhrberg

    2013-01-01

    selected with a non-grade-based or ’non-cognitive’ admission program. The two admission groups were compared on seven social indices (doctor parent, ethnic origin, father’s education, mother’s education, parenthood, parents live together, parent on benefit). Result: Selection strategy made no difference...... to the social diversity of admitted medical students. The non-cognitive admission program studied was not a useful initiative for improving medical student diversity nor did it further disadvantaged educationally vulnerable population groups in these cohorts. Discussion: The social heritage and general...

  15. Scientific Approach to Improve Mathematical Problem Solving Skills Students of Grade V

    Science.gov (United States)

    Roheni; Herman, T.; Jupri, A.

    2017-09-01

    This study investigates the skills of elementary school students’ in problem solving through the Scientific Approach. The purpose of this study is to determine mathematical problem solving skills of students by using Scientific Approach is better than mathematical problem solving skills of students by using Direct Instruction. This study is using quasi-experimental method. Subject of this study is students in grade V in one of state elementary school in Cirebon Regency. Instrument that used in this study is mathematical problem solving skills. The result of this study showed that mathematical problem solving skills of students who learn by using Scientific Approach is more significant than using Direct Instruction. Base on result and analysis, the conclusion is that Scientific Approach can improve students’ mathematical problem solving skills.

  16. Ordered Effects of Technology Education Units on Higher-Order Critical Thinking Skills of Middle School Students

    Science.gov (United States)

    Mojica, Kern D.

    2010-01-01

    In this quasi-experimental quantitative study, 105 eighth grade students at a suburban middle school in New York State participated in a seven month-long project involving the ordered effects of the technology education units of Lego[R] Mindstorms(TM) NXT Robotics System, Digital Storytelling with Microsoft Windows Movie Maker, and the Marble Maze…

  17. Exploring Secondary Students' Epistemological Features Depending on the Evaluation Levels of the Group Model on Blood Circulation

    Science.gov (United States)

    Lee, Shinyoung; Kim, Heui-Baik

    2014-01-01

    The purpose of this study is to identify the epistemological features and model qualities depending on model evaluation levels and to explore the reasoning process behind high-level evaluation through small group interaction about blood circulation. Nine groups of three to four students in the eighth grade participated in the modeling practice.…

  18. The Effects of a Growth Mindset Intervention on Self-Efficacy and Motivation of Adolescent Special Education Students

    Science.gov (United States)

    Rhew, Emily A.

    2017-01-01

    The purpose of this study was to investigate whether a growth intervention would improve adolescent special education students' self-efficacy and motivation. The research was conducted in a middle school in the Northeast from January 2016 to June 2016. The convenience sample for this study comprised of sixth, seventh, and eighth grade students…

  19. Relationships Between School District Level Inputs and the Output Performance of Students on the Missouri Basic Essential Skills Test.

    Science.gov (United States)

    Freeman, Vera E.; Hatley, Richard V.

    Missouri requires the testing of all eighth grade students on their competence in reading and language arts, mathematics, and government and economics. This statewide assessment is referred to as the Missouri Basic Essential Skills Test (BEST) and has been given in the spring of each year since 1978. A study was undertaken to determine which…

  20. Safety in the Air: A Curriculum about Flight and Air Traffic Control Designed for Middle School Students.

    Science.gov (United States)

    Colton, Ted

    This six-lesson unit is designed to familiarize sixth, seventh, and eighth grade students with air traffic safety and the individuals who make air traffic safety possible. Each lesson consists of a statement of the concept fostered, a list of objectives, a brief discussion on the focus of the unit, and instructional strategies for lesson topics…