A Content Analysis of Kindergarten-12th Grade School-Based Nutrition Interventions: Taking Advantage of Past Learning

Science.gov (United States)

Roseman, Mary G.; Riddell, Martha C.; Haynes, Jessica N.

2011-01-01

Objective: To review the literature, identifying proposed recommendations for school-based nutrition interventions, and evaluate kindergarten through 12th grade school-based nutrition interventions conducted from 2000-2008. Design: Proposed recommendations from school-based intervention reviews were developed and used in conducting a content…

Technological Studies at Thomas Edison Middle School. Grades 6-7-8.

Science.gov (United States)

Foster, Patrick N.

This technology studies curriculum for grades 6-8 is a plan for each middle school student to experience technology education for approximately 60 days (1 trimester of a 180-day school year) in each grade. Section A provides definitions; structure or content for grade-level programs with science and technology unifiers (unifying curricular…

A Study on the Visualization Skills of 6th Grade Students

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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…

ICT media design for higher grade of elementary school mathematics learning using CS6 program

Science.gov (United States)

Zainil, M.; Prahmana, R. C. I.; Helsa, Y.; Hendri, S.

2017-12-01

Technological innovation contributes to the emerging of new possibilities to change the learning process. The development of technology could bring the higher quality of education through the integration of technology in the learning. The purpose of this research is to create an interactive multimedia using CS6 program for mathematics learning in higher grade of elementary school. It was a development research using ADDIE model which consists of analysis, design, and evaluation stages. It has successfully developed interactive multimedia in a form of learning CD used in the material of plane figures and solid figures. The prototype has been validated and then tested for the 4th grade of elementary schools. Two schools were involved and the students taught by utilizing the prototype, and then, in the end of learning, they are examined to determine the learning result. There were 72% of the students passed the examination as they classified at good and excellent categories. Finally, the use of CS6 program is promising to help the students learning plane and solid figure in mathematics learning.

Investigation of 9th Grade High School Students’ Attitudes towards Science Course

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Orhan Karamustafaoglu

2017-12-01

Full Text Available In this study, ninth grade students’ attitudes towards science were investigated in terms of self-regulation strategies, motivational beliefs and gender variables. The sample of this study includes 322 male and 296 female in total 618 students from 3 different high schools (Science high school, Anatolian high school, and Vocational high school in center district of Amasya city. To collect the data, the researchers employed “Motivated Strategies for Learning Questionnaire” which has been developed by Pintrich and De Groot in 1990, adapted into Turkish by Uredi in 2005 and consists of 44 items and “Colorado Learning Attitudes about Science Survey (CLASS” has been developed by Adams and others in 2006, adapted into Turkish by Bayar and Karamustafaoğlu in 2015 and consists of 36 items. For data analysis, mean, standard deviation, independent t-test and correlation were addressed. The results of this study show that there are statistically significant relationships between 9th grade students’ attitudes towards science and self-regulation strategies, motivational beliefs, and gender.

The 9th Grade Shock and the High School Dropout Crisis

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Pharris-Ciurej, Nikolas; Hirschman, Charles; Willhoft, Joseph

2011-01-01

Retrospective questions on educational attainment in national surveys and censuses tend to over-estimate high school graduation rates by 15 to 20 percentage points relative to administrative records. Administrative data on educational enrollment are, however, only available at the aggregate level (state, school district, and school levels) and the recording of inter-school transfers are generally incomplete. With access to linked individual-level administrative records from a very large “West Coast metropolitan school district” we track patterns of high school attrition and on-time high school graduation of individual students. Even with adjustments for the omission of out-of-district transfers (estimates of omission are presented), the results of this study show that failure in high school, as indexed by retention and attrition, are almost as common as on-time high school graduation. In addition to the usual risk factors of disadvantaged background, we find that the “9th grade shock”—an unpredicted decline in academic performance upon entering high school—is a key mechanism behind the continuing crisis of high school attrition. PMID:23017804

The Relationship of Grade Span in 9th Grade to Math Achievement in High School

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West, John; Miller, Mary Lou; Myers, Jim; Norton, Timothy

2015-01-01

Purpose, Scope, and Method of Study: The purpose of this study was to determine if a correlation exists between grade span for ninth grade and gains in math achievement test scores in 10th grade and 12th grade. A quantitative, longitudinal, correlational research design was employed to investigate the research questions. The population was high…

Effects of the 5th and 7th Grade Enhanced Versions of the "keepin' it REAL" Substance Use Prevention Curriculum

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Elek, Elvira; Wagstaff, David A.; Hecht, Michael L.

2010-01-01

This study assessed the outcomes of adapting the culturally-grounded, middle school, substance-use prevention intervention, "keepin' it REAL" ("kiR"), to target elementary school students and to address acculturation. At the beginning of 5th grade, 29 schools were randomly assigned to conditions obtained by crossing grade of implementation (5th,…

Effect of the SQ4R Technique on the Reading Comprehension of Elementary School 4th Grade Elementary School Students

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Basar, Murat; Gürbüz, Mehmet

2017-01-01

The aim of this study is to examine the effect of SQ4R (Survey, Question, Read, Reflect, Recite, Review) technique of the reading comprehension ability of elementary school 4th grade students. The sampling was constituted by 57 students from two different branches of the Ataturk Elementary School in the center of Usak region during the 2nd…

The Ethnic Context and Attitudes toward 9th Grade Math

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Graham, Sandra; Morales-Chicas, Jessica

2015-01-01

The present study examined the relations between ethnic context and attitudes about 9th grade math in youth from different ethnic groups who had recently transitioned to high school. The large sample comprised African American, Latino, White, and Asian youth (n = 2,265, 55% girls, M[subscript age] = 14.6 yrs.) A new questionnaire was developed…

Movement Coordination: Factor Structure of Development in 5th-7th Grade Girls

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O. Ivashchenko

2018-03-01

Full Text Available The study objective is to determine the structure of coordination abilities development in 5th-7th grade girls. Materials and methods. The participants in the study were 5th grade girls (n = 20, 6th grade girls (n = 23, 7th grade girls (n = 19. The study used the following methods: analysis and collation of scientific and methodological literature, general scientific methods of theoretical level, such as analogy, analysis, synthesis, abstraction, induction, as well as general scientific methods of empirical level: observation, testing, experiment. To evaluate motor preparedness, the study recorded the results of motor tests, body height and weight. The IBM SPSS 20 statistical analysis software was used to process the study materials. A factor analysis was performed, for which the study used principal component analysis with the rotation method: Variamax with Kaiser Normalization. Results. The analysis of similarities shows that the most informative tests in the structure of motor preparedness of the 5th grade girls are the following: test 11 “Evaluation of the ability for vestibular (statokinetic stability. Running with turns” (.884, test 9 “Static equilibrium evaluation by E. Ya. Bondarevsky’s method” (.826, test 6 “Evaluation of the sense of movement speed in sprinting” (.824; of the 6th grade girls — test 11 “Evaluation of the ability for vestibular (statokinetic stability. Running with turns” (0.884, test 9 “Static equilibrium evaluation by E. Ya. Bondarevsky’s method” (.826, test 6 “Evaluation of the sense of movement speed in sprinting” (.824; of the 7th grade girls — test 8 “Evaluation of the ability to differentiate movement speed (reproduction accuracy of running speed at 90% intensity of maximum” (.902, test 11 “Evaluation of the ability for vestibular (statokinetic stability. Running with turns” (.900, test 1 “30 m running (s” (.869. Conclusions. In the structure of

STEM development: A study of 6th--12th grade girls' interest and confidence in mathematics and science

Science.gov (United States)

Heaverlo, Carol Ann

Researchers, policymakers, business, and industry have indicated that the United States will experience a shortage of professionals in the Science, Technology, Engineering, and Mathematics (STEM) fields. Several strategies have been suggested to address this shortage, one of which includes increasing the representation of girls and women in the STEM fields. In order to increase the representation of women in the STEM fields, it is important to understand the developmental factors that impact girls' interest and confidence in STEM academics and extracurricular programs. Research indicates that greater confidence leads to greater interest and vice versa (Denissen et al., 2007). This study identifies factors that impact girls' interest and confidence in mathematics and science, defined as girls' STEM development. Using Bronfenbrenner's (2005) bioecological model of human development, several factors were hypothesized as having an impact on girls' STEM development; specifically, the macrosystems of region of residence and race/ethnicity, and the microsystems of extracurricular STEM activities, family STEM influence, and math/science teacher influence. Hierarchical regression analysis results indicated that extracurricular STEM involvement and math teacher influence were statistically significant predictors for 6--12th grade girls' interest and confidence in mathematics. Furthermore, hierarchical regression analysis results indicated that the only significant predictor for 6--12th grade girls' interest and confidence in science was science teacher influence. This study provides new knowledge about the factors that impact girls' STEM development. Results can be used to inform and guide educators, administrators, and policy makers in developing programs and policy that support and encourage the STEM development of 6--12th grade girls.

The Effect of Mathematical Worksheets Based on Multiple Intelligences Theory on the Academic Achievement of the Students in the 4th Grade Primary School

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Inan, Cemil; Erkus, Serdar

2017-01-01

The aim of this research is to examine the effect of Math worksheets based on the Multiple Intelligences Theory on the academic achievement of students in the 4th grade primary school. The sample of the research consists of 64 (32 experimental and 32 control) students who are studying in the 4th grade in a primary school affiliated to the Ministry…

Suicidal ideation among students of the 7th, 8th, and 9th grades in the State of Lara, Venezuela: the Global School Health Survey.

Science.gov (United States)

Granero, Ricardo; Poni, Esteban; Poni, Carolin

2008-12-01

Suicidal behavior among adolescents is not a well-explored public health problem. Health policy decision-making on suicidal behavior needs reliable information on the prevalence of suicidal ideation (SI) and its associated risk factors to produce health promotion and prevention programs. The Global School Health Survey is a self-administered survey done on a random probabilistic sample among students of the 7th, 8th, and 9th grades in the Lara State, Venezuela, school period 2003 to 2004. Point prevalence of SI and associated factors were included and the odds (OR) of having SI was calculated given selected factors. Two-thousand seventy (2070) respondents, of which 13.5 % reported having SI in the last 12 months, and in females more than males (14.6% vs. 11.7%). The OR for SI, according to an associated risk factor, were among (a) females: age > or = 14 years (2.2), worries (3.42), loneliness (8.8), ever had sexual intercourse (5.58), alcohol (8.43) and (b) males: having only one or non close friends (3.69), alcohol (12.36), ever had sexual intercourse (2.73). Behavioral risk factors are relatively new in the field of surveillance systems; therefore, results on SI should be cautiously taken into consideration and a wide discussion should be encouraged as we learn how to best use the results for health promotion and disease prevention.

Study of the Effects on Student Knowledge and Perceptions of Activities Related to Submetering the 6th Grade Wing of a Middle School, to Displaying the Carbon Footprint, and to Efforts to Reduce Energy Consumption and Greenhouse Gases

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Peck, Rick

2009-01-01

The purpose of the study was to determine the effects upon student knowledge and perceptions regarding greenhouse gas emissions as a result of an intervention relying upon the submetering the 6th grade wing of a Middle School, displaying the information regarding electrical consumption and carbon footprint, and reducing the electrical consumption…

Measuring Listening Comprehension Skills of 5th Grade School Students with the Help of Web Based System

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M. Bahaddin Acat

2016-01-01

Full Text Available 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, it was investigated that the level of differentiation listening skill and educational level of mother and father, family income level, Turkish Course grading note, the most popular and listened music genre. According to the results obtained that significant difference was found with listening skills and educational level of mother and father, family income level and the most popular and listened music genre. Also it was found that there is powerful relationship between listening skills and Turkish Course grading note. In the process of the research, it was observed the students used the web based system more attentive and motivated. Nevertheless, personalized measuring environment was provided by the web based system. Finally, it can be said that the web based systems can be used positively for language learning, teaching, and instruction, improving, measuring and assessing process.

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 ...

Mental and somatic health complaints associated with school bullying between 10th and 12th grade students; results from cross sectional studies in Oslo, Norway

OpenAIRE

Lien, Lars; Green, Kristian; Welander-Vatn, Audun; Bjertness, Espen

2009-01-01

Background Bullying is a widespread and serious problem that might influence both mental and psychical well being as well as school performance and social life. The aim of this study was to describe the prevalence of bullying, mental health problems and psychical complaints among 10th and 12th grade students and to analyze the association between bullying, mental health problems and muscle and skeletal complaints. Metho...

The Factor Structure of Coordination Abilities Development in 5th-7th Grade Boys

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В. В. Приходько

2017-12-01

Full Text Available The objective is to determine the structure of coordination abilities development in 5th-7th grade boys. Materials and methods. The participants in the study were boys of the 5th grade (n=21, 6th grade (n=20, and 7th grade (n=19. The paper used analysis and generalization of the scientific and methodological literature data, general scientific methods of theoretical level, namely: analogy, analysis, synthesis, abstracting, induction, as well as general scientific methods of empirical level: observation, testing, experiment. To evaluate of the motor preparedness, the results of motor tests, height and body weight were recorded. The materials of the study were processed in the statistical analysis program IBM SPSS 20. Factor analysis was carried out using a model of the principal components with the rotation method: Variamax with Kaiser normalization. Results. Analysis of the similarities shows that the most informative in the structure of the 5th grade boys’ motor preparedness are Test 9 “Static Equilibrium Evaluation by E. Ya. Bondarevsky’s Method” (,999, Test 2 “Standing Long Jump (cm” (,998, Test 10 “Dynamic Equilibrium Evaluation by Bess Method” (,916; for the 6th grade boys such are Test 9 “Static Equilibrium Evaluation by E. Ya. Bondarevsky’s Method” (1.0, Test 2 “Standing Long Jump (cm” (,999, Test 5 “Sit-Up for 30 sec.” (,968, Test 10 “Dynamic Equilibrium Evaluation by Bess Method” (,918; for the 7th grade boys such are Test 2 “Standing Long Jump (cm” (,994, Test 9 “Static Equilibrium Evaluation by E. Ya. Bondarevsky’s Method” (,987, Test 10 “Dynamic Equilibrium Evaluation by Bess Method” (,945. Conclusions. The most informative in the structure of 5th-7th grade boys’ coordination abilities is vestibular tolerance. For pedagogical control of 5th-7th grade boys’ motor preparedness the following can be recommended: Test 2 “Standing Long Jump (cm”, Test 9 “Static Equilibrium

After-school setting, physical activity, and sedentary behavior in 5th grade boys and girls.

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Taverno Ross, S E; Dowda, M; Colabianchi, N; Saunders, R; Pate, R R

2012-09-01

After-school hours are considered critical for children's physical activity (PA) and sedentary behaviors (SB); however, whether the after-school setting influences children's activity patterns is unknown. This study examined the influence of after-school setting (i.e., parent report of the child's usual after-school setting) on 5th grade children's PA and SB, and differences by race/ethnicity. Boys whose parents reported they usually attended an after-school program had higher PA than boys who usually went home after school. A significant interaction between race/ethnicity and after-school setting showed that minority girls whose parents reported they usually attended an after-school program had higher PA and engaged in less SB compared with those who usually went home, whereas the activity patterns of white girls did not differ by after-school setting. Children's usual after-school setting affects their activity patterns; after-school programs may potentially increase PA in boys and minority girls. Copyright © 2012 Elsevier Ltd. All rights reserved.

Modeling of Teaching 5th-7th-Grade Boys Physical Exercises

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Т. Г. Абдулхалікова

2017-09-01

Full Text Available The research objective is to determine the effectiveness of orthogonal variants of teaching 5th-7th graders physical exercises. Materials and methods. The participants in the research were boys of the 5th grade (n = 32, 6th grade (n = 40, 7th grade (n = 52. To achieve the tasks set, the research used the following methods: analysis of scientific and methodological literature; pedagogical testing, pedagogical observation, timing of educational tasks; pedagogical experiment, medical and biological research methods; methods of mathematical statistics, methods of mathematical experiment planning. In order to achieve the objective set, the research has studied the effect of different variants of the educational process structure, namely: the number of repetitions (х1 and rest intervals (х2 when learning the technique of performing physical exercises. The research has conducted a complete factor experiment of type 22. According to the experiment plan, the 5th-7th graders were divided into training groups. In total, there were 12 experimental groups organized. Research results. The analysis of the regression equations shows that the teaching of physical exercises to the 5th-7th-grade boys is mostly influenced by rest intervals between repetitions (х2. The number of repetitions (х1 has somewhat less influence. The interaction of these factors is insignificant when teaching physical exercises and becomes much more influential only when teaching a switch leg pull-over exercise (х1х2. Conclusions. To increase the effectiveness of teaching 5th-7th graders physical exercises, it is necessary to shorten rest intervals between repetition to 60 s and to reduce the number of repetitions to six. When teaching boys the switch leg pull-over exercise, rest intervals should be increased to 120 s and the number of repetitions — to twelve.

Factors Associated with the Persistence of Bullying Victimization From 10th grade to 13th Grade: A Longitudinal Study.

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Lien, Lars; Welander-Vatn, Audun

2013-01-01

Bullying among adolescents represents a major public health challenge. The aim of this study was to map the stability of bullying victimization across the transitional phase from lower to upper secondary school, and to describe the sociodemographic, academic and health-related characteristics of those bullied during the transition. 3674 Norwegian adolescents were followed longitudinally from the age of 15/16 until the age of 18/19, answering questionnaires about health, academic achievements, life events, lifestyle and sociodemography. The 337 participants reporting exposure to bullying victimization at age 15/16 were the target group, as we made comparisons between those reporting victimization only at the age of 15/16 (n=289) with the participants for whom the bullying had continued into later adolescence (n = 48). 14% of those victimized at age 15/16, reported continuation of bullying victimization into upper secondary school. These adolescents were significantly more likely to report having divorced parents, low parental educational level, poor self-perceived economy, muscle and skeletal pain, symptoms of mental distress, lower school marks in Norwegian and higher body-mass index (BMI) when group differences at age 18/19 were assessed through basic inferential statistical tests. However, the multivariate logistic regression analyses only revealed statistically significantly increased adjusted odds ratios for the variables mental distress and school-marks in Norwegian. The persistence of exposure to bullying from 10th grade to 13th grade is associated with mental health complaints and poor school performance. Preventive measures to take care of students being continuously bullied should be in place in secondary schools.

English Language Arts Scores among Sixth Grade Students Enrolled on an Elementary versus Middle School Campus

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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…

Strategy-focused writing instruction: just observing and reflecting on a model benefits 6th grade students

NARCIS (Netherlands)

Fidalgo, R.; Torrance, M.; Rijlaarsdam, G.; van den Bergh, H.; Álvarez, M.L.

2015-01-01

Three groups of typically-developing 6th grade students (total N = 62) each completed strategy-focused writing training. Using a combined lagged-group and cross-panel design we assessed the effectiveness of a sequence of four different instructional components: observation and group reflection on a

Associations between home environment and after-school physical activity and sedentary time among 6th grade children

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Lau, Erica Y; Barr-Anderson, Daheia J; Dowda, Marsha; Forthofer, Melinda; Saunders, Ruth P; Pate, Russell R

2015-01-01

This study examined associations of various elements of the home environment with after-school physical activity and sedentary time in 671 sixth-grade children (Mage = 11.49 ± 0.5 years). Children’s after-school total physical activity (TPA), moderate-to-vigorous physical activity (MVPA) and sedentary time were measured by accelerometry. Parents completed surveys assessing elements of the home social and physical environment. Mixed-model regression analyses were used to examine the associations between each element of the home environment and children’s after-school physical activity and sedentary time. Availability of home physical activity resources was associated positively with after-school TPA and negatively with after-school sedentary time in boys. Parental support was associated positively with after-school TPA and MVPA and negatively with after-school sedentary time in girls. The home physical environment was associated with boys’ after-school physical activity and sedentary time, whereas the home social environment was associated with girls’ after-school physical activity and sedentary time. PMID:25386734

An Evaluation of Factors Affecting Decision Making Among 4th Grade Elementary School Students with Low Socio-Economic Status

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Alper KAŞKAYA

2017-06-01

Full Text Available Decision making is one of the most important life skills. While making correct, timely, accurate and appropriate decisions lead to positive changes in one’s life, making incorrect decisions may have a negative impact. It is an important issue to examine what the 4th grade students in primary school have about the decision-making ability to be achieved in adolescence and what qualities 4th grade primary students should have for this skill. Evaluation of 4th grade elementary school students for developmental characteristics and qualifications they need to have to be able to gain appropriate decision making ability by puberty emerges as an important issue. Even though age 9-10 is not a period when important or life changing decisions are made, it is still considered the period that individuals start to make real decisions in their life. In this age period, we believe that attempts can be made to help children use their decision making ability more effectively by identifying factors affecting this behavior. In this regard, the aim of this study is to determine factors that have impact on children’s decision making process. This study is designed as a case study and conducted according to qualitative research approach. The study was conducted with 34 elementary school students and 3 teachers. Student interview forms developed by researchers were used to collect the data. In accordance with the data obtained, interviews were conducted with the teachers. The content analysis is included during data analysis process. In our study, we have shown that TV-media, family- close family/friends, neighborhood, the teaching process and some developmental characteristics are found to have affected children’s decision making.

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

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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…

Picture Books as Mentor Texts for 10th Grade Struggling Writers

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Premont, David Willett; Young, Terrell A.; Wilcox, Brad; Dean, Deborah; Morrison, Timothy G.

2017-01-01

The purpose of this study was to determine if picture books in high school classrooms could enhance word choice, sentence fluency, and conventions. Previous research has not fully considered employing picture books as mentor texts in high schools. Twelve participants from two low-performing 10th grade English classes were identified as low-,…

An Evaluation of Factors Affecting Decision Making among 4th Grade Elementary School Students with Low Socio-Economic Status

Science.gov (United States)

Kaskaya, Alper; Calp, Sükran; Kuru, Oguzhan

2017-01-01

Decision making is one of the most important life skills. While making correct, timely, accurate and appropriate decisions lead to positive changes in one's life, making incorrect decisions may have a negative impact. It is an important issue to examine what the 4th grade students in primary school have about the decision-making ability to be…

Mathematics Anxiety Among 4th And 5th Grade Turkish Elementary School Students

OpenAIRE

Fulya Yüksel-Şahin

2008-01-01

Using a sample of 4th and 5th graders, this study investigated whether students’ mathematics anxiety differed significantly according to a group of variables. A total of 249 students participated in the study. “The Mathematics Anxiety Scale for Elementary School Students” and “The Personal Information Form” were used for data collection. Independent samples t-tests, Oneway Anova and Schefee test were used to analyze the data. Results showed that students’ mathematics anxiety differed signific...

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

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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…

Behavioral and psychosocial effects of two middle school sexual health education programs at tenth-grade follow-up.

Science.gov (United States)

Markham, Christine M; Peskin, Melissa F; Shegog, Ross; Baumler, Elizabeth R; Addy, Robert C; Thiel, Melanie; Escobar-Chaves, Soledad Liliana; Robin, Leah; Tortolero, Susan R

2014-02-01

An earlier randomized controlled trial found that two middle school sexual education programs-a risk avoidance (RA) program and a risk reduction (RR) program-delayed initiation of sexual intercourse (oral, vaginal, or anal sex) and reduced other sexual risk behaviors in ninth grade. We examined whether these effects extended into 10th grade. Fifteen middle schools were randomly assigned to RA, RR, or control conditions. Follow-up surveys were conducted with participating students in 10th grade (n = 1,187; 29.2% attrition). Participants were 60% female, 50% Hispanic, and 39% black; seventh grade mean age was 12.6 years. In 10th grade, compared with the control condition, both programs significantly delayed anal sex initiation in the total sample (RA: adjusted odds ratio [AOR], .64, 95% confidence interval [CI], .42-.99; RR: AOR, .65, 95% CI, .50-.84) and among Hispanics (RA: AOR, .53, 95% CI, .31-.91; RR: AOR, .82, 95% CI, .74-.93). Risk avoidance students were less likely to report unprotected vaginal sex, either by using a condom or by abstaining from sex (AOR: .61, 95% CI, .45-.85); RR students were less likely to report recent unprotected anal sex (AOR: .34, 95% CI, .20-.56). Both programs sustained positive impact on some psychosocial outcomes. Although both programs delayed anal sex initiation into 10th grade, effects on the delayed initiation of oral and vaginal sex were not sustained. Additional high school sexual education may help to further delay sexual initiation and reduce other sexual risk behaviors in later high school years. Copyright © 2014 Society for Adolescent Health and Medicine. All rights reserved.

An integrative model of risk for high school disordered eating.

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Davis, Heather A; Smith, Gregory T

2018-06-21

Binge eating and purging behaviors are associated with significant harm and distress among adolescents. The process by which these behaviors develop (often in the high school years) is not fully understood. We tested the Acquired Preparedness (AP) model of risk involving transactions among biological, personality, and psychosocial factors to predict binge eating and purging behavior in a sample of 1,906 children assessed in the spring of 5th grade (the last year of elementary school), the fall of 6th grade (the first year of middle school), spring of 6th grade, and spring of 10th grade (second year of high school). Pubertal onset in spring of 5th grade predicted increases in negative urgency, but not negative affect, in the fall of 6th grade. Negative urgency in the fall of 6th grade predicted increases in expectancies for reinforcement from eating in the spring of 6th grade, which in turn predicted increases in binge eating behavior in the spring of 10th grade. Negative affect in the fall of 6th grade predicted increases in thinness expectancies in the spring of 6th grade, which in turn predicted increases in purging in the spring of 10th grade. Results demonstrate similarities and differences in the development of these two different bulimic behaviors. Intervention efforts targeting the risk factors evident in this model may prove fruitful in the treatment of eating disorders characterized by binge eating and purging. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

5th Grade Primary School Students’ Perceptions on the Notion of Republic, Reign, and Leadership in the Social

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Mehmet Suat Bal

2011-12-01

Full Text Available The objective of this study is to examine the perceptions of 5th grade students concerning the notion of republic, reign, and leadership, and to identify the reasons of these perceptions. In this research, phenomenography method has been used as the data collection and analysis method. A semi-structured interview form has been used as the data collection method. Randomly selected fifteen 5th grade students, who are attending state schools during the spring semester of 2010-2011 education and instruction year in a Southern province of Turkey, constitute the working group of the current study. The findings reveal that 5th grade students do not perceive the notions by themselves. Students perceive the notion of republic as Ataturk, nation, administration, war, rights, freedom, revolution, symbol, and Turkey. Similarly, the notion of reign is perceived as sultanate, sultan, Ataturk and music, and the notion of leadership is perceived as managership, superiority, manuduction, and victory. In conclusion, many students are not able to associate republic with its true meaning, namely administration, but they are able to associate it with other notions to a large extent. It should be noted that various dimensions of the notions should be emphasized to fully teach them. Also, the basic meaning of the notion should be taken as the focal point

Promoting Original Scientific Research and Teacher Training Through a High School Science Research Program: A Five Year Retrospective and Analysis of the Impact on Mentored 8th Grade Geoscience Students and the Mentors Themselves

Science.gov (United States)

Danch, J. M.

2015-12-01

In 2010 a group of 8th grade geoscience students participated in an extracurricular activity allowing them to conduct original scientific research while being mentored by students enrolled in a 3 - year high school Science Research program. Upon entering high school the mentored students themselves enrolled in the Science Research program and continued for 4 years, culminating with their participation in Science Research 4. This allowed them to continue conducting original scientific research, act as mentors to 8th grade geoscience students and to provide teacher training for both middle and high school teachers conducting inquiry-based science lessons. Of the 7 Science Research 4 students participating since 2010, 100% plan on majoring or minoring in a STEM - related field in college and their individual research projects have been been granted over 70 different awards and honors in science fair and symposia including a 3rd and 4th place category awards at two different international science fairs - the International Sustainable Energy Engineering and Environment Project (iSWEEP) and the International Science and Engineering Fair (ISEF). Science Research 4 students developed and conducted a Society for Science and the Public affiliated science fair for middle school students enrolled in an 8th grade honors geoscience program allowing over 100 students from 5 middle schools to present their research and be judged by STEM professionals. Students with research judged in the top 10% were nominated for participation in the National Broadcom MASTERS program which they successfully entered upon further mentoring from the Science Research 4 students. 8th grade enrollment in the Science Research program for 2015 increased by almost 50% with feedback from students, parents and teachers indicating that the mentorship and participation in the 8th grade science fair were factors in increasing interest in continuing authentic scientific research in high school.

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…

(S)Partners for Heart Health: a school-based program for enhancing physical activity and nutrition to promote cardiovascular health in 5th grade students.

Science.gov (United States)

Carlson, Joseph J; Eisenmann, Joey C; Pfeiffer, Karin A; Jager, Kathleen B; Sehnert, Scott T; Yee, Kimbo E; Klavinski, Rita A; Feltz, Deborah L

2008-12-22

The American Heart Association Position Statement on Cardiovascular Health Promotion in Public Schools encourages school-based interventions for the primary prevention of cardiovascular disease (CVD) through risk factor prevention or reduction in children with an emphasis on creating an environment that promotes healthy food choices and physical activity (PA). In an effort to address issues related to CVD risk factors including obesity in Michigan children, a multi-disciplinary team of Michigan State University (MSU) faculty, clinicians, and health profession students was formed to "(S)partner" with elementary school physical education (PE) teachers and MSU Extension staff to develop and implement a cost-effective, sustainable program aimed at CVD risk factor prevention and management for 5th grade students. This (S)partnership is intended to augment and improve the existing 5th grade PE, health and nutrition curriculum by achieving the following aims: 1) improve the students' knowledge, attitudes and confidence about nutrition, PA and heart health; 2) increase the number of students achieving national recommendations for PA and nutrition; and 3) increase the number of students with a desirable CVD risk factor status based on national pediatric guidelines. Secondary aims include promoting school staff and parental support for heart health to help children achieve their goals and to provide experiential learning and service for MSU health profession students for academic credit. This pilot effectiveness study was approved by the MSU IRB. At the beginning and the end of the school year students undergo a CVD risk factor assessment conducted by MSU medical students and graduate students. Key intervention components include eight lesson plans (conducted bi-monthly) designed to promote heart healthy nutrition and PA behaviors conducted by PE teachers with assistance from MSU undergraduate dietetic and kinesiology students (Spartners). The final 10 minutes of each lesson

Bibliography of Research Support for K-8th Grade Inclusive Education

Science.gov (United States)

National Center on Schoolwide Inclusive School Reform: The SWIFT Center, 2014

2014-01-01

Presented here are references to books, chapters, and peer-reviewed journal articles that provide evidence for improved student outcomes through inclusive education in elementary and middle schools (K-8th grades). Not included here are the broad evidence bases for each feature in the SWIFT framework.

(SPartners for Heart Health: a school-based program for enhancing physical activity and nutrition to promote cardiovascular health in 5th grade students

Directory of Open Access Journals (Sweden)

Sehnert Scott T

2008-12-01

Full Text Available Abstract Background The American Heart Association Position Statement on Cardiovascular Health Promotion in Public Schools encourages school-based interventions for the primary prevention of cardiovascular disease (CVD through risk factor prevention or reduction in children with an emphasis on creating an environment that promotes healthy food choices and physical activity (PA. In an effort to address issues related to CVD risk factors including obesity in Michigan children, a multi-disciplinary team of Michigan State University (MSU faculty, clinicians, and health profession students was formed to "(Spartner" with elementary school physical education (PE teachers and MSU Extension staff to develop and implement a cost-effective, sustainable program aimed at CVD risk factor prevention and management for 5th grade students. This (Spartnership is intended to augment and improve the existing 5th grade PE, health and nutrition curriculum by achieving the following aims: 1 improve the students' knowledge, attitudes and confidence about nutrition, PA and heart health; 2 increase the number of students achieving national recommendations for PA and nutrition; and 3 increase the number of students with a desirable CVD risk factor status based on national pediatric guidelines. Secondary aims include promoting school staff and parental support for heart health to help children achieve their goals and to provide experiential learning and service for MSU health profession students for academic credit. Methods/Design This pilot effectiveness study was approved by the MSU IRB. At the beginning and the end of the school year students undergo a CVD risk factor assessment conducted by MSU medical students and graduate students. Key intervention components include eight lesson plans (conducted bi-monthly designed to promote heart healthy nutrition and PA behaviors conducted by PE teachers with assistance from MSU undergraduate dietetic and kinesiology students

The Leap into 4th Grade

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Anderson, Mike

2011-01-01

Fourth grade is a pivotal year, in which students commonly face increased academic demands. According to Anderson, teachers can help students make a smooth transition to 4th grade by introducing these new challenges in ways that are in line with 4th graders' common developmental characteristics: incredible energy and emotion, industriousness and…

The Chancellor's Model School Project (CMSP)

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Lopez, Gil

1999-01-01

What does it take to create and implement a 7th to 8th grade middle school program where the great majority of students achieve at high academic levels regardless of their previous elementary school backgrounds? This was the major question that guided the research and development of a 7-year long project effort entitled the Chancellor's Model School Project (CMSP) from September 1991 to August 1998. The CMSP effort conducted largely in two New York City public schools was aimed at creating and testing a prototype 7th and 8th grade model program that was organized and test-implemented in two distinct project phases: Phase I of the CMSP effort was conducted from 1991 to 1995 as a 7th to 8th grade extension of an existing K-6 elementary school, and Phase II was conducted from 1995 to 1998 as a 7th to 8th grade middle school program that became an integral part of a newly established 7-12th grade high school. In Phase I, the CMSP demonstrated that with a highly structured curriculum coupled with strong academic support and increased learning time, students participating in the CMSP were able to develop a strong foundation for rigorous high school coursework within the space of 2 years (at the 7th and 8th grades). Mathematics and Reading test score data during Phase I of the project, clearly indicated that significant academic gains were obtained by almost all students -- at both the high and low ends of the spectrum -- regardless of their previous academic performance in the K-6 elementary school experience. The CMSP effort expanded in Phase II to include a fully operating 7-12 high school model. Achievement gains at the 7th and 8th grade levels in Phase II were tempered by the fact that incoming 7th grade students' academic background at the CMSP High School was significantly lower than students participating in Phase 1. Student performance in Phase II was also affected by the broadening of the CMSP effort from a 7-8th grade program to a fully functioning 7-12 high

Yoga May Mitigate Decreases in High School Grades

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Bethany Butzer

2015-01-01

Full Text Available This study involves an exploratory examination of the effects of a 12-week school-based yoga intervention on changes in grade point average (GPA in 9th and 10th grade students. Participants included 95 high school students who had registered for physical education (PE in spring 2010. PE class sections were group randomized to receive either a yoga intervention or a PE-as-usual control condition. The yoga intervention took place during the entire third quarter and half of the fourth quarter of the school year, and quarterly GPA was collected via school records at the end of the school year. Results revealed a significant interaction between group and quarter suggesting that GPA differed between the yoga and control groups over time. Post hoc tests revealed that while both groups exhibited a general decline in GPA over the school year, the control group exhibited a significantly greater decline in GPA from quarter 1 to quarter 3 than the yoga group. Both groups showed equivalent declines in GPA in quarter 4 after the yoga intervention had ended. The results suggest that yoga may have a protective effect on academic performance by preventing declines in GPA; however these preventive effects may not persist once yoga practice is discontinued.

Effectiveness of Motor Skills Development in 5th-7th Grade Girls at Different Modes of Physical Exercises

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Olga Ivashchenko

2017-12-01

Full Text Available The objective is to determine the influence of the physical exercises modes on effectiveness of motor skills development in 5th-7th grade girls.  Materials and methods. The study involved 5th grade girls (n = 28, 6th grade girls (n = 28 and 7th grade girls (n = 24. To solve the tasks set, the study relied on general scientific and special research methods, methods of mathematical experiment-planning. Studying the influence of different variants of the educational process structure, namely: the number of repetitions (x1 and the rest intervals (x2 on acquisition of the technique of physical exercises performance, provided for achieving the objective. A full 22 type factorial experiment was conducted. The 5th-7th graders were divided into training groups according to the experiment plan. In total, there were twelve experimental groups organized, four in each class. Results. The analysis of the regression equations shows that the rest interval between repetitions (x2 has the greatest influence on teaching 5th-7th grade girls physical exercises, with the number of repetitions (x1 being of somewhat less significant influence. The relation between these factors (x1x2 has a considerable weight in teaching to “rope climb in two or three sets” and to do a “pullover mount with a swing of one and a push-off with the other leg”. Conclusions. To increase the effectiveness of teaching 5th-7th grade girls physical exercises, the number of repetitions in throwing exercises should be increased to twelve times, and the rest interval reduced to 60 seconds. In the 7th grade, the number of repetitions should be reduced to six times, and the rest interval – to 60 seconds. The rest intervals in the exercises: “pullover mount with a swing of one and a push-off with the other leg” and “rope climbing in two or three sets”, should be reduced to 60 seconds and the number of repetitions – to six.

The Earlier the Better? Taking the AP® in 10th Grade. Research Report No. 2012-10

Science.gov (United States)

Rodriguez, Awilda; McKillip, Mary E. M.; Niu, Sunny X.

2013-01-01

In this report, the authors examine the impact of scoring a 1 or 2 on an AP® Exam in 10th grade on later AP Exam participation and performance. As access to AP courses increases within and across schools, a growing number of students are taking AP courses and exams in the earlier grades of high school. Using a matched sample of AP and no-AP…

The Few, the Changing, the Different: Pubertal Onset, Perceived School Climate and Body Image in Ethnically Diverse Sixth Grade Girls

OpenAIRE

Morales, Jessica

2012-01-01

The present study examined the impact of pubertal onset, race/ethnicity, and school racial/ethnic composition on girls' body image and perceived school climate (school safety, school liking, and loneliness in school) during the middle school transition. The sample (N = 1,626) included 6th grade Black, Mexican American, White, and Asian girls from 20 diverse middle schools. Hierarchical analyses supported both the early-timing and stressful change hypothesis. That is, experiencing pubertal ons...

THE MAIN PSYCHOLOGICAL AND PEDAGOGICAL REQUIREMENTS OF INFORMATICS TEXTBOOKS FOR 6TH

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Popel M.

2017-03-01

Full Text Available In the article the psychological characteristics of pupils 6th grade: rapid psychophysical development and crises inherent in early adolescence. For a comparative analysis of knowledge of pupils as the fifth and sixth grades by training years (2013-2014, 2014-2015 the dependence of quality of knowledge from the problems of adolescence. The specifics of semantic informatics textbooks for 6th grade is taking into account the age and characteristics of pupils need reflected on the psychological and educational requirements. Presents the basic functions performed by the textbook as a teaching tool, particularly in informatics. Considered the requirements set by the modern informatics textbook T. P. Sokolowski. Analysis of current informatics textbooks for 6th grade on the example of studying the topic "Algorithms and their performers' and found some problems in their content. Considering completed research were summarized and singled the basic psychological and pedagogical requirements to be met by informatics textbooks for 6th grade. As the prospects for further research appears analysis electronic editions of informatics and refinement requirements for defined existing textbooks considering psychological characteristics of young adolescents.

An investigation of the relationships between junior high school students' (8th and 9th grades) background variables and structure of knowledge recall of biological content

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Demetrius, Olive Joyce

The purpose of this study was to examine the relationships between Junior High School students' (8th and 9th grades) background variables (e.g. cognitive factors, prior knowledge, preference for science versus non-science activities, formal and informal activities) and structure of information recall of biological content. In addition, this study will illustrate how flow maps, a graphic display, designed to represent the sequential flow and cross linkage of ideas in information recalled by the learner can be used as a tool for analyzing science learning data. The participants (46 junior high school students) were taught a lesson on the human digestive system during which they were shown a model of the human torso. Their pattern of information recall was determined by using an interview technique to elicit their understanding of the functional anatomy of the human digestive system. The taped responses were later transcribed for construction of the flow map. The interview was also used to assess knowledge recall of biological content. The flow map, science interest questionnaire and the cognitive operations (based on content analysis of student's narrative) were used to analyze data from each respondent. This is a case study using individual subjects and interview techniques. The findings of this study are: (1) Based on flow map data higher academic ability students have more networking of ideas than low ability students. (2) A large percentage of 9th grade low ability students intend to pursue science/applied science course work after leaving school but they lack well organized ways of representing science knowledge in memory. (3) Content analysis of the narratives shows that students with more complex ideational networks use higher order cognitive thought processes compared to those with less networking of ideas. If students are to make a successful transition from low academic performance to high academic performance it seems that more emphasis should be placed on

An Investigation of Attitudes of 6-8th Graders Towards Universal Values

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Ender DURUALP

2012-10-01

Full Text Available This study aims to describe attitudes of 6-8th graders towards universal values and examine the impact of their age, gender, grade level, academic performance, parental level of education, and family income on their attitudes towards universal values. The population consisted of 6-8th graders being taught in primary schools in Çankırı, Turkey. The sample consisted of 361 students (203 girls, 158 boys randomly selected from Çankırı İsmet İnönü Elementary School located in Çankırı which attracts the highest number of students from each level of socioeconomic status. The sociodemographic data of children and their parents were collected through a “General Information Form”, and the data related to attitudes towards universal values were obtained by the “Attitude Towards Universal Values Scale” developed by Demir and Koç (2009. Data were analyzed through Kolmogorov-Smirnov, Mann-Whitney U, Kruskal-Wallis H tests, and Cronbach Alpha (α reliability coefficient. Results showed that girls (p>0.05, 8th graders, academically-talented children, those whose parents are university graduates, and those with a family income of minimum wage or more have more positive attitudes towards universal values (p<0.05.

Longitudinal Study of Career Cluster Persistence from 8th Grade to 12th Grade with a Focus on the Science, Technology, Engineering, & Math Career Cluster

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Wagner, Judson

Today's technology driven global economy has put pressure on the American education system to produce more students who are prepared for careers in Science, Technology, Engineering, and Math (STEM). Adding to this pressure is the demand for a more diverse workforce that can stimulate the development of new ideas and innovation. This in turn requires more female and under represented minority groups to pursue future careers in STEM. Though STEM careers include many of the highest paid professionals, school systems are dealing with exceptionally high numbers of students, especially female and under represented minorities, who begin but do not persist to STEM degree completion. Using the Expectancy-Value Theory (EVT) framework that attributes student motivation to a combination of intrinsic, utility, and attainment values, this study analyzed readily available survey data to gauge students' career related values. These values were indirectly investigated through a longitudinal approach, spanning five years, on the predictive nature of 8 th grade survey-derived recommendations for students to pursue a future in a particular career cluster. Using logistic regression analysis, it was determined that this 8 th grade data, particularly in STEM, provides significantly high probabilities of a 12th grader's average grade, SAT-Math score, the math and science elective courses they take, and most importantly, interest in the same career cluster.

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 ...

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

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

2014-08-01

district implemented the state's Algebra mandate. However, even as the district implemented a constrained curriculum strategy, mathematics achievement growth between 6th sixth and 10th grade slowed and the achievement advantages associated with 8th eighth grade Algebra declined. Our analyses suggest that curricular intensification increased the inclusiveness and decreased the selectivity of the mathematics tracking regime in Towering Pines middle schools. However, the findings suggest that this constrained curriculum strategy may have may have unintended negative consequences for student achievement.

Integrating 6th Grade Geometry Standards into a Waldorf Methods Charter School

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Watterson, Ilie Alma

2006-01-01

Many Waldorf methods charter schools are opening up in California today. They are publicly funded schools bringing Waldorf methods into public education. In today's political climate all public schools must pass the state's bar of academic success measured by their Adequate Yearly Progress (AYP). Because these scores are based largely on…

The Moderating Role of Popular Peers’ Achievement Goals in 5th- and 6th- graders Achievement-related Friendships : A Social Network Analysis

NARCIS (Netherlands)

Wijnen, A.M.; Ryan, Allison; Harakeh, Z.; Shin, Huiyoung; Vollebergh, W.A.M.

This research investigated whether classroom-based peer norms for achievement goals moderate friendship selection, maintenance and influence processes related to academic achievement in 46 5th and 6th grade classrooms (N = 901, 58.7% 5th grade students, 48.5% boys). A distinction was made between

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...

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

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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.

Predicting the Attitudes and Self-Esteem of the Grade 9th Lower Secondary School Students towards Mathematics from Their Perceptions of the Classroom Learning Environment

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Tran, Van Dat

2012-01-01

This study reports the validity of the hypothesis that students' perceptions of the learning environment of mathematics classroom may predict their attitudes and self-esteem towards mathematics. It examines data from 487 grade 9th students from 14 mathematics classes in 7 Vietnamese lower secondary schools to identify how students' perceptions of…

The Relationship of Values in Elementary School 4th Grade Social Studies Textbook with the Attainments and Their Level of Being Included in Student Workbooks

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Kilic, Abdurrahman

2012-01-01

In this study, the relationship of values in elementary school 4th grade Social Studies textbook with the attainments and their level of being included in student workbook are tried to be determined. Case study, which is a qualitative research method, was applied for this research. To collect data, document analysis technique, which is among the…

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

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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…

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

prior achievement. Findings/Results We find that students’ odds of taking higher level mathematics courses increased as this district implemented the state’s Algebra mandate. However, even as the district implemented a constrained curriculum strategy, mathematics achievement growth between 6th sixth and 10th grade slowed and the achievement advantages associated with 8th eighth grade Algebra declined. Conclusions/Recommendations Our analyses suggest that curricular intensification increased the inclusiveness and decreased the selectivity of the mathematics tracking regime in Towering Pines middle schools. However, the findings suggest that this constrained curriculum strategy may have may have unintended negative consequences for student achievement. PMID:26120219

The long-term impact of a math, science and technology program on grade school girls

Science.gov (United States)

Sullivan, Sandra Judd

The purpose of this study was to determine if a math, science, and technology intervention program improved grade school girls' attitudes and stereotypes toward science and scientists, as well as participation levels in science-related activities, two years after their participating in the program. The intervention program evaluated was Operation SMART, developed by Girls Incorporated. Participants were recruited from the 6th and 7th grades from two public middle schools in Northern California. One hundred twenty-seven girls signed up for the survey and were assigned to either the SMART group (previous SMART participants) or Non-SMART group (no previous experience with SMART). The survey consisted of five parts: (1) a background information sheet, (2) the Modified Attitudes Toward Science Inventory, (3) the What Do You Do? survey, (4) the Draw-A-Scientist Test-Revised, and (5) a career interests and role models/influencer survey. Results indicated that there were no significant differences between the SMART and Non-SMART groups on any of the test measures. However, middle school attended did have a significant effect on the outcome variables. Girls from Middle School A reported more positive attitudes toward science, while girls from Middle School B reported higher participation levels in extracurricular science activities. Possible explanations for these findings suggest too much time had passed between treatment effect and time of measurement as well as the strong influence of teacher and school environment on girls' attitudes and stereotypes. Recommendations for future research are discussed.

Home Economics/Health Grades 6-12. Program Evaluation.

Science.gov (United States)

Des Moines Public Schools, IA. Teaching and Learning Div.

Home economics programs are offered to students in grades 6-12 in the Des Moines INdependent Community School District (Iowa). Programs at the middle school level are exploratory, leading to occupational training in family and consumer science, child care, food service, and textile and fashion arts at the high school level. Health education…

Examination of the 8th grade students' TIMSS mathematics success in terms of different variables

Science.gov (United States)

Kaleli-Yılmaz, Gül; Hanci, Alper

2016-07-01

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 studying in the same city in Turkey participated in this study. In this study, a 45 question test that was made up by choosing TIMSS 2011 mathematics questionnaire was used as a data collection tool. Quantitative data analysis methods were used in the data analysis, frequency, percentage, average, standard deviation, independent sample test, one-way analysis of variance and post-hoc tests were applied to data by using SPSS packaged software. At the end of the study, it was determined that the school type, mathematics school mark, parents' education level and cognitive domains influenced the students' TIMSS mathematics success but their gender was a neutral element. Moreover, it was seen that schools which are really successful in national exams are more successful in TIMSS exam; students whose mathematics school marks are 5 and whose parents graduated from university are more successful in TIMSS exams than others. This study was produced from Alper HANCİ's master thesis that is made consulting Asst. Prof. Gül KALELİ YILMAZ.

Foods Sold in School Vending Machines are Associated with Overall Student Dietary Intake

Science.gov (United States)

Rovner, Alisha J.; Nansel, Tonja R.; Wang, Jing; Iannotti, Ronald J.

2010-01-01

Purpose To examine the association between foods sold in school vending machines and students’ dietary behaviors. Methods The 2005-2006 US Health Behavior in School Aged Children (HBSC) survey was administered to 6th to 10th graders and school administrators. Students’ dietary intake was estimated with a brief food frequency measure. Administrators completed questions about foods sold in vending machines. For each food intake behavior, a multilevel regression analysis modeled students (level 1) nested within schools (level 2), with the corresponding food sold in vending machines as the main predictor. Control variables included gender, grade, family affluence and school poverty. Analyses were conducted separately for 6th to 8th and 9th to 10th grades. Results Eighty-three percent of schools (152 schools, 5,930 students) had vending machines which primarily sold foods of minimal nutritional values (soft drinks, chips and sweets). In younger grades, availability of fruits/vegetables and chocolate/sweets was positively related to the corresponding food intake, with vending machine content and school poverty explaining 70.6% of between-school variation in fruit/vegetable consumption, and 71.7% in sweets consumption. In older grades, there was no significant effect of foods available in vending machines on reported consumption of those foods. Conclusions Vending machines are widely available in US public schools. In younger grades, school vending machines were related to students’ diets positively or negatively, depending on what was sold in them. Schools are in a powerful position to influence children’s diets; therefore attention to foods sold in them is necessary in order to try to improve children’s diets. PMID:21185519

Individual and school level effects of perceived harm, perceived availability, and community size on marijuana use among 12th-grade students: a random effects model.

Science.gov (United States)

Swaim, Randall C

2003-06-01

A hierarchical linear model was used to estimate the individual and school level effects for marijuana use among a national sample of 12th-grade students. School effects were small in comparison to individual level effects, accounting for 2.9% of the variance in marijuana use. At the individual level, perceived harm, perceived availability, and their interaction were significant predictors, each of which varied randomly across schools. Among two school-level predictors, the normative environment for perceived harm was not significant, but normative perceived availability predicted level of marijuana use. The effect of perceived availability on marijuana use was stronger in larger, compared to smaller communities. Results are discussed in light of the use of random regression methods for identifying school-specific patterns of risk and protection for prevention planning.

Adolescents Carrying Handguns and Taking Them to School: Psychosocial Correlates among Public School Students in Illinois.

Science.gov (United States)

Williams, Sunyna S.; Mulhall, Peter F.; Reis, Janet S.; DeVille, John O.

2002-01-01

Examines psychosocial correlates of adolescents carrying a handgun and taking a handgun to school. Survey participants were approximately 22,000 6th, 8th, and 10th grade public school students from Illinois. Results showed that the strongest correlates of handgun carrying behaviors were variables directly associated with handguns and violence,…

Nutrition Education in Secondary Education (7th to 11th grades Through the Crosscutting Topic “Education for Health” From an Useful-For-Life Approach

Directory of Open Access Journals (Sweden)

José Francisco Quirós-Rojas

2015-05-01

Full Text Available This paper provides the results of a research study conducted to determine how science teachers from four schools of the San José Regional Branch of the Costa Rican Ministry of Public Education undertake the nutrition topic at their schools; and, at the same time, find out about their interest in approaching nutrition as an useful-for-life issue, through the crosscutting topic “Education for Health.” In addition, this study intended to identify the perceptions of students about good nutrition in favor of healthy a lifestyle. Based on the nature of the work, the study followed a naturalistic paradigm towards a dominant qualitative approach, in a community-based type of study.  Questionnaires and interviews were used as research instruments; the sample included 6 science teachers and 60 students of ninth grade.   The information was analyzed and triangulated. The results indicated that teachers apply the useful-for-life approach in nutrition education, empirically; innovative activities are not widely used; and there is a need to strengthen knowledge regarding the use of crosscutting topics in the curriculum. In addition, this study reported that students are aware of—but do not implement—good daily life actions to change bad eating habits and favor preventive health.  This research project puts forward teaching strategies to be applied in secondary education (7th to 11th grades to approach nutrition from this perspective.

Food sold in school vending machines is associated with overall student dietary intake.

Science.gov (United States)

Rovner, Alisha J; Nansel, Tonja R; Wang, Jing; Iannotti, Ronald J

2011-01-01

To examine the association between food sold in school vending machines and the dietary behaviors of students. The 2005-2006 U.S. Health Behavior in School-aged Children survey was administered to 6th to 10th graders and school administrators. Dietary intake in students was estimated with a brief food frequency measure. School administrators completed questions regarding food sold in vending machines. For each food intake behavior, a multilevel regression analysis modeled students (level 1) nested within schools (level 2), with the corresponding food sold in vending machines as the main predictor. Control variables included gender, grade, family affluence, and school poverty index. Analyses were conducted separately for 6th to 8th and 9th-10th grades. In all, 83% of the schools (152 schools; 5,930 students) had vending machines that primarily sold food of minimal nutritional values (soft drinks, chips, and sweets). In younger grades, availability of fruit and/or vegetables and chocolate and/or sweets was positively related to the corresponding food intake, with vending machine content and school poverty index providing an explanation for 70.6% of between-school variation in fruit and/or vegetable consumption and 71.7% in sweets consumption. Among the older grades, there was no significant effect of food available in vending machines on reported consumption of those food. Vending machines are widely available in public schools in the United States. In younger grades, school vending machines were either positively or negatively related to the diets of the students, depending on what was sold in them. Schools are in a powerful position to influence the diets of children; therefore, attention to the food sold at school is necessary to try to improve their diets. Copyright © 2011 Society for Adolescent Health and Medicine. All rights reserved.

Perceived Demands of Schooling, Stress and Mental Health: Changes from Grade 6 to Grade 9 as a Function of Gender and Cognitive Ability.

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Giota, Joanna; Gustafsson, Jan-Eric

2017-08-01

The link between perceived demands of school, stress and mental health in relation to gender is complex. The study examined, with two waves of longitudinal data at age 13 and age 16, how changes in perceived academic demands relate to changes in perceived stress, taking into account gender and cognitive ability, and to investigate how these factors affect the level of psychosomatic and depressive symptoms at the age of 16. A nationally representative sample including about 9000 individuals from the Swedish longitudinal Evaluation Through Follow up database born in 1998 was included. A growth modelling approach was applied to examine relations over time. The results show girls to have a considerably higher self-reported level of mental health problems at the end of compulsory school than boys. This gender difference is entirely accounted for by perceived school demands and stress in grades 6 and 9. Students who were stronger in inductive than vocabulary ability reported lower levels of perceived academic demands and less stress in grade 6. There is a need to develop interventions for minimizing the consequences of stress among adolescents and modify those particular aspects of academic demands which cause stress and poor mental health, especially among girls. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

Learning Barriers among Grade 6 Pupils Attending Rural Schools in Uganda: Implications to Policy and Practice

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Hungi, Njora; Ngware, Moses; Mahuro, Gerald; Muhia, Nelson

2017-01-01

The paper uses multilevel analysis procedures to examine individual- and group-level learning barriers that have the greatest impact on pupil achievement in Uganda. The data for this study were collected in 2014 among 2711 Grade 6 pupils attending 82 schools in two rural districts of Iganga and Mayuge in Uganda. Data used in this paper are part of…

The Place and Importance of Values Education in 4.th and 5th. Grade Primary School Social Studies Textbooks

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Mehmet Fatih Yiğit

2013-11-01

Full Text Available The term ‘value’ has been used in many different meanings until today in different areas and it has been the reason for confusion in values education. In this sense, Weber (1990 has stated that different approaches to the term ‘value’ have played a negative role for the production of values. Kohlberg (1981 has defined ‘value’ as giving moral decisions and acting accordingly while Hill (1991 interpreted values as the beliefs that people care and direct the life of individuals. On the other hand, Veugelers (2000 defined values as the beliefs that help individuals to decide what is good or evil. International organizations also saw the need to define values in accordance with their missions. In the Declaration of Human Rights by the United Nations, it is indicated that education should strengthen human rights and freedom while supporting tolerance among different religious groups, ethnicities and nations (Universal Declaration of Human Rights, 1948. UNESCO is another organization that defined the role of values in education. According to the report by UNESCO, education becomes valuable if one learns (a how to know (b how to do, (c how to live together and (d how to be. In this sense, UNESCO has also claimed that in order to develop intercultural and interfaith dialogue, common values accepted by everyone should be given in schools. It has been observed that critical thinking and problem solving skills were given in values education programs in western societies while those skills have started to be taught in Turkey recently. In this study, the main values education movements and the processes and principles of teaching values education in real life are analyzed. We looked at the place of values education in 4th and 5th grade Social Studies textbooks in Turkey. After analyzing the basic processes and principles of values education, we looked at the values to be given to the students in the textbooks. Values education approaches have

7th to 9th grade obese adolescents' perceptions about obesity in Tamaulipas, Mexico.

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de la Luz Martínez-Aguilar, Ma; Flores-Peña, Yolanda; de las Mercedes Rizo-Baeza, Ma; Aguilar-Hernández, Rosa Ma; Vázquez-Galindo, Laura; Gutiérres-Sánchez, Gustavo

2010-01-01

The objective was to explore obese adolescents perceptions about obesity among students in the seventh to ninth grade of a public school in Tamaulipas, Mexico. This is a qualitative study. Participants were 24 adolescents with a body mass index equal to or greater than the 95th percentile. Semistructured interviews were conducted until data saturation was reached and the meaning was understood. The adolescents defined obesity according to standards of measurement. They identified the hereditary factor as the main obesity cause, tended to underestimate obesity and had low self-esteem. They reported problems to do physical exercise and get clothes in order to improve their image, and feel rejected by their peers in school. It was identified that these adolescents have psychological defense mechanisms against obesity and that some of them are making efforts to lose weight. Obesity entails social and psychological health implications for persons suffering from this problem. Interventions should be put in practice.

The Effect of Group Work on Misconceptions of 9th Grade Students about Newton's Laws

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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…

Emotional Competencies and Responsible Decision Making in Pre-Adolescents with the Support from Teachers, Fathers, and Mothers: A Comparative Study in 4th to 6th-Grade Students of Primary Education in Spain

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Concepción Márquez-Cervantes

2017-11-01

Full Text Available This article aims to analyze the relationship between emotional competencies and responsible decision making in pre-adolescents, and the support of teachers and parents in this process, which could help students to solve problems and face risk situations in a better way. A quantitative, descriptive correlation and cross-sectional type research was carried out to achieve this aim. 70 students from the 4th, 5th and 6th grades (ages 8-12, three teachers and 12 parents from a public school in the province of Almeria, Spain, participated in the study. Three questionnaires were designed (for students, teachers and parents to collect the information; they were based on theoretical models (Bisquerra & Pérez, 2007 and standardized self-report inventories in emotional competencies (Extremera & Fernández-Berrocal, 2004; Matson et al., 1983. The collected data were analyzed using descriptive statistics, a comparison between groups, and a correlation between variables. Among the main results, students reported that they did greater work in strengthening their emotional awareness, followed by emotional regulation and interpersonal relationships. There were no significant differences in emotional management and responsible decision making among students from the three academic years; however, males reported greater emotional control than females. A significant correlation between emotional competencies and responsible decision making in pre-adolescents was found. Teaching staff mentioned having done greater work in the development of students’ emotional awareness and support of their responsible decision making. Parents, in turn, seek to help their sons and daughters to be more self-reliant, in addition to working collaboratively with the school, by documenting or seeking support to contribute to education and personal development of their children.

Family homework and school-based sex education: delaying early adolescents' sexual behavior.

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Grossman, Jennifer M; Frye, Alice; Charmaraman, Linda; Erkut, Sumru

2013-11-01

Early sexual activity can undermine adolescents' future school success and health outcomes. The purpose of this study was to assess the role of a family homework component of a comprehensive sex education intervention in delaying sexual initiation for early adolescents and to explore what social and contextual factors prevent adolescents from completing these family homework activities. This mixed methods study included 6th- and 7th-grade survey responses from 706 students at 11 middle school schools receiving a sex education intervention, as well as interviews from a subset of 33, 7th-grade students from the larger sample. Adolescents who completed more family homework assignments were less likely to have vaginal intercourse in 7th grade than those who completed fewer assignments, after controlling for self-reports of having had vaginal intercourse in 6th grade and demographic variables. Participants' explanations for not completing assignments included personal, curriculum, and family-based reasons. Family homework activities designed to increase family communication about sexual issues can delay sex among early adolescents and contribute to school-based sex education programs. Successful sex education programs must identify and address barriers to family homework completion. © 2013, American School Health Association.

The Effects of Animation Supported 5E Model on Teaching "Indicative and Subjunctive Moods" in 7th Grade Turkish Lesson

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Özcan, Mehmet Fatih; Kiliç, Latife Kirbasoglu

2017-01-01

This study is to investigate the effects of animated 5E method on the success, attitude and opinions towards the course in teaching of "subjunctive and indicative moods" subject of 7th grade Turkish course. The study was conducted with 60 seventh grade students of a state-run secondary school in Palandöken district of Erzurum during the…

12th CERN-Fermilab Hadron Collider Physics Summer School

CERN Document Server

2017-01-01

CERN and Fermilab are jointly offering a series of "Hadron Collider Physics Summer Schools", to prepare young researchers for these exciting times. The school has alternated between CERN and Fermilab, and will return to CERN for the twelfth edition, from 28th August to 6th September 2017. The CERN-Fermilab Hadron Collider Physics Summer School is an advanced school targeted particularly at young postdocs and senior PhD students working towards the completion of their thesis project, in both Experimental High Energy Physics (HEP) and phenomenology. Other schools, such as the CERN European School of High Energy Physics, may provide more appropriate training for students in experimental HEP who are still working towards their PhDs. Mark your calendar for 28 August - 6 September 2017, when CERN will welcome students to the twelfth CERN-Fermilab Hadron Collider Physics Summer School. The School will include nine days of lectures and discussions, and one free day in the middle of the period. Limited scholarship ...

THE POSITION OF INTEREST IN SPORTS AND RECREATION OF 7th GRADE ELEMENTARY SCHOOL STUDENTS IN THE FACTOR ANALYSIS OF DIFFERENT INTEREST

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Vladimir Milošević

2013-07-01

Full Text Available Personal interests carry a great potential and are usually a drive to act. Therefore they usually point towards the activity of an individual in his interest area. An insight into the position of the interest in sports and recreation among other interests can be obtained by inspecting the interests of 7th grade elementary school students from Sremska Mitrovica and Jagodina. The sample consisted of 736 7th grade elementary school students of both genders. A non-experimental study of the students’ interests was done using a questionnaire that consisted of 5 interest indicators: job preference, self-estimation of affinity, use of free time, direct self-estimation of interests and reaction to key words-stimuli. Each indicator had 30 items that asses 30 interests. A t test was used to inspect the level of interest in sports and recreation. Also, factor analysis was done for each indicator separately. The reason for this approach is that there is no real confirmation that these 5 indicators are well suited for assessing the interests of young persons in the time we live in. Students’ interest in sports and recreation is about 4 on the scale of 1 to 5, on each of the indicators. The data shows that the interest of 7th grade elementary school students in sports and recreation is closely linked to interest in military, these two interests belong to the same factor regardless of the way the interests are assessed, that is, they belong to the same factor on each of the 5 indicators. The interest in adventure belongs to the same factor as the interest in sports and recreation on 4 out of 5 indicators, and interest in humor, interest in travel and hedonistic interest on 3 out of 5 indicators. These results might indicate that the motives for engaging in sports and recreation are unstable, because this composition of relatedness of the interests can be interpreted as the factor of fun. If that is so, these findings alert to the importance of building a

Advance Organizers and Examining of their Usage in 9th Grade Chemistry Textbooks

OpenAIRE

Canan NAKİBOĞLU; Nihan KAŞMER; Cem GÜLTEKİN; Füsun DÖNMEZ

2010-01-01

An advance organizer is the tool that is presented prior to the material to be learned, and that helps learners to organize and interpret new incoming information. In this study, a concept map concerning the classification of advance organizer was developed. Then, 9th grade chemistry textbooks written according to both current (year 2007) and past (year 1996) high school chemistry curriculum were examined by taking into account the concept map prepared. Next, the findings of each textbook ana...

A Longitudinal Study of a 5th Grade Science Curriculum Based on the 5E Model

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Scott, Timothy P.; Schroeder, Carolyn; Tolson, Homer; Huang, Tse-Yang; Williams, Omah M.

2014-01-01

The Center for Mathematics and Science Education at Texas A&M University contracted with Region 4 Education Service Center (ESC) and a large, diverse school district to conduct a longitudinal study from 2005-2009. The state achievement test scores of 5th graders who were taught using a Grade 5 science textbook designed by Region 4 ESC were…

EXAMINATION OF EFFECTS OF ARTISTIC GYMNASTICS ON MORPHOLOGICAL CHARACTERISTIC OF 3TH & 4TH GRADE PUPILS OF ELEMENTARY SCHOOLS

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Vesko Milenković

2008-08-01

Full Text Available In this work, the subject of the research is only one segment of the anthropological area, which refers to the appearance of appropriate morphological characteristic. Assessment of the examinees’ morphological characteristics was conducted by the help of 13 anthropometrical measures, chosen according to the International Biologic Program (IBP, in order to cover the four dimensional area defined as longitudinal dimensionality, transversal dimensionality, volume and mass of the body and the subcutaneous fat tissue.During the 2005/06 academic year, a research was conducted so as to determine the effects of current program of physical education teaching on motor abilities flexibility of female pupils. The research involved a total sample of 107 girls from the 3th and 4th grade of elementary school. The subjects were classified in experimental and control groups. The experimental group was made of 59 students and they were practicing according to planning instruction where the artistic gymnastics had the primary part. The control group of 48 students was practicing according to official instructional plan and program for P.E. of the Republic of Serbia. At the beginning of the academic year, initial (first measurement was performed, followed by experimental final (second measurement at the end of experiment. The multi-variant procedures were used in this research ant those were: MANOVA, MANOCOVA and the discriminative analysis. After the experimental treatment, i.e. at the final testing, significant differences were found with female pupils in experimental and control groups concerning the 8 tests for the evaluation of morphological characteristic. The basic conclusion is that the female pupils of experimental group achieved significantly higher teaching effects than the control group, in view of partly increased morphological characteristics, being the result of the effects of the experimental treatment, as well as other external and internal

Parent Educational Involvement in Middle School: Longitudinal Influences on Student Outcomes.

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Garbacz, S Andrew; Zerr, Argero A; Dishion, Thomas J; Seeley, John R; Stormshak, Elizabeth A

2018-05-01

The present study examined influences of 6 th grade student-reported parent educational involvement on early adolescent peer group affiliations at 7 th and 8 th grade. In addition, student gender and ethnicity were explored as possible moderators. Drawn from a large effectiveness trial, participants in this study were 5,802 early adolescents across twenty middle schools in the Northwest region of the United States. Findings suggested that specifically parent's educational involvement in 6 th grade predicted increases in positive peer affiliation, when controlling for a general score of parent monitoring practices. The relation between parent educational involvement and peer affiliation varied by student ethnicity but not by gender. Findings suggest the social benefits of parent's engagement with the school context on early adolescent development.

Development of the Spatial Ability Test for Middle School Students

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Yildiz, Sevda Göktepe; Özdemir, Ahmet Sükrü

2017-01-01

The purpose of this study was to develop a test to determine spatial ability of middle school students. The participants were 704 middle school students (6th, 7th and 8th grade) who were studying at different schools from Istanbul. Item analysis, exploratory and confirmatory factor analysis, reliability analysis were used to analyse the data.…

A Comparison of African American Students' Self-Perceptions of School Competence with Their Performance on State-Mandated Achievement Tests and Normed Tests of Oral and Written Language and Reading

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Gordon Pershey, Monica

2011-01-01

This study measured self-perceptions of school competence among 263 4th- and 6th-grade African American students who attended an academically challenged school district. Self-perceptions of school competence are defined as self-perceptions of ability, confidence, and school satisfaction. Results indicated that 4th-grade students had lesser…

Pedagogic renovation and school organization. Ezequiel Cazaña’s project as base of the general regulation of graded schools of 1918

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Fernando VICENTE JARA

2013-11-01

Full Text Available The beginning of the 20th century in its two first decades corresponds to the phase of birth and childhood of the graduated public school in Spain, entering a process of change of the archaic organizing models of the unitary school by the most modern and rational of the graded school. In those first years Murcia is going to reach an outstanding place, with important people worried about the school matter. And it is in this context where this work is located, with the purpose to present the remarkable contribution of the inspector Ezequiel Cazaña Ruiz to the organization and internal operation of the graded schools, since the contents and forms of teaching, students, personal and school equipment, to the circumscholastic works and classes for adults.

Navigating middle grades: role of social contexts in middle grade school climate.

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Kim, Ha Yeon; Schwartz, Kate; Cappella, Elise; Seidman, Edward

2014-09-01

During early adolescence, most public school students undergo school transitions, and many students experience declines in academic performance and social-emotional well-being. Theories and empirical research have highlighted the importance of supportive school environments in promoting positive youth development during this period of transition. Despite this, little is known about the proximal social and developmental contexts of the range of middle grade public schools US students attend. Using a cross-sectional dataset from the eighth grade wave of the Early Childhood Longitudinal Study-Kindergarten Cohort 1998-1999, the current study examines the middle grade school social context from the perspectives of administrators and teachers in public schools with typical grade configurations (k-8 schools, middle schools, and junior high schools) and how it relates to students' perceptions of school climate. We find that administrators and teachers in k-8 schools perceive a more positive school social context, controlling for school structural and demographic characteristics. This school social context, in turn, is associated with students' perceptions of their schools' social and academic climate. Implications for educational policy and practice are discussed.

Parent Educational Involvement in Middle School: Longitudinal Influences on Student Outcomes

Science.gov (United States)

Garbacz, S. Andrew; Zerr, Argero A.; Dishion, Thomas J.; Seeley, John R.; Stormshak, Elizabeth A.

2017-01-01

The present study examined influences of 6th grade student-reported parent educational involvement on early adolescent peer group affiliations at 7th and 8th grade. In addition, student gender and ethnicity were explored as possible moderators. Drawn from a large effectiveness trial, participants in this study were 5,802 early adolescents across twenty middle schools in the Northwest region of the United States. Findings suggested that specifically parent’s educational involvement in 6th grade predicted increases in positive peer affiliation, when controlling for a general score of parent monitoring practices. The relation between parent educational involvement and peer affiliation varied by student ethnicity but not by gender. Findings suggest the social benefits of parent’s engagement with the school context on early adolescent development. PMID:29731534

Prevalence and Associated Factors of Peer Victimization (Bullying among Grades 7 and 8 Middle School Students in Kuwait

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Ahmad J. Abdulsalam

2017-01-01

Full Text Available Background. Peer victimization (bullying is a universal phenomenon with detrimental effects. The aim of this study is to determine the prevalence and factors of bullying among grades 7 and 8 middle school students in Kuwait. Methods. The study is a cross-sectional study that includes a sample of 989 7th and 8th grade middle school students randomly selected from schools. The Revised Olweus Bully/Victim Questionnaire was used to measure different forms of bullying. After adjusting for confounding, logistic regression identified the significant associated factors related to bullying. Results. Prevalence of bullying was 30.2 with 95% CI 27.4 to 33.2% (3.5% bullies, 18.9% victims, 7.8% bully victims. Children with physical disabilities and one or both non-Kuwaiti parents or children with divorced/widowed parents were more prone to be victims. Most victims and bullies were found to be current smokers. Bullies were mostly in the fail/fair final school grade category, whereas victims performed better. The logistic regression showed that male gender (adjusted odds ration = 1.671, p=0.004, grade 8 student (adjusted odds ratio = 1.650, p=0.004, and student with physical disabilities (adjusted odds ratio = 1.675, p=0.003, were independently associated with bullying behavior. Conclusions. There is a need for a school-wide professional intervention program and improvement in the students’ adjustment to school environment to control bullying behavior.

Chemistry to music: Discovering how Music-based Teaching affects academic achievement and student motivation in an 8th grade science class

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McCammon, William Gavin Lodge, Jr.

Teachers should have access to new and innovative tools in order to engage and motivate their students in the classroom. This is especially important as many students view school as an antiquated and dull environment - which they must seemingly suffer through to advance. School need not be a dreaded environment. The use of music as a tool for learning can be employed by any teacher to create an engaging and exciting atmosphere where students actively participate and learn to value their classroom experience. Through this study, a product and process was developed that is now available for any 8th grade science teacher interested in using music to enhance their content. In this study 8th grade students (n=41) in a public school classroom actively interacted with modern songs created to enhance the teaching of chemistry. Data were collected and analyzed in order to determine the effects that the music treatment had on student achievement and motivation, compared to a control group (n=35). Current literature provides a foundation for the benefits for music listening and training, but academic research in the area of using music as a tool for teaching content was noticeably absent. This study identifies a new area of research called "Music-based Teaching" which results in increases in motivation for 8th grade students learning chemistry. The unintended results of the study are additionally significant as the teacher conducting the treatment experienced newfound enthusiasm, passion, and excitement for her profession.

Assessment of an Engineering Technology Outreach Program for 4th-7th Grade Girls

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Dell, Elizabeth M.; Christman, Jeanne; Garrick, Robert D.

2011-01-01

This paper describes a workshop led by female Engineering Technology students, with support from female faculty, to provide an introduction to Engineering Technology to 4th-7th grade girls through a series of interactive laboratory experiments. This outreach program was developed to improve attitudes towards science and engineering in middle…

High risk of Internet addiction and its relationship with lifetime substance use, psychological and behavioral problems among 10(th) grade adolescents.

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Evren, Cuneyt; Dalbudak, Ercan; Evren, Bilge; Demirci, Arzu Ciftci

2014-12-01

The aim of this study was to investigate the relationship of higher risk of Internet addiction (HRIA) with lifetime substance use, psychological and behavioral factors among Turkish 10(th) grade students. Cross-sectional online self-report survey conducted in 45 schools from the 15 districts in Istanbul, Turkey. A representative sample of 4957 10(th) grade students was studied between October 2012 and December 2012. Other than sociodemographic variables the survey included the Addiction Profile Index Internet Addiction Form-Screening Version (BAPINT-SV) and the Psychological Screening Test for Adolescents (PSTA). The participants were classified into two groups as those with HRIA (15.96%) and those with lower risk of Internet addiction. The rate of HRIA was higher in the males. The findings indicated that HRIA is related with negative consequences in school, lifetime use of tobacco, alcohol and/or drug, suicidal thoughts, self-harming and delinquent behaviors. Male gender, lifetime use of tobacco, alcohol and/or drug, depression, attention deficit and hyperactivity symptoms and lack of assertiveness predicted the HRIA in Turkish 10(th) grade students. Being aware of those with HRIA is important in prevention and management of Internet addiction as well as other important problems among students, such as substance use.

Nanotechnology Awareness, Opinions and Risk Perceptions among Middle School Students

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Sahin, Nurettin; Ekli, Emel

2013-01-01

The present study investigates awareness, factual knowledge, opinions, and risk perceptions of students from Turkish middle schools with regard to nanotechnology in a very general sense. The study was carried out among 1,396 middle school 6th, 7th, and 8th grade students. The students' perceptions of and opinions about nanotechnology were elicited…

Th unnatural order of things: A history of the high school science sequence

Science.gov (United States)

Robbins, Dennis M.

Historical studies of US high school science education are rare. This study examines the historical origins of a unique characteristic of the secondary science curriculum, the Biology-Chemistry-Physics (B-C-P) order of courses. Statements from scientists, educators and the media claim that B-C-P has been the traditional curriculum sequence for over a century and can be traced back to the influential educational commission known as the Committee of Ten (CoT) of 1893. This study examines the history of the ordering of high school science subjects over the last 150 years. The reports and primary documents of important national educational commissions, such as the CoT, were searched for their recommendations on secondary science, particularly on course ordering. These recommendations were then compared to national, state and local statistical data on subject offerings and student enrollments to measure the effect of these national commissions on school policy. This study concludes that the Committee of Ten did not create B-P-C. The CoT made six recommendations, five placed Chemistry before Physics (P-C). One recommendation for C-P met with strong disagreement because it was thought an illogical order. Biology as a "uniform" course did not exist at this time and so the CoT made no recommendations for its grade placement. Statistical data shows that B-C-P evolved over many decades. From 1860 up to 1920 most schools used a P-C curriculum believing Physics was a foundational prerequisite of Chemistry. Biology was introduced in the early 1900s and it assumed a position before the physical sciences. Through the 1920s Chemistry and Physics were placed equally likely in 11th or 12 th grades and Biology was in the 10th grade. After World War II, B-C-P became the dominant pattern, exhibited in over 90% of schools. But up to this point in time no educational body or national commission had recommended B-C-P. The Biology-Chemistry-Physics order of courses is a product of many

Examining reciprocal influences among family climate, school attachment, and academic self-regulation: Implications for school success.

Science.gov (United States)

Xia, Mengya; Fosco, Gregory M; Feinberg, Mark E

2016-06-01

Guided by family systems and ecological theories, this study examined the multicontextual implications of family, school, and individual domains for adolescents' school success. The first goal of this study was to examine reciprocal influences among family climate, school attachment, and academic self-regulation (ASR) during the middle school years. The second goal was to test the relative impact of each of these domains on adolescents' school adjustment and academic achievement after the transition to high school. We applied a cross-lag structural equation modeling approach to longitudinal data from 979 students in the 6th grade and their families, followed over 5 measurement occasions, from 6th through 9th grade. Controlling for family income, parent education, and adolescent gender, the results revealed reciprocal relationships between the family climate and school attachment over time; both of these factors were related to increases in ASR over time. In turn, ASR was a robust predictor of academic success, with unique associations with school adjustment and academic achievement. Family climate and school adjustment had modest to marginal associations with school adjustment, and no association with academic achievement. Applications of these findings for family school interventions are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Changes in cognitive functions of students in the transitional period from elementary school to junior high school.

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Mizuno, Kei; Tanaka, Masaaki; Fukuda, Sanae; Sasabe, Tetsuya; Imai-Matsumura, Kyoko; Watanabe, Yasuyoshi

2011-05-01

When students proceed to junior high school from elementary school, rapid changes in the environment occur, which may cause various behavioral and emotional problems. However, the changes in cognitive functions during this transitional period have rarely been studied. In 158 elementary school students from 4th- to 6th-grades and 159 junior high school students from 7th- to 9th-grades, we assessed various cognitive functions, including motor processing, spatial construction ability, semantic fluency, immediate memory, delayed memory, spatial and non-spatial working memory, and selective, alternative, and divided attention. Our findings showed that performance on spatial and non-spatial working memory, alternative attention, divided attention, and semantic fluency tasks improved from elementary to junior high school. In particular, performance on alternative and divided attention tasks improved during the transitional period from elementary to junior high school. Our finding suggests that development of alternative and divided attention is of crucial importance in the transitional period from elementary to junior high school. Copyright © 2010 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Stepping It Up: Walking Behaviors in Children Transitioning from 5th to 7th Grade

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Sharon E. Taverno Ross

2018-02-01

Full Text Available The purpose of this study was to (1 describe children’s walking behaviors in 5th to 7th grade and change over time and (2 examine associations between walking behaviors and Walk Score®. Participants consisted of n = 586 students from the Transitions and Activity Changes in Kids (TRACK Study. Children reported any walking behavior (e.g., exercise and transportation over the past five days. Walk Score was calculated based on children’s home address. Descriptive statistics summarized walking behaviors by gender and time, and repeated measure mixed models examined the relationship between walking behaviors and Walk Score. Approximately 46.8% and 19.2% of 5th grade children reported walking for exercise and transportation, respectively, and these percentages declined through 7th grade. Girls reported higher levels of total walking behavior and walking for exercise than boys (p < 0.001. Girls with a higher Walk Score had 63% higher odds of reporting walking for transportation than girls with a lower Walk Score (OR = 1.63, 95% CI = 1.02, 2.62. Walking behaviors among children were infrequent with significant declines over time, and of the nine associations examined with Walk Score, only one was significant. Efforts should prioritize frequent walking behavior and community design to increase children’s physical activity.

The validation of science virtual test to assess 7th grade students’ critical thinking on matter and heat topic (SVT-MH)

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Sya’bandari, Y.; Firman, H.; Rusyati, L.

2018-05-01

The method used in this research was descriptive research for profiling the validation of SVT-MH to measure students’ critical thinking on matter and heat topic in junior high school. The subject is junior high school students of 7th grade (13 years old) while science teacher and expert as the validators. The instruments that used as a tool to obtain the data are rubric expert judgment (content, media, education) and rubric of readability test. There are four steps to validate SVT-MH in 7th grade Junior High School. These steps are analysis of core competence and basic competence based on Curriculum 2013, expert judgment (content, media, education), readability test and trial test (limited and larger trial test). The instrument validation resulted 30 items that represent 8 elements and 21 sub-elements to measure students’ critical thinking based on Inch in matter and heat topic. The alpha Cronbach (α) is 0.642 which means that the instrument is sufficient to measure students’ critical thinking matter and heat topic.

Analysis of Primary School Student's Science Learning Anxiety According to Some Variables

Science.gov (United States)

Karakaya, Ferhat; Avgin, Sakine Serap; Kumperli, Ethem

2016-01-01

On this research, it is analyzed if the science learning anxiety level shows difference according to variables which are gender, grade level, science lesson grade, mother education, father education level. Scanning Design is used for this study. Research working group is consisted of 294 primary school from 6th, 7th and 8th graders on 2015-2016…

Investigating the Effects of a DNA Fingerprinting Workshop on 10th Grade Students' Self Efficacy and Attitudes toward Science.

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Sonmez, Duygu; Simcox, Amanda

The purpose of this study was investigate the effects of a DNA Fingerprinting Workshop on 10th grade students' self efficacy and attitudes toward science. The content of the workshop based on high school science curriculum and includes multimedia instruction, laboratory experiment and participation of undergraduate students as mentors. N=93…

Physical fitness and performance. Cardiorespiratory fitness in girls-change from middle to high school.

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Pfeiffer, Karin A; Dowda, Marsha; Dishman, Rod K; Sirard, John R; Pate, Russell R

2007-12-01

To determine how factors are related to change in cardiorespiratory fitness (CRF) across time in middle school girls followed through high school. Adolescent girls (N = 274, 59% African American, baseline age = 13.6 +/- 0.6 yr) performed a submaximal fitness test (PWC170) in 8th, 9th, and 12th grades. Height, weight, sports participation, and physical activity were also measured. Moderate-to-vigorous physical activity (MVPA) and vigorous physical activity (VPA) were determined by the number of blocks reported on the 3-Day Physical Activity Recall (3DPAR). Individual differences and developmental change in CRF were assessed simultaneously by calculating individual growth curves for each participant, using growth curve modeling. Both weight-relative and absolute CRF increased from 8th to 9th grade and decreased from 9th to 12th grade. On average, girls lost 0.16 kg.m.min.kg.yr in weight-relative PWC170 scores (P interactions between CRF, physical activity, race, BMI, and sports participation.

Does the school performance variable used in the International Health Behavior in School-Aged Children (HBSC) Study reflect students' school grades?

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Felder-Puig, Rosemarie; Griebler, Robert; Samdal, Oddrun; King, Matthew A; Freeman, John; Duer, Wolfgang

2012-09-01

Given the pressure that educators and policy makers are under to achieve academic standards for students, understanding the relationship of academic success to various aspects of health is important. The international Health Behavior in School-Aged Children (HBSC) questionnaire, being used in 41 countries with different school and grading systems, has contained an item assessing perceived school performance (PSP) since 1986. Whereas the test-retest reliability of this item has been reported previously, we determined its convergent and discriminant validity. This cross-sectional study used anonymous self-report data from Austrian (N = 266), Norwegian (N = 240), and Canadian (N = 9,717) samples. Students were between 10 and 17 years old. PSP responses were compared to the self-reported average school grades in 6 subjects (Austria) or 8 subjects (Norway), respectively, or to a general, 5-category-based appraisal of most recent school grades (Canada). Correlations between PSP and self-reported average school grade scores were between 0.51 and 0.65, representing large effect sizes. Differences between the median school grades in the 4 categories of the PSP item were statistically significant in all 3 samples. The PSP item showed predominantly small associations with some randomly selected HBSC items or scales designed to measure different concepts. The PSP item seems to be a valid and useful question that can distinguish groups of respondents that get good grades at school from those that do not. The meaning of PSP may be context-specific and may have different connotations across student populations from different countries with different school systems. © 2012, American School Health Association.

Coordination of the school interior at science teaching with some anthropometric parameters of 11-12 year old kids

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Nataša Rizman Herga

2017-03-01

Full Text Available The aim of the research was to identify adequacy of school furniture dimensions with the help of anthropometric measurements experimented on 11 - 12 year-old pupils. These are the pupils who have switched from classroom teaching to the subject teaching and have lessons in specialized classrooms, which are designed for a specific school subject. We were interested in the discrepancies between pupils' anthropometric dimensions and the dimensions of school furniture situated in science classrooms. The research included 192 pupils (N = 192 in the 6th and 7th grade of primary schools in North-Eastern Slovenia. Readings were made on certain pupils' anthropometric dimensions, including stature, popliteal height, buttock-popliteal lenght, elbow height sitting, thigh thickness, subscapular height and hip width. School furniture taken measurements showed that the dimensions of desks designed according to ISO 5970 correspond with size 6 (for height between 173 and 184 cm. Results of the anthropometric measurements are showed that 6th grade pupils are in average 152 cm high, 7th grade pupils 160 cm. The research has showed a great mismatch of school furniture with anthropometric dimensions which can have serious consequences on pupil development.

Classroom anxiety of year 6 EFL primary school students in correlation with their learning achievements

OpenAIRE

Praček, Anja

2017-01-01

The Master thesis examines classroom anxiety of the 6th Grade primary School students in relation to their learning achievements in English as a foreign language. In many a thing, the English class differs from other classes and it is precisely this unique learning situation that can provoke anxiety in students. The Master thesis consists of a theoretical and empirical part. The theoretical part reviews the literature available on the current state of teaching and learning English as a for...

A Blended Summer School Experience for English Learners

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Koeppen, Olga Maritza

2016-01-01

This study analyzes Achieve3000, Lexia Core 5, and Imagine Learning software programs designed to increase student literacy levels in a six-week summer school program. The Brainology program was also used with 4th to 6th grade students to determine if there was an increase in growth mindset. Three elementary schools with the highest percentages of…

The 6th International Earth Science Olympiad: A Student Perspective

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Barlett, Luke; Cathro, Darcy; Mellow, Maddi; Tate, Clara

2014-01-01

In October 2012, two students from the Australian Science and Mathematics School and two from Yankalilla Area School were selected to travel to Olavarria, Argentina in order to compete in the 6th International Earth Science Olympiad (IESO). It was an opportunity for individuals with a passion for Earth science to come together from 17 countries to…

PREVALENSI PENURUNAN TAJAM PENGLIHATAN PADA SISWA KELAS 3-6 SEKOLAH DASAR NEGERI 1 MANGGIS, KARANGASEM BALI TAHUN 2014

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Witantra Dhamar Hutami

2016-05-01

Full Text Available PREVALENCE OF DECREASED VISUAL ACUITY IN 3rd-6th GRADE STUDENTS OF MANGGIS 1 STATE ELEMENTARY SCHOOL YEAR 2014 ABSTRACT Background: Visual disturbance in school children can have impacts on long term health status, school performance, and emotional and social development of those children. Despite these facts, there are only few eye examinations performed to assess disturbance of visual acuity in elementary school children. This research aims to observe the prevalence of decreased visual acuity in 3rd-6th grade students of Manggis 1 State Elementary School, District of Manggis, Karangasem Regency, Bali Province year 2014. Method:This Study is a descriptive cross-sectional study with the sample of 120 school children from 3rd – 6th grade students of Manggis I State Elementary School. Data were collected from visual acuity examination using Snellen Chart at the distance of 6 metres and from interview guided by questionnaire form. Result:The prevalence of decreased visual acuity in both right and left eyes of 3rd–6th grade students of Manggis 1 State Elementary School is 70%. The values of decreased visual acuity of the subjects studied vary in the range of 6/30 up to 6/9. The majority of students found to have decreased visual acuity have a mild decreased visual acuity, and are found in the right eyes of 46 students (38,3% and in the left eyes of 47 students (39,2%. There are some factors that tend to influence the value of visual acuity, they are duration of watching television, reading position, and duration of playing outdoor. Conclusion: There are some students of manggis 1 elementary school who suffer from unrecognized decreased visual acuity. Their parents are advised to bring their children to the nearest eye health care center to examine the visual acuity in order to acquire proper management regarding their decreased visual acuity. Keywords: decreased visual acuity, 6 metres Snellen Chart

Elementary School Students' Mental Models about Formation of Seasons: A Cross Sectional Study

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Türk, Cumhur; Kalkan, Hüseyin; Kiroglu, Kasim; Ocak Iskeleli, Nazan

2016-01-01

The purpose of this study is to determine the mental models of elementary school students on seasons and to analyze how these models change in terms of grade levels. The study was conducted with 294 students (5th, 6th, 7th and 8th graders) studying in an elementary school of Turkey's Black Sea Region. Qualitative and quantitative data collection…

Computer assisted instruction on "learning nutrition flags for deaf 5th grade and 6th grad students": effectiveness of instruction.

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Srisorachatr, Suwat; Huadong, Yotsinee; Hudthagosol, Chatrapa; Danthanavanich, Suksiri

2013-12-01

Deaf students are of a number of under privilege group for whom there are limited resources for their use, related to health including nutrition. The purpose of this research was to create computer-assisted instruction for "nutrition flags" for 5 and 6th grade students. The content of nutrition included the concept of a healthy balance diets and portion sizes of each food group. The content and pictures for computer-assisted instruction came from existing curriculum, and focused on nutritional content. The contents in this instruction were divided into three units according to students' learning capacity. The story boards were developed by staff including nutritionists, Thai sign language interpreters, and deaf students. Then, the contents and nutrition vocabulary were translated into Thai sign language. After recording the sign language on video, this material was merged with the contents and converted into a computer program. The computer assisted instruction was tested with students from Nakon Pathom School for the Deaf The first trial was conducted with three students, the second with five students, and the third with 15 students during the academic year 2009. The computer- assisted instruction was revised until it met the standard criteria of 80/80. Effectiveness testing was carried out with 36 students for five consecutive days. On the first day, the pre-test was completed, and on days 2-4, the students performed self-study and completed the exercises for units 1-3, with 50 minutes spent on each unit. The post-test was completed on the last day. The study was conducted during the 2010 academic year Data analysis was performed using the t-test. The results showed an effectiveness of 81.85/82.22, which was higher than the standard criteria of 80/80. The post-test average score was higher than the pre-test average score with a statistical significance level at p < 0.0001. Suggestions for instruction for the deaf are that the length of the instruction in each

School Disciplinary Style and Adolescent Health.

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Lau, Claudia; Wong, Mitchell; Dudovitz, Rebecca

2018-02-01

Parenting style is strongly associated with adolescent health. However, little is known about how school disciplinary style relates to health. We categorized adolescents' perceptions of their schools as authoritative, authoritarian, permissive, or neglectful, and test whether perceived school disciplinary style is associated with health. We analyze data from the RISE Up study (Reducing Health Inequities Through Social and Educational Change Follow-up), comprised of baseline (eighth grade) and 2-year follow-up surveys (10th grade) from 1,159 low-income minority adolescents in Los Angeles attending 157 schools. At 10th grade, students' ratings of school support and structure were used to categorize perceived school disciplinary style as authoritative (highest tertile for support and structure), authoritarian (low support, high structure), permissive (high support, low structure), neglectful (low on both dimensions), and average (middle tertile on either dimension). Mixed effects logistic regressions controlling for sociodemographic factors, parenting style, grades, and baseline health tested whether school disciplinary style was associated with substance use, violence, bullying, and depression symptoms. Risky behaviors varied by school disciplinary style. After adjusting for covariates, compared with an average school disciplinary style, a neglectful school was associated with higher odds of substance use (adjusted odds ratio [AOR] 2.3, p authoritative school was associated with lower odds of substance use (AOR .6, p = .049), violence (AOR .6, p = .03), and bullying (AOR .5, p = .001). Structured and supportive school environments may impact the health of vulnerable adolescents. Copyright © 2017 The Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

The Interplay of Students’ School Engagement, School Self-Concept and Motivational Relations during Adolescence

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Olga Bakadorova

2017-12-01

Full Text Available Existing literature evidences the association between adolescents’ school self-concept and engagement, both concepts being related to students’ perception of teachers and peers as motivators. However, few longitudinal studies explore the interplay of these factors. The present study aims to close this gap, applying latent cross-lagged panel design to two-wave data from German adolescent students [1088 8th grade students at T1 (Mage = 13.7, SD = 0.53; 53.9% girls and 845 9th grade students at T2 (Mage = 14.86; SD = 0.57; 55% girls from the initial sample]. Besides direct effects, three cross-lagged over-time paths were found to be significant: students’ perception of peers as positive motivators (PPMs at the beginning of 8th grade (T1 positively predicts their behavioral school engagement at the end of 9th grade (T2, as well as emotional school engagement at the beginning of 8th grade positively predicts students’ perception of PPMs 1.5 years later. Furthermore, behavioral school engagement at T1 functions as a predictor of a student’s school self-concept at T2.

The Interplay of Students' School Engagement, School Self-Concept and Motivational Relations during Adolescence.

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Bakadorova, Olga; Raufelder, Diana

2017-01-01

Existing literature evidences the association between adolescents' school self-concept and engagement, both concepts being related to students' perception of teachers and peers as motivators. However, few longitudinal studies explore the interplay of these factors. The present study aims to close this gap, applying latent cross-lagged panel design to two-wave data from German adolescent students [1088 8th grade students at T1 ( M age = 13.7, SD = 0.53; 53.9% girls) and 845 9th grade students at T2 ( M age = 14.86; SD = 0.57; 55% girls) from the initial sample]. Besides direct effects, three cross-lagged over-time paths were found to be significant: students' perception of peers as positive motivators (PPMs) at the beginning of 8th grade (T1) positively predicts their behavioral school engagement at the end of 9th grade (T2), as well as emotional school engagement at the beginning of 8th grade positively predicts students' perception of PPMs 1.5 years later. Furthermore, behavioral school engagement at T1 functions as a predictor of a student's school self-concept at T2.

STUDY OF GEOGRAPHY TEXTBOOKS FOR 9th, 10th, 11th AND 12th GRADES. CASE STUDY: MAHARASHTRA STATE, INDIA

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MARIANA-DOINA CÎINEANU

2017-02-01

Full Text Available The introduction conveys some data on learning in India and on designing Geography textbooks in this country. The present paper is reliant on four Geography textbooks, ranging from the 9th to the 12th grade. As regards each textbook, the study considers their learning units, then analyses their structure, the unitary way of designing them, the components of the panels of authors, the texts, illustrative materials, drills, learning activities, language, the wealth of Geography lexis, and the glossary.

Ability Of Mathematical Reasoning in SMK 10th Grade with LAPS- Heuristic using Performance Assessment

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Aulia Nur Arivina

2017-11-01

Full Text Available The purposes of this research are: (1 Test the learning with LAPS-Heuristic model using performance assessment on 10th grade of Trigonometry material is complete, (2 to test the difference of students' mathematical reasoning ability on 10th grade of Trigonometry material between the learning model of LAPS-Heuristic using performance assessment, LAPS-Heuristic learning model with Expository learning model, (3 test the ability of mathematical reasoning with learning model of LAPS-Heuristik on Trigonometry material of SMK on 10th grade using performance assessment is increase. This is a quantitative research. The population is students of 10th grade of SMK 10 Semarang academic year 2016/2017 and the subject of research is selected by clustering random sampling. The results show that (1 Learning by model LAPS-Heuristic using performance assessment on 10th grade of Trigonometry material is complete (2 there are differences in students' mathematical reasoning ability on 10th grade of Trigonometry materials between LAPS-Heuristic learning model using performance assessment, LAPS-Heuristic learning model, and Expository learning model, (3 The ability of mathematical reasoning with learning model of LAPS-Heuristic on Trigonometry material of SMK class X using performance assessment increased.

Rhythm production at school entry as a predictor of poor reading and spelling at the end of first grade.

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Lundetræ, Kjersti; Thomson, Jenny M

2018-01-01

Rhythm plays an organisational role in the prosody and phonology of language, and children with literacy difficulties have been found to demonstrate poor rhythmic perception. This study explored whether students' performance on a simple rhythm task at school entry could serve as a predictor of whether they would face difficulties in word reading and spelling at the end of grade 1. The participants were 479 Norwegian 6-year-old first graders randomized as controls in the longitudinal RCT on track (n = 1171). Rhythmic timing and pre-reading skills were tested individually at school entry on a digital tablet. On the rhythm task, the students were told to tap a drum appearing on the screen to two different rhythms (2 Hz paced and 1.5 Hz paced). Children's responses were recorded as they tapped on the screen with their index finger. Significant group differences were found in rhythm tapping ability measured at school entry, when groups were defined upon whether children went on to score above or below the 20th percentile reading and spelling thresholds in national assessment tests at the end of grade one. Inclusion of the school-entry rhythmic tapping measure into a model of classification accuracy for above or below threshold reading and spelling improved accuracy of classification by 6.2 and 9.2% respectively.

Comparative Analysis of Indicators of Coordination Abilities Development in 5th-7th Graders

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В. В. Приходько

2017-09-01

Full Text Available The objective of the research is to determine the regularities of coordination abilities development in 5th-7th-grade boys.  Materials and methods. The participants in the research were boys of the 5th grade (n = 21, 6th grade (n = 20, 7th grade (n = 19. To achieve the tasks outlined, the research used the following methods: analysis of scientific and methodological literature; pedagogical testing, pedagogical observation, methods of mathematical statistics. Research results. The 5th-6th-grade boys show a statistically significant difference between their results in the following tests: “Standing long jump (cm” (p < 0.002; “Six standing accuracy ball handlings to a partner from a 7 m distance using one of the techniques learned” (p < 0.049; “Rhythmic hand tapping” (p < 0.044; “Rhythmic movements of upper and lower limbs” (p < 0.042 (p < 0.05; “Height (cm”; “Body weight (kg”. The 6th-7th-grade boys — “30 m running (s”; “Standing long jump (cm”; “Sit-ups in 30 seconds”; “Evaluation of static equilibrium by E. Ya. Bondarevsky’s method”; “Evaluation of dynamic equilibrium by the BESS method”; “Rhythmic hand tapping”; “Rhythmic movements of upper and lower limbs”; “Shuttle run (4 × 9 m”; “Tossing rings over a peg”. The 5th-7th-grade boys — “Standing long jump (cm”; “Pull-ups (number of times”; “Evaluation of the ability to differentiate movement speed (accuracy in reproduction of running speed, 90% of maximum”; “Evaluation of static equilibrium by E. Ya. Bondarevsky’s method”; “Evaluation of dynamic equilibrium by the BESS method”; “Rhythmic hand tapping”; “Shuttle run (4 × 9 m”; “Height (cm”; “Body weight (kg”. Conclusions. The research has observed a positive dynamics of the results in the following group of tests: “Standing long jump” by 8.4%, “Rhythmic hand tapping and rhythmic movements of upper and lower

The research reported in this article was conducted from a socio-environmental perspective on learners’ school readiness when entering Grade 1, as well as their school performance in Grade 1 and again in Grade 4. The relation between school readiness and

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Erna van Zyl

2011-12-01

Full Text Available The research reported in this article was conducted from a socio-environmental perspective on learners’ school readiness when entering Grade 1, as well as their school performance in Grade 1 and again in Grade 4. The relation between school readiness and performance in Home Language and Numeracy in Grade 1, and performance in the same learning areas in Grade 4 were investigated by means of a longitudinal quantitative study. One school in the Free State province was purposefully selected. The Aptitude Test for School Beginners (ASB was implemented to capture school readiness, including school maturity and levels of development in physical, cognitive, emotional, social and normative domains. Results confirm that school readiness significantly correlated with academic performance of the respondents in Grade 1 as well as with their school performance in Grade 4.

Alcohol mixed with energy drink use among u.s. 12th-grade students: prevalence, correlates, and associations with unsafe driving.

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Martz, Meghan E; Patrick, Megan E; Schulenberg, John E

2015-05-01

The consumption of alcohol mixed with energy drinks (AmED) is a risky drinking behavior, most commonly studied using college samples. We know little about rates of AmED use and its associations with other risk behaviors, including unsafe driving, among high school students. This study examined the prevalence and correlates of AmED use among high school seniors in the United States. Nationally representative analytic samples included 6,498 12th-grade students who completed Monitoring the Future surveys in 2012 and 2013. Focal measures included AmED use, sociodemographic characteristics, academic and social factors, other substance use, and unsafe driving (i.e., tickets/warnings and accidents) after alcohol consumption. Approximately one in four students (24.8%) reported AmED use during the past 12 months. Rates of AmED use were highest among males and white students. Using multivariable logistic regression models controlling for sociodemographic characteristics, results indicate that students who cut class, spent more evenings out for fun and recreation, and reported binge drinking, marijuana use, and illicit drug use had a greater likelihood of AmED use. AmED use was also associated with greater odds of alcohol-related unsafe driving, even after controlling for sociodemographic, academic, and social factors and other substance use. AmED use among 12th-grade students is common and associated with certain sociodemographic, academic, social, and substance use factors. AmED use is also related to alcohol-related unsafe driving, which is a serious public health concern. Copyright © 2015 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Characteristics of effective schools in facing and reducing bullying

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Kyriakides, Leonidas; Creemers, Bert Peter Maria

This article examines whether variation in school effectiveness in terms of reducing bullying can be attributed to differences in their classroom and school learning environment. All 6th grade students (n = 1504) of 35 primary schools in Cyprus participated in this study. The revised Olweus

Relationship between cognitive functions and prevalence of fatigue in elementary and junior high school students.

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Mizuno, Kei; Tanaka, Masaaki; Fukuda, Sanae; Imai-Matsumura, Kyoko; Watanabe, Yasuyoshi

2011-06-01

Fatigue is a common complaint among elementary and junior high school students, and is related to poor academic performance. Since grade-dependent development of cognitive functions also influences academic performance, we attempted to determine whether cognitive functions were associated with the prevalence of fatigue. Participants were 148 elementary school students from 4th- to 6th-grades and 152 junior high school students from 7th- to 9th-grades. Participants completed a questionnaire about fatigue (Japanese version of the Chalder Fatigue Scale) and paper-and-pencil and computerized cognitive tests which could evaluate the abilities of motor processing, immediate, delayed and working memory, selective, divided and alternative attention, retrieve learned material, and spatial construction. We found that in multivariate logistic regression analyses adjusted for grade and gender, slow motor processing was positively correlated with the prevalence of fatigue in the elementary school students and decreases in working memory and divided and alternative attention processing were positively correlated with the prevalence of fatigue in the junior high school students. The grade-dependent development of cognitive function influences the severity of fatigue in elementary and junior high school students. Copyright © 2010 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

The Hetu'u Global Network: Measuring the Distance to the Sun Using the June 5th/6th Transit of Venus

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Faherty, Jacqueline K.; Rodriguez, David R.; Miller, Scott T.

2012-01-01

In the spirit of historic astronomical endeavors, we invited school groups across the globe to collaborate in a solar distance measurement using the rare June 5/6th transit of Venus. In total, we recruited 19 school groups spread over 6 continents and 10 countries to participate in our Hetu'u Global Network. Applying the methods of French…

Impact of School Violence on Youth Alcohol Abuse: Differences Based on Gender and Grade Level

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Vidourek, Rebecca A.; King, Keith A.; Merianos, Ashley L.

2016-01-01

The purpose of this study was to examine the impact of school violence on recent alcohol use and episodic heavy drinking among seventh- through 12th-grade students. A total of 54,631 students completed a survey assessing substance use and other risky behaviors. Logistic regression analyses were conducted to examine the research questions. Results…

Coeducational or Single-Sex School: Does It Make a Difference on High School Girls' Academic Motivation?

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Chouinard, Roch; Vezeau, Carole; Bouffard, Therese

2008-01-01

The aim of the present study was to further examine the impact over time of single-sex and coeducational school environments on girls' motivation in language arts and mathematics. Two cohorts comprising 340 girls (7th to 9th grade; 9th to 11th grade) from eight coeducational and two single-sex schools were followed during a period of three…

[Factors that influence sexual intercourse among middle school students: using data from the 8th (2012) Korea Youth Risk Behavior Web-based Survey].

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Gwon, Seok Hyun; Lee, Chung Yul

2015-02-01

The purpose of this study was to investigate factors that influence sexual intercourse among middle school students in South Korea. Using statistics from the 8th (2012) Korea Youth Risk Behavior Web-based Survey, hierarchical logistic regression analysis was conducted. The study sample comprised 37,297 middle school students aged primarily 12 to 15. The significant predictors of sexual intercourse were grade, ever smoking, ever drinking, habitual or purposeful drug use, economic status, weekly allowance, cohabitation with family, and type of school. The results suggest that intensified sex education is needed not only in the 1st grade of middle school, but also in the upper grades of elementary school. Sexual health interventions for high-risk groups may be needed, given the factors predicting sexual intercourse.

Too much of a good thing? How breadth of extracurricular participation relates to school-related affect and academic outcomes during adolescence.

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Knifsend, Casey A; Graham, Sandra

2012-03-01

Although adolescents often participate in multiple extracurricular activities, little research has examined how the breadth of activities in which an adolescent is involved relates to school-related affect and academic performance. Relying on a large, multi-ethnic sample (N = 864; 55.9% female), the current study investigated linear and non-linear relationships of 11th grade activity participation in four activity domains (academic/leadership groups, arts activities, clubs, and sports) to adolescents' sense of belonging at school, academic engagement, and grade point average, contemporarily and in 12th grade. Results of multiple regression models revealed curvilinear relationships for sense of belonging at school in 11th and 12th grade, grade point average in 11th grade, and academic engagement in 12th grade. Adolescents who were moderately involved (i.e., in two domains) reported a greater sense of belonging at school in 11th and 12th grade, a higher grade point average in 11th grade, and greater academic engagement in 12th grade, relative to those who were more or less involved. Furthermore, adolescents' sense of belonging at school in 11th grade mediated the relationship of domain participation in 11th grade to academic engagement in 12th grade. This study suggests that involvement in a moderate number of activity domains promotes positive school-related affect and greater academic performance. School policy implications and recommendations are discussed.

A Study of Learning Achievement and Learning Behavior in Biology on “Genes and Chromosomes” Using Storyline Teaching for 12th Grade Students

OpenAIRE

Ubonwan Leawudomchai; Kittima Panprueksa; Somsiri Singlop; Thanawuth Latwong

2016-01-01

The objectives of this research were to study learning achievement and learning behavior in Biology on “genes and chromosomes” using storyline teaching for 12th grade students. The sample for this research consisted of 36 twelfth grade students from Piboonbumpen Demonstration School in the first semester of 2014. The sample was randomly selected for the experimental group using cluster random sampling. The research instruments were the lesson plans using storyline teaching on g...

Ski and snowboard school programs: Injury surveillance and risk factors for grade-specific injury.

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Sran, R; Djerboua, M; Romanow, N; Mitra, T; Russell, K; White, K; Goulet, C; Emery, C; Hagel, B

2018-05-01

The objective of our study was to evaluate incidence rates and profile of school program ski and snowboard-related injuries by school grade group using a historical cohort design. Injuries were identified via Accident Report Forms completed by ski patrollers. Severe injury was defined as those with ambulance evacuation or recommending patient transport to hospital. Poisson regression analysis was used to examine the school grade group-specific injury rates adjusting for risk factors (sex, activity, ability, and socioeconomic status) and accounting for the effect of clustering by school. Forty of 107 (37%) injuries reported were severe. Adolescents (grades 7-12) had higher crude injury rates (91 of 10 000 student-days) than children (grades 1-3: 25 of 10 000 student-days; grades 4-6: 65 of 10 000 student-days). Those in grades 1-3 had no severe injuries. Although the rate of injury was lower in grades 1-3, there were no statistically significant grade group differences in adjusted analyses. Snowboarders had a higher rate of injury compared with skiers, while higher ability level was protective. Participants in grades 1-3 had the lowest crude and adjusted injury rates. Students in grades 7-12 had the highest rate of overall and severe injuries. These results will inform evidence-based guidelines for school ski/snowboard program participation by school-aged children. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Technological literacy of fifth and sixth grade pupils of primary school

OpenAIRE

Keše, Jaka

2016-01-01

The first part of this thesis contains a theoretical description of the importance of technology and technological literacy. It introduces the dimensions and standards of technological literacy for pupils aged 9 to 12, followed by a comparative analysis of the Slovenian curriculums of technical subjects (natural science, technical studies, engineering and technology). The thesis has two goals. The first is to evaluate the technological literacy rates among students in the 5th and 6th grade of...

Changes in quality of life among Norwegian school children: a six-month follow-up study

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Larsson Bo

2009-02-01

Full Text Available Abstract Background A considerable gap exists in regard to longitudinal research on quality of life (QoL in community populations of children and adolescents. Changes and stability of QoL have been poorly examined, despite the fact that children and adolescents undergo profound developmental changes. The aims of the study were to investigate short-term changes in student QoL with regard to sex and age in a school-based sample. Methods A representative Norwegian sample of 1,821 school children, aged 8–16 years and their parents were tested at baseline and 6 months later, using the Inventory of Life Quality for Children and Adolescents (ILC and the Kinder Lebensqualität Fragebogen (KINDL. Student response rate at baseline was 71.2% and attrition over the follow-up period was 4.6%, and 1,336 parents (70% completed the follow-up. Change scores between baseline and follow-up evaluations were analysed by means of ANCOVA in regard to sex and age effects. Results Students in the 8th grade reported a decrease in QoL over the six-month follow-up period as compared to those in the 6th grade with regard to Family and School domains and total QoL on the KINDL. For emotional well-being a significant linear decrease in QoL across grades 6th to 10th was observed. However, student ratings on the Friends and Self-esteem domains did not change significantly by age. Girls reported a higher decrease in their QoL across all grades over the follow-up period than did boys in respect of Self-esteem on the KINDL, and an age-related decrease in total QoL between 6th and 8th grade on the ILC. Parent reports of changes in child QoL were nonsignificant on most of the domains. Conclusion The observed age and sex-related changes in school children's QoL across the six-month follow-up period should be considered in epidemiological as well as clinical research.

Successful Transition to High School. Research Brief

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Education Partnerships, Inc., 2012

2012-01-01

What steps can be taken to assure that 8th graders make a successful transition to 9th grade? More students fail ninth grade than any other grade level. When middle school students took part in high school transition programs with a variety of different articulation activities, fewer students were retained in ninth grade. Ideally, these transition…

Differences in Primary School Students’ Ratings about Themselves and the School

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Anita Habók

2014-10-01

Full Text Available L2L is a frequently used concept, which can be approached from different perspectives. In our theoretical background we provide an overview of the early and current research trends, then we approach the issue from the perspective of the Finnish framework, the second order learning and the learning how to learn approaches. Next, we present the results of the ’Me and the school’ questionnaire from the Finnish framework. Our participants were 5th and 6th grade primary school students. We found that this online questionnaire is a reliable tool for the Hungarian sample. Comparing the results of Grades 5 and 6, we did not register significant relationships between the grades, except for their ‘use of computer’. The most important differences were discovered between the genders, where significantly higher mean values were observed for girls. We also analysed the effects of mathematics and literature school results on some variables. It can be concluded that school results have a significant effect on students’ performance and attitude. While the effect of attitudes on students’ performance was not substantial, there was a stronger effect on students’ evaluation of own competencies in maths for both genders and in reading for boys.

The Effect of Teacher-Support Programs on Teacher Attrition in a Rural Pre-Kindergarten through Twelfth Grade Public School System

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Thomas, Carol R.

2013-01-01

Many new teachers are leaving the profession during their first 3 years in a rural pre-kindergarten through 12th grade public school classroom in the southeastern United States. This study reviewed the teacher-support programs typically used in this school that assisted new teachers and encouraged their retention. This work is important because…

Elementary School Students Perception Levels of Problem Solving Skills

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Yavuz, Günes; Yasemin, Deringöl; Arslan, Çigdem

2017-01-01

The purpose of this study is to reveal the perception levels of problem solving skills of elementary school students. The sample of the study is formed by totally 264 elementary students attending to 5th, 6th, 7th and 8th grade in a big city in Turkey. Data were collected by means of "Perception Scale for Problem Solving Skills" which…

Physical Activity and Sedentary Behaviors of Urban Chinese Children: Grade Level Prevalence and Academic Burden Associations

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Xihe Zhu

2017-01-01

Full Text Available The objectives of this study were (a to report grade level prevalence in physical activity and sedentary behaviors and (b to examine academic burden associations with these behaviors. School-aged children (n = 48,118 reported their physical activity, perception of physical activity sufficiency, factors for activity insufficiency, homework hours, and screen time in a typical week. Data were analyzed using general linear models and logistic regression models of Complex Samples. Prevalence results showed that children had lower physical activity and lower screen viewing time, but higher homework time during transition grades (6th, 9th, and 12th and high school years. Academic burden was cited as the primary reason for not having sufficient physical activity (76.6%. Compared to those citing academic burden, students who did not report academic burden were significantly more likely to meet physical activity guidelines (Odds Ratio (OR = 5.38, 95% CI = 4.74–6.11, but less likely to meet screen time guidelines (OR = 0.78, 95% CI = 0.72–0.84, controlling for body mass index, gender, and grade level. Additionally, children who reported academic burdens had significantly longer average daily homework time than those who did not (p<0.01. Policy makers should promote physical activity and help children find a balance between homework and physical activity time particularly among the educational transition grades.

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

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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.

Developmental Trajectories of Boys’ Driven Exercise and Fasting During the Middle School Years

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Davis, Heather A.; Guller, Leila; Smith, Gregory T.

2016-01-01

Boys appear to engage in eating disorder behavior, particularly nonpurging compensatory behaviors such as driven exercise and fasting, at higher rates than previously thought. Little is known about the development of these behaviors in adolescent boys. In a sample of 631 non-binge eating and non-purging boys studied once in 5th grade and 6 times over the 3 years of middle school (grades 6 through 8), we found that (a) for some youth, driven exercise and fasting were present from grade 6; (b) different boys progressed along different trajectories of engagement in driven exercise and fasting, with some boys engaging in no driven exercise or fasting (65.8% and 83.5%, respectively), some boys engaging in driven exercise and fasting throughout middle school (25.2% and 16.5%, respectively), and other boys discontinuing engagement in driven exercise (9%); (c) 5th grade depression, eating expectancies, and thinness expectancies predicted subsequent trajectory group membership; and (d) boys engaging in driven exercise and fasting in 8th grade remained distressed. Boys’ engagement in driven exercise and fasting behavior merits the attention of researchers and clinicians. PMID:26707543

School grade and sex differences in domain-specific sedentary behaviors among Japanese elementary school children: a cross-sectional study

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Kaori Ishii

2017-04-01

Full Text Available Abstract Background It is vital to reduce the proportion of sedentary behavior in children. Understanding the duration and behavioral context is needed. The present study examined school-grade and sex differences in domain-specific sedentary times and concurrence with screen-time guidelines among Japanese elementary school children. Methods A total of 625 children (330 boys were surveyed in 2010 and 2014. Using a questionnaire, data regarding participants’ grade (first through third grades: lower grades; fourth through six grades: higher grades, sex, weight, and height were collected in addition to the time spent per day engaging in each specific sedentary behavior separately: (1 reading or listening to music, (2 TV or video viewing, (3 TV game use, (4 internet use excluding class, (5 homework, and (6 car travel. Two-way analysis of covariance and logistic regression analyses, adjusted for BMI and moderate to vigorous physical activity, were used to examine school-grade and sex differences in sedentary behaviors and the independent risk of exceeding recommended total daily screen time (< 2 h. Results On 625 children, mean minutes (SD of sedentary behavior per week in (1 – (6 were 90.3 (123.4, 535.0 (356.6, 167.3 (222.1, 23.9 (70.9, 264.9 (185.3, and 33.4 (61.2 in weekdays and 42.1 (70.0, 323.9 (232.0, 123.0 (96.4, 15.8 (49.9, 74.4 (96.4, and 71.3 (84.9 in weekends, respectively. There were differences in the minutes of sedentary behavior between participants of 2010 and 2014; e.g., TV game use and homework in weekdays and weekdays and car travel in weekends. Boys spent more time in TV game use, and girls spent more time reading, listening to music, doing homework, and car travel. Higher-grade students spent more time reading or listening to music, using a computer, and doing homework. Higher-grade students were 2.09 times (95% CI: 1.32 − 3.30 in whole week, 2.08 times (95% CI: 1.45 − 3.00 in weekday, and 1.88 times (95% CI: 1.29�

Supporting Social and Cognitive Growth Among Disadvantaged Middle-Grades Students in TASC After-School Projects

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Christina A. Russell

2006-09-01

Full Text Available The field of after-school programming remains rife with unanswered questions. What constitutes quality in after-school programs? Are after-school opportunities valuable for participants regardless of their quality? Are differences in quality associated with differences in participant benefit? This sub-study of the longitudinal evaluation of The After-School Corporation (TASC looks at how after-school opportunities with varying features affect urban middle-grades (6-8 adolescents who live in impoverished circumstances. Supported by the William T. Grant Foundation, the study explores the associations between after-school project features and the social and cognitive outcomes of disadvantaged middle-grades participants in TASC programs. The study relies on data collected during the 2001-02 and 2002-03 school years in eight TASC projects serving middle-grades students.

Parental Autonomy Granting and School Functioning among Chinese Adolescents: The Moderating Role of Adolescents' Cultural Values.

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Wang, Cixin; Do, Kieu Anh; Bao, Leiping; Xia, Yan R; Wu, Chaorong

2017-01-01

School adjustment and achievement are important indicators of adolescents' well-being; however, few studies have examined the risk and protective factors predicting students' school adjustment and achievement at the individual, familial, and cultural level. The present study examined the influences of individual and familial factors and cultural values on Chinese adolescents' school functioning (e.g., school adjustment and grades). It also tested whether cultural values moderated the relationship between parenting and adolescents' school functioning. Self-report data were collected from a stratified random sample of 2,864 adolescents (51.5% female, mean age = 15.52 years, grade 6th - 12th) from 55 classrooms, in 13 schools in Shanghai, China. Results showed that self-esteem ( b se→adj = 0.05, SE = 0.01, p school adjustment and grades, respectively. More importantly, results showed that independent self-construal moderated the relationship between parental autonomy granting and adolescents' grades ( b indepxautom = 0.06, SE = 0.02, p autonomy granting, which then impacts their school functioning.

Validation of science virtual test to assess 8th grade students' critical thinking on living things and environmental sustainability theme

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Rusyati, Lilit; Firman, Harry

2017-05-01

This research was motivated by the importance of multiple-choice questions that indicate the elements and sub-elements of critical thinking and implementation of computer-based test. The method used in this research was descriptive research for profiling the validation of science virtual test to measure students' critical thinking in junior high school. The participant is junior high school students of 8th grade (14 years old) while science teacher and expert as the validators. The instrument that used as a tool to capture the necessary data are sheet of an expert judgment, sheet of legibility test, and science virtual test package in multiple choice form with four possible answers. There are four steps to validate science virtual test to measure students' critical thinking on the theme of "Living Things and Environmental Sustainability" in 7th grade Junior High School. These steps are analysis of core competence and basic competence based on curriculum 2013, expert judgment, legibility test and trial test (limited and large trial test). The test item criterion based on trial test are accepted, accepted but need revision, and rejected. The reliability of the test is α = 0.747 that categorized as `high'. It means the test instruments used is reliable and high consistency. The validity of Rxy = 0.63 means that the validity of the instrument was categorized as `high' according to interpretation value of Rxy (correlation).

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

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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…

When to Intervene: Elementary School, Middle School or Both? Effects of keepin’ It REAL on Substance Use Trajectories of Mexican Heritage Youth

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Kulis, Stephen; Yabiku, Scott T.; Nieri, Tanya A.; Coleman, Elizabeth

2011-01-01

This article presents the findings of a study exploring two questions: What age is most efficacious to expose Mexican heritage youth to drug abuse prevention interventions, and what dosage of the prevention intervention is needed? These issues are relevant to Mexican heritage youth—many from immigrant families—in particular ways due to the acculturation process and other contextual factors. The study utilized growth curve modeling to investigate the trajectory of recent substance use (alcohol, cigarettes, marijuana, inhalants) among Mexican heritage students (N = 1,670) participating in the keepin’ it REAL drug prevention program at different developmental periods: the elementary school (5th grade), middle school (7th grade), or both. The findings provide no evidence that intervening only in elementary school was effective in altering substance use trajectories from 5th to 8th grade, either for licit nor illicit substances. Implementing keepin’ it REAL in middle school alone altered the trajectories of use of all four substances for Mexican heritage youth. A double dose of prevention, in elementary and middle school proved to be equally as effective as intervening in 7th grade only, and only for marijuana and inhalants. The decrease in use of marijuana and inhalants among students in the 7th-grade-only or the 5th- and 7th-grade interventions occurred just after students received the curriculum intervention in 7th grade. These results are interpreted from an ecodevelopmental and culturally specific perspective and recommendations for prevention and future research are discussed. PMID:21128119

When to intervene: elementary school, middle school or both? Effects of keepin' it REAL on substance use trajectories of Mexican heritage youth.

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Marsiglia, Flavio F; Kulis, Stephen; Yabiku, Scott T; Nieri, Tanya A; Coleman, Elizabeth

2011-03-01

This article presents the findings of a study exploring two questions: What age is most efficacious to expose Mexican heritage youth to drug abuse prevention interventions, and what dosage of the prevention intervention is needed? These issues are relevant to Mexican heritage youth-many from immigrant families-in particular ways due to the acculturation process and other contextual factors. The study utilized growth curve modeling to investigate the trajectory of recent substance use (alcohol, cigarettes, marijuana, inhalants) among Mexican heritage students (N = 1,670) participating in the keepin' it REAL drug prevention program at different developmental periods: the elementary school (5th grade), middle school (7th grade), or both. The findings provide no evidence that intervening only in elementary school was effective in altering substance use trajectories from 5th to 8th grade, either for licit nor illicit substances. Implementing keepin' it REAL in middle school alone altered the trajectories of use of all four substances for Mexican heritage youth. A double dose of prevention, in elementary and middle school proved to be equally as effective as intervening in 7th grade only, and only for marijuana and inhalants. The decrease in use of marijuana and inhalants among students in the 7th-grade-only or the 5th- and 7th-grade interventions occurred just after students received the curriculum intervention in 7th grade. These results are interpreted from an ecodevelopmental and culturally specific perspective and recommendations for prevention and future research are discussed.

Emotional attribution of 6th grade students in Physical Education and Health

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Felipe Nicolás Mujica Johnson

2016-12-01

Full Text Available This research aims to determine the causal attribution of emotions in sixth grade primary school children in a process of development of physical condition in the classes of Physical Education and Health. The study is qualitative, descriptive and with a design of action research. The participants are thirty students in the age range between eleven to thirteen years old. The results indicate that students attribute their positive emotions to the fatigue overcoming, to the achievement of goals, to body benefits and to the entertainment with session activities. As for the negative emotions, these are attributed to expectations, pessimistic thinking, ridicule, envy, and health problems, physical inactivity, the academic consequences and lack of achievement of goals in the overcoming of the physical condition. In conclusion, the identified emotional attributions must be understood from the teaching work, to encourage the creation of learning strategies that promote subjective well-being and development of active lifestyle habits from a psychosocial perspective.

The Attitudes of Secondary School Students Toward School And Reading: A Comparison In Terms of Mother Tongue, Gender And Class Level

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Mustafa Yıldız

2018-01-01

Full Text Available It is important to determine whether the school attitude of secondary school students has an influence on the reading attitude. For this purpose, such a study was conducted at secondary school level. In addition, the extent to which such variables as mother tongue are determinative in this context has been examined.The objective of this study is to examine the relationship between the attitudes of 5th, 6th, 7th and 8th grade secondary school students toward the school and reading. In addition, the study also examines whether the attitude towards reading and school differs according to gender, class, and mother tongue variables. A total of 513 students (235 females, 278 males attending secondary school in the province of Van in Turkeyparticipated in the research. In the study, Attitude Scale toward Reading developed by Alıcı (2013 is used in order to measure the attitudes of the students towards the school. Additionally, Reading Attitude Scale for Elementary Second Grade Students developed by Özbay and Uyar (2009 isused to measure the students’ attitudes towards reading. According to the results, there is a moderate significant relation between students’ attitudes toward the school and attitudes toward reading. According to the findings obtained from the study,it is seen that the attitudes of female students toward the school are more positive than those of male students. It is concluded that the attitudes of 5th grade students toward the school are more positive than those of the other students. Furthermore, students whose mother tongue is Turkish have more positive reading attitudes than the students whose mother tongue is Kurdish or one of other languages (Arabic, Persian, and so on.

An Analysis of Science Textbooks for Grade 6: The Electric Circuit Lesson

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Sothayapetch, Pavinee; Lavonen, Jari; Juuti, Kalle

2013-01-01

Textbooks are a major tool in the teaching and learning process. This paper presents the results of an analysis of the Finnish and Thai 6th grade science textbooks: electric circuit lesson. Textual and pictorial information from the textbooks were analyzed under four main categories: 1) introduction of the concepts, 2) type of knowledge, 3)…

Transitions between subclasses of bullying and victimization when entering middle school.

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Williford, Anne; Boulton, Aaron J; Jenson, Jeffrey M

2014-01-01

We examined the effects of depressive symptoms, antisocial attitudes, and perspective-taking empathy on patterns of bullying and victimization during the transition from late elementary (4th grade to 5th grade) to middle school (6th grade) among 1,077 students who participated in the Youth Matters (YM) bullying prevention trial. Latent transition analysis was used to establish classes of bullying, victimization, bully-victimization, and uninvolvement. The intervention had a positive impact on children as they moved from elementary to middle school. More students in the YM group transitioned from the involved statuses to the uninvolved status than students in the control group during the move to middle school. Elementary school bullies with higher levels of depressive symptoms were less likely than other students to move to an uninvolved status in the first year of middle school. Students who held greater antisocial attitudes were more likely to be a member of the bully-victim status than the uninvolved status during the move to middle school. Perspective-taking empathy, however, was not a significant predictor of status change during the transition to middle school. Implications for school-based prevention programs during the move to middle school are noted. © 2013 Wiley Periodicals, Inc.

School effects on non-verbal intelligence and nutritional status in rural Zambia.

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Hein, Sascha; Tan, Mei; Reich, Jodi; Thuma, Philip E; Grigorenko, Elena L

2016-02-01

This study uses hierarchical linear modeling (HLM) to examine the school factors (i.e., related to school organization and teacher and student body) associated with non-verbal intelligence (NI) and nutritional status (i.e., body mass index; BMI) of 4204 3 rd to 7 th graders in rural areas of Southern Province, Zambia. Results showed that 23.5% and 7.7% of the NI and BMI variance, respectively, were conditioned by differences between schools. The set of 14 school factors accounted for 58.8% and 75.9% of the between-school differences in NI and BMI, respectively. Grade-specific HLM yielded higher between-school variation of NI (41%) and BMI (14.6%) for students in grade 3 compared to grades 4 to 7. School factors showed a differential pattern of associations with NI and BMI across grades. The distance to a health post and teacher's teaching experience were the strongest predictors of NI (particularly in grades 4, 6 and 7); the presence of a preschool was linked to lower BMI in grades 4 to 6. Implications for improving access and quality of education in rural Zambia are discussed.

Validity of Students Worksheet Based Problem-Based Learning for 9th Grade Junior High School in living organism Inheritance and Food Biotechnology.

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Jefriadi, J.; Ahda, Y.; Sumarmin, R.

2018-04-01

Based on preliminary research of students worksheet used by teachers has several disadvantages such as students worksheet arranged directly drove learners conduct an investigation without preceded by directing learners to a problem or provide stimulation, student's worksheet not provide a concrete imageand presentation activities on the students worksheet not refer to any one learning models curicullum recommended. To address problems Reviews these students then developed a worksheet based on problem-based learning. This is a research development that using Ploom models. The phases are preliminary research, development and assessment. The instruments used in data collection that includes pieces of observation/interviews, instrument self-evaluation, instruments validity. The results of the validation expert on student worksheets get a valid result the average value 80,1%. Validity of students worksheet based problem-based learning for 9th grade junior high school in living organism inheritance and food biotechnology get valid category.

Analysis of Lexical Quality and Its Relation to Writing Quality for 4th Grade, Primary School Students in Chile

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Gómez Vera, Gabriela; Sotomayor, Carmen; Bedwell, Percy; Domínguez, Ana María; Jéldrez, Elvira

2016-01-01

Few studies have addressed vocabulary quality in developing writing skill in Spanish. Even less addressed it within the Chilean educational system. The specific objective of this study was to characterize, using a comprehensive set of indicators, the quality of the vocabulary produced by Chilean 4th grade students. Based on a national writing…

Friendships in Middle School: Influences on Motivation and School Adjustment

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Wentzel, Kathryn R.; Barry, Carolyn McNamara; Caldwell, Kathryn A.

2004-01-01

In this 2-year longitudinal study (n=242), the authors examined relations of having a reciprocated friend and characteristics of a reciprocated friend to students' social and academic adjustment to middle school. With respect to having a friend, 6th-grade students without friends showed lower levels of prosocial behavior, academic achievement, and…

Infection rates of Enterobius vermicularis and Clonorchis sinensis of primary school children in Hamyang-gun, Gyeongsangnam-do (Province), Korea

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Kim, Bong Jin; Yeon, Je Wook

2001-01-01

The egg positive rate of Enterobius vermicularis and Clonorchis sinensis of school children in the rural area was studied in Hamyang-gun. Gyeongsangnam-do in Korea. Cellotape anal swab and formalin ether concentration methods were performed one time to 720 primary school children. The total egg positive rate of E. vermicularis was 12.6% in two schools (Baekjeon and Wiseong). In the Baekjeon and Wiseong primary school, the egg positive rate of E. vermicularis was 4.6% and 13.4%, respectively. Pinworm egg positive rate was 17.6% in the lower grades (1st. 2nd and 3rd), and 7.7% in higher grades (4th, 5th and 6th). The total egg positive rate of male and female was 12.6% and 12.7%, respectively. The egg positive rate of C. sinensis of Baekjeon and Wiseong primary school was 1.5% and 0.46%, respectively. The total egg positive rate of C. sinensis was 0.56%. This survey showed that continuous education and chemotherapy is necessary to treat and prevent reinfection of E. vermicularis. In the case of C. sinensis, health education for school children is recommended to prevent potential infection of adolescents. PMID:11775334

High School Students' Career Decision-Making Difficulties According to Locus of Control

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Kirdök, Oguzhan; Harman, Esranur

2018-01-01

This study intends to elaborate upon difficulties in career decisions of high school students with different locus of control. 9th, 10th, 11th and 12th grade students aged 14-19, 282 (%55.4) females, 227 (%44.6) males totaling 509 participants involved in research located in the south of Turkey. Career Decision-Making Difficulties Questionnaire…

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

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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.

Biology Procedural Knowledge at Eleventh Grade of Senior High School in West Lampung Based on Curriculum

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Sari, T. M.; Paidi; Mercuriani, I. S.

2018-03-01

This study was aim to determine Biology procedural knowledge of senior high school in West Lampung based on curriculum at 11th grade in even semester. This research was descriptive research. The population was all students of senior high school in West Lampung. The sampling technique in this research used purposive sampling technique, so the researcher obtained 3 schools using K13 and 3 schools using KTSP. Data collecting technique used instrument test. Data analysis technique used U-Mann Whitney test. The result showed that p=0.028 (p<0.05), so there was significant differences between school using K13 and KTSP. The procedural knowledge of schools which using K13 is higher than school which using KTSP, with the mean score K13=4.35 and KTSP=4.00

Code Compliant School Buildings Boost Student Achievement

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Ronald B. Lumpkin

2014-11-01

Full Text Available Much of the focus in the literature in raising student achievement has included parental involvement, principal leadership, quality of instruction, students’ socioeconomic status, curriculum, and use of technology. Limited empirical research relates the condition of the school building as a variable that affects student achievement. Furthermore, there is no research that has examined the impact of building codes on achievement outcomes in the state of Florida. This research determined whether academic achievement of 4th-, 8th-, 9th-, and 10th-grade students as measured by the mathematics and reading subtests of the Florida Comprehensive Achievement Test (FCAT increased in new school buildings compliant to the 2000 Florida State Requirements for Educational Facilities. A causal-comparative design determined whether the independent variables, old and new school building influenced student achievement as measured by students’ FCAT mathematics and reading subtest scores. The control group was two cohorts of 4th-, 8th-, 9th-, and 10th-grade students who attended school in old buildings. The experimental group was two cohorts of 4th-, 8th-, 9th-, and 10th-grade students who attended school in new buildings. Transition from an old school into a new school was the treatment. Two hypotheses were formulated for testing and the research question for the inquiry was whether the percentage of students passing the FCAT mathematics and reading subtests increases after transitioning from an old school building into a new 2000 UBC (Uniform Building Code compliant facility.

Math Manipulatives to Increase 4th Grade Student Achievement

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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…

Investigation into How 8th Grade Students Define Fractals

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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…

Effect of childhood coeliac disease on ninth grade school performance: evidence from a population-based study.

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Namatovu, Fredinah; Strandh, Mattias; Ivarsson, Anneli; Nilsson, Karina

2018-02-01

Coeliac disease might affect school performance due to its effect on cognitive performance and related health consequences that might increase school absenteeism. The aim of this study was to investigate whether children with coeliac disease performed differently on completion of ninth grade in school compared with children without coeliac disease. Analysis was performed on a population of 445 669 children born in Sweden between 1991 and 1994 of whom 1767 were diagnosed with coeliac disease. School performance at ninth grade was the outcome and coeliac disease was the exposure. Other covariates included sex, Apgar score at 5 min, small for gestational age, year of birth, family type, parental education and income. There was no association between coeliac disease and school performance at ninth grade (adjusted coefficient -2.4, 95% CI 5.1 to 0.4). A weak association was established between late coeliac diagnosis and higher grades, but this disappeared after adjusting for parent socioeconomic conditions. Being small for gestational age affected performance negatively (adjusted coefficient -6.9, 95% CI 8.0 to 5.7). Grade scores were significantly lower in children living with a single parent (adjusted coefficient -20.6, 95% CI 20.9 to 20.2), compared with those with married/cohabiting parents. A positive association was found between scores at ninth grade and parental education and income. Coeliac disease diagnosis during childhood is not associated with poor school performance at ninth grade. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Living in Space. Book II. Levels D, E, F for Grades 4, 5, 6. Operation Liftoff: Elementary School Space Program. A Resource Guide with Activities for Elementary School Teachers.

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Andrews, Sheila Briskin; Kirschenbaum, Audrey

This guide contains teacher background information and activities for students which deal with space travel and is designed to encourage elementary school students to take a greater interest in mathematics and science. The activities in this guide are to be used with grades 4 to 6 and cover the topics of food, clothing, health, housing,…

Factors associated with tobacco smoking among 6-10 grade school students in an urban taluka of Sindh

International Nuclear Information System (INIS)

Ahmed, J.

2011-01-01

Objective: To determine the factors related to tobacco smoking among students of grade 6-10 in an urban setting in Sindh, Pakistan. Study Design: Cross-sectional survey. Place and Duration of Study: The study was conducted in public and private schools of Hyderabad, Sindh, Pakistan, from January 2008 to June 2009. Methodology: A sample of 501 students from grade 6-10 were selected through simple random sampling and probability proportional to size. Students answered to a pre-tested questionnaire on socio demography and tobacco use. Descriptive statistics were used to determine frequency distribution. Results: About 9% of the students were smoking some form of tobacco. Ten percent had tried cigarette smoking and about 80% and 61% were chewing Areca nuts and 'Paan' (concoction of Areca nuts, tobacco, hydrated lime, herbs and spices wrapped in betel leaf. Being old, male gender, peer influence, personal attitude toward future smoking, chewing 'Gutka' (concoction of tobacco, Areca nuts and hydrated lime) and having a more educated mother was associated with greater frequency of smoking any form of tobacco. Conclusion: High frequency of tobacco smoking, the attitude toward tobacco consumption and a very high consumption of Areca nuts and other chewable tobacco products by the children warrants urgent action in order to control the tobacco epidemic in Pakistan. (author)

Healthy eating at schools

DEFF Research Database (Denmark)

Sabinsky, Marianne

eating. In Denmark most children eat a packed lunch brought from home. It is challenging to collect dietary data from a pediatric population where recall problems exist and estimation of portion sizes can be complicated. Thus, to measure and assess the dietary effect of an intervention, new valid methods...... consecutive days during a week at each of the three measurements. In total 984 school children were invited at baseline – 493 from the 2nd -3rd grades and 491 from the 5th-6th grades. A standardized DPM was used to collect data on food intake 3 consecutive days in a week at all of the 3 measurements...

Information and communication technology: students' health education in 1st- to 6th-grade South Korea elementary schools.

Science.gov (United States)

Lee, Eunjoo; Park, Hyejin; Whyte, James; Jeong, Eunhoe

2013-09-01

The purposes of this study were to (1) identify school nurses' awareness of information and communication technology (ICT) use in students' health education and (2) explore the barriers or reasons for the adoption of ICT in school nursing practice, while (3) presenting strategies to speed ICT diffusion and dissemination into practice. For data collection, 209 primary school nurses in K province of Korea were selected and e-mailed the questionnaires. Collected data were analyzed as frequency, percentages, and chi-square tests. The major reasons to adopt ICT were increasing school nurses' confidence in providing health education and improving teaching methods using diverse multimedia. The major barriers to utilization of ICT were lack of time for preparation of educational materials, lack of software availability, and lack of computer skills of school nurses and students. Several strategies were suggested to speed the diffusion of ICT into students' health education, such as integrating a health education course into regular curriculum. It is important to identify barriers and reasons for adoption of ICT in school nursing. In addition, strategies should be emphasized that result in more rapid diffusion of these technologies in school nursing practice. © 2013, American School Health Association.

Comparing Dropout Predictors for Two State-Level Panels Using Grade 6 and Grade 8 Data

Science.gov (United States)

Franklin, Bobby J.; Trouard, Stephen B.

2016-01-01

The purpose of this study was to examine the effectiveness of dropout predictors across time. Two state-level high school graduation panels were selected to begin with the seventh and ninth grades but end at the same time. The first panel (seventh grade) contained 29,554 students and used sixth grade predictors. The second panel (ninth grade)…

A Model Intervention Program for Secondary School Education

Directory of Open Access Journals (Sweden)

Brian Gerber

2012-01-01

Full Text Available Valdosta State University and the Valdosta City Schools (Valdosta, GA partnered in 2008 to form the Valdosta Early College Academy (VECA. VECA epitomizes the early college concept of (a admitting underperforming students with multiple risk factors for dropping out of school (e.g., low socioeconomic status, minority, and first-generation high school or college and (b providing college level dual enrollment courses. VECA is very different than nearly every other early college school in the nation. Most (85% of the 200 early colleges currently operating in the United States begin with students in the 9th grade. Nearly all of the remaining early colleges begin with 7th grade; only a few are 6–12-grade schools. VECA targets two primary priorities, (a innovations that complement the implementation of higher standards and high-quality assessments and (b innovations that support college access and success. The primary purpose of this paper is to chronicle the genesis and development of VECA. This program is very successful, replete with research opportunities, and represents a model early college program. We plan to continue to grow VECA to ultimately include grades six through twelve and to research that growth and development.

Predicting adolescent problematic online game use from teacher autonomy support, basic psychological needs satisfaction, and school engagement: a 2-year longitudinal study.

Science.gov (United States)

Yu, Chengfu; Li, Xian; Zhang, Wei

2015-04-01

Problematic online game use (POGU) has become a serious global public health concern among adolescents. However, its influencing factors and mediating mechanisms remain largely unknown. This study provides the first longitudinal design to test stage-environment fit theory empirically in POGU. A total of 356 Chinese students reported on teacher autonomy support, basic psychological needs satisfaction, school engagement, and POGU in the autumn of their 7th-9th grade years. Path analyses supported the proposed pathway: 7th grade teacher autonomy support increased 8th grade basic psychological needs satisfaction, which in turn increased 9th grade school engagement, which ultimately decreased 9th grade POGU. Furthermore, 7th grade teacher autonomy support directly increased 9th grade school engagement, which in turn decreased 9th grade POGU. These findings suggest that teacher autonomy support is an important protective predictor of adolescent POGU, and basic psychological needs satisfaction and school engagement are the primary mediators in this association.

Physical Education and Health Education for Wyoming Elementary Schools, Grades Kindergarten-Six.

Science.gov (United States)

Woods, John B., Ed.

GRADES OR AGES: K-6. SUBJECT MATTER: Physical education and health education. ORGANIZATION AND PHYSICAL APPEARANCE: There are 10 main sections--1) the elementary school program--organization and administration; 2) movement exploration and education; 3) rhythmic activities; 4) games; 5) stunts, tumbling, trampoline, and apparatus; 6) individual,…

The Relation of Age, Gender, Ethnicity, and Risk Behaviors to Self-Esteem among Students in Nonmainstream Schools

Science.gov (United States)

Connor, Jennifer M.; Poyrazli, Senel; Ferrer-Wreder, Laura; Grahame, Kamini Maraj

2004-01-01

This cross-sectional study investigated self-esteem in relation to age, gender, ethnicity, and risk behaviors among a sample of nonmainstream students. Participants were 149 students in the 6th to 12th grades from two non-mainstream schools (one charter and one alternative school). Self-esteem and youth risk behaviors were determined by using a…

Exploring the Effects of Concreteness Fading across Grades in Elementary School Science Education

Science.gov (United States)

Jaakkola, Tomi; Veermans, Koen

2018-01-01

The present study investigates the effects that concreteness fading has on learning and transfer across three grade levels (4-6) in elementary school science education in comparison to learning with constantly concrete representations. 127 9- to 12-years-old elementary school students studied electric circuits in a computer-based simulation…

Parental Autonomy Granting and School Functioning among Chinese Adolescents: The Moderating Role of Adolescents’ Cultural Values

Science.gov (United States)

Wang, Cixin; Do, Kieu Anh; Bao, Leiping; Xia, Yan R.; Wu, Chaorong

2017-01-01

School adjustment and achievement are important indicators of adolescents’ well-being; however, few studies have examined the risk and protective factors predicting students’ school adjustment and achievement at the individual, familial, and cultural level. The present study examined the influences of individual and familial factors and cultural values on Chinese adolescents’ school functioning (e.g., school adjustment and grades). It also tested whether cultural values moderated the relationship between parenting and adolescents’ school functioning. Self-report data were collected from a stratified random sample of 2,864 adolescents (51.5% female, mean age = 15.52 years, grade 6th – 12th) from 55 classrooms, in 13 schools in Shanghai, China. Results showed that self-esteem (bse→adj = 0.05, SE = 0.01, p autonomy granting and adolescents’ grades (bindepxautom = 0.06, SE = 0.02, p cultural values may influence adolescents’ appraisal of parental autonomy granting, which then impacts their school functioning. PMID:29326622

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…

Integrating a WebQuest in the Primary School Curriculum Using Anchored Instruction: Effect on Learning Outcomes

NARCIS (Netherlands)

Segers, P.C.J.; Droop, W.; Verhoeven, L.T.W.

2010-01-01

Based on a literature review, a means for integrating WebQuests in day-to-day school activities is introduced using principles of Anchored Instruction. Following these ideas in an effect study, including 109 children in 4th, 5th and 6th grade, significant learning gains were found, with a large

A longitudinal study of school connectedness and academic outcomes across sixth grade.

Science.gov (United States)

Niehaus, Kate; Rudasill, Kathleen Moritz; Rakes, Christopher R

2012-08-01

The current longitudinal study examines the extent to which school connectedness (i.e., students' perceptions of school support and the number of adults with whom they have a positive relationship) is associated with academic outcomes across sixth grade for students from high poverty neighborhoods. Data were collected from 330 sixth-grade students attending two middle schools in a large public school district. Specifically, students completed a survey to assess their perceived connection to the school environment, and academic information regarding students' grades, attendance, and discipline referrals was obtained from school records. Results from latent growth curve modeling showed that, on average, students' perceptions of school support declined significantly across the sixth-grade year. However, students who reported less decline, or growth, in school support across sixth grade had higher academic achievement at the end of the year than students who reported more decline in school support. Sixth-grade boys were at a greater risk for negative outcomes (i.e., lower school support, lower GPAs, and more discipline referrals) across the school year than girls. Results point to the importance of perceived connectedness to school in helping economically disadvantaged students experience a safe and successful transition to middle school. Copyright © 2012 Society for the Study of School Psychology. All rights reserved.

Examining the Relationship Between School Climate and Peer Victimization Among Students in Military-Connected Public Schools.

Science.gov (United States)

De Pedro, Kris Tunac; Astor, Ron Avi; Gilreath, Tamika; Benbenishty, Rami; Berkowitz, Ruth

2016-01-01

In the Iraq and Afghanistan war context, studies have found that military-connected youth- youth with parents and/or siblings serving in the military-have higher rates of school victimization than their nonmilitary-connected peers. A positive school climate-where students perceive high levels of school connectedness, caring relationships and high expectations from adults, and meaningful participation-is associated with lower rates of victimization in secondary public schools. Based on a survey of 7th, 9th, and 11th grade students (N =14,493) enrolled in 6 military-connected school districts (districts that have a significant proportion of military-connected students), this study explores victimization rates and the role of school climate, deployment, and school transitions in the victimization of military-connected students and their civilian peers. The findings indicate that deployment and school transitions were significant predictors of physical violence and nonphysical victimization. In addition, multiple school climate factors were significantly associated with physical violence and nonphysical victimization. The authors conclude with a discussion of future directions for research on school climate, victimization, and military-connected youth.

Modeling Dexterity Development in 2nd-4th-grade Boys by Means of Active Games

Directory of Open Access Journals (Sweden)

C. Марченко

2017-06-01

Full Text Available The objective is to optimize the mode of using game for dexterity development in the 2nd-4th-grade boys. Materials & methods: to conduct the experiment, there were eight test groups (n=48 formed in each class. The total number of such test groups was 24. The research relied on the following methods: theoretical analysis and collation of scientific and methodological literature; pedagogical testing; methods of mathematical experiment planning (complete factorial experiment 23; modeling method. Results: the research has determined that to develop dexterity, the 2nd-4th-grade boys need to participate in up to five games. The number of repetitions for the 2nd-3rd-graders is two, and for the 4th-graders – three, with 30–40-second rest intervals. The 2nd-4th-grade boys showed effective development during 40 classes, and the 3rd-grade boys – during 20 classes. After that, we recommend to use other means. The game duration varies from one to two minutes. Conclusions: the analysis of the scientific and methodological literature has revealed that the level of motor readiness, dexterity being one of its main components, largely determines the state of children’s physical and mental health. The research has found that the natural development of coordination abilities in boys aged between 7 and 10 is 22.5–80.0% (56.2% on average. Game actions play a particular role in dexterity development in junior schoolers. The 23 complete factorial experiment made it possible to study the multi-factorial structure of game load for the 2nd-4th-graders; to specify the relations between factors for their use during dexterity development in the 2nd-4th-grade boys in physical education classes. They can serve as an objective tool for the educational process optimization. The given regression equations are models that can be used to determine the optimal game means ratio in the academic process of the 2nd-4th-graders.

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…

Change in the level of strength and endurance development of 5-6 grades pupils under cheerleading exercises influence

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Tetyana Bala

2015-06-01

Full Text Available Purpose: determine the degree of change in the level of strength and endurance development of 5-6 grades pupils under cheerleading exercises influence. Material and Methods: theoretical analysis and generalization of scientific and methodical literature, pedagogical testing, pedagogical experiment and mathematical statistics methods. Results: parameters of strength and endurance development level are presented with their degree of change under cheerleading exercises influence for 5-6 grades pupils of secondary school. Conclusions: cheerleading exercises usage has positive influence on demonstrated strength and endurance degree of secondary school children by all investigated parameters.

Development of an Occupational Orientation Program for Grades K-6. Final Report.

Science.gov (United States)

Kesler, Ray M.; Brown, Sandra

This report presents the development, methodology, and findings of an Occupational Orientation Program for Grades K-6 in Monongalia County, West Virginia. The objectives of the program were to develop a curriculum for an elementary school that would give students the assistance needed to make realistic, attainable career choices, to assist…

Ability Of Mathematical Reasoning in SMK 10th Grade with LAPS- Heuristic using Performance Assessment

OpenAIRE

Aulia Nur Arivina; Masrukan Masrukan; Ardhi Prabowo

2017-01-01

The purposes of this research are: (1) Test the learning with LAPS-Heuristic model using performance assessment on 10th grade of Trigonometry material is complete, (2) to test the difference of students' mathematical reasoning ability on 10th grade of Trigonometry material between the learning model of LAPS-Heuristic using performance assessment, LAPS-Heuristic learning model with Expository learning model, (3) test the ability of mathematical reasoning with learning model of LAPS-Heuristik o...

Relationship Between Personal Hygiene of Elementary School and Helminthiasis

OpenAIRE

Mukono, J; Rusmanto, Dwi

2012-01-01

Environmental conditions and poor personal hygiene as one of the causes of the high incidence of helminthiasis in Indonesia, affectingthe status of health, nutrition, intelligence and economic productivity. This study aims to determine the relationship between personal hygieneand the incidence of helminthiasis among primary school students. A cross sectional research was conduct at Omben Regency, District ofSampang, Madura island. Study sample were 57 students at 4th, 5th, and 6th grade from ...

The Effect of Jigsaw Technique on 6th Graders' Learning of Force and Motion Unit and Their Science Attitudes and Motivation

Science.gov (United States)

Ural, Evrim; Ercan, Orhan; Gençoglan, Durdu Mehmet

2017-01-01

The study aims to investigate the effects of jigsaw technique on 6th graders' learning of "Force and Motion" unit, their science learning motivation and their attitudes towards science classes. The sample of the study consisted of 49 6th grade students from two different classes taking the Science and Technology course at a government…

Mathematics Preservice Teachers Are Literacy Educators Too: Learning How to Administer and Use Data from the Texas Middle School Fluency Assessment to Plan Instruction

Science.gov (United States)

Brooks. Benita R.

2017-01-01

House Bill (HB) 2237 (80th Legislature), Section 6: Adolescent Reading Assessment requires districts and public charter schools to administer the Texas Middle School Fluency Assessment (TMSFA) or some other state approved alternative assessment to students in grade seven who do not demonstrate reading proficiency on the grade six state reading…

Grade-Level Retention in Texas Public Schools, 2015-16

Science.gov (United States)

Texas Education Agency, 2017

2017-01-01

This annual report provides information for the 2015-16 school year on grade-level retention in the Texas public school system. Data on retention are provided by student characteristics, including grade level; race/ethnicity; gender; degree of English proficiency; and economic, at-risk, immigrant, migrant, and overage statuses. Data also are…

Team Teaching at Upper Arlington School.

Science.gov (United States)

Jackson, Annette R.

1968-01-01

Team teaching has been used for 4 years in the 10th-grade English classes at Upper Arlington High School near Columbus, Ohio. Units are prepared, presented, and evaluated by teachers working together voluntarily. A 6-day American literature unit introducing Romanticism has been particularly successful. The contrasts between Neoclassicism and…

Evaluation of Life Sciences and Social Sciences Course Books in Term of Societal Sexuality

Science.gov (United States)

Aykac, Necdet

2012-01-01

This study aims to evaluate primary school Life Sciences (1st, 2nd, and 3rd grades) and Social Sciences (4th, 5th, and 6th grades) course books in terms of gender discrimination. This study is a descriptive study aiming to evaluate the primary school Life Sciences (1st, 2nd, 3rd grades) and Social Sciences (4th, 5th, and 6th grades) course books…

EXAMINATION OF EFFECTS OF DEVELOPMENT GYMNASTICS TEACHING OF PHYSICAL EDUCATION ON STATIC STRENGTH OF 3TH & 4TH GRADE PUPILS OF ELEMENTARY SCHOOLS

Directory of Open Access Journals (Sweden)

Dragana Aleksić

2011-09-01

Full Text Available In this work, the subject of the research is only one segment of the anthropological area, which refers to the appearance of appropriate motor abilities-coordination. Static strength Static strength is ability to retain in nonmetrics contraction of muscle that body is preserved in certain position. Static work as physical work doesn’t exist in static strength, because development doesn’t exist, but quality of static work the muscle should start with physiology’s opinion of work. Static work is used for demonstration the power during that last.The battery for the evaluation of static strength consists of the following tests: MVIS, MIPR, MINS. During the 2005/06 academic year, a research was conducted so as to determine the effects of current program of physical education teaching on motor abilities coordination of female pupils. The research involved a total sample of 102 girls from the 3th and 4th grade of elementary school. The subjects were classified in one experimental and one control group. The experimental group was made of 54 studentsand they were practicing according to planning instruction where the artistic gymnastics had the primary part. The control group of 48 students was practicing according to official instructional plan and program for P.E. of the Republic of Serbia. At the beginning of the academic year, initial (first measurement was performed, followed by experimental final (second measurement at the end of experiment. The multi-variant procedures were used in this research ant those were: the multi-variant analysis of the variable (MANCOVA, MANOVA. Also, the mono-variant procedures were used and those were: the variable analysis (ANCOVA, ANOVA and the interval of entrust. After the experimental treatment, i.e. at the final testing, significant differences were found with female pupils in the experimental and control groups concerning the one of three tests for the evaluation of static strength. The basic conclusion is

Life orientation in the intermediate phase (grades 4-6): A survey in ...

African Journals Online (AJOL)

The focus of this article was on the Intermediate Phase (IP [Grades 4-6]) in the General Education and Training Band (GET). The main problem was to determine the perspectives of LO teachers regarding the implementation of LO and particularly the Learning Outcome, PDM, in the IP in selected primary schools in the ...

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…

The relationship among critical thinking skill measured by science virtual test, gender, andmotivation in 9th grade students

Science.gov (United States)

Fernandi, R. A. U. I.; Firman, H.; Rusyati, L.

2018-05-01

The purpose of this study was to identify the relationship among critical thinking skill, gender and motivation in 9th grade students of Junior High School in Kuningan. This descriptive study used purposive sampling that comprised 110 ninth grade students taken from three junior high school that has good computer literacy and use 2013 curriculum. The data were obtained through Science Virtual Test on living things and environmental sustainability theme, respondent identity, and science motivation questionnaire (SMQ). Female students scored highest on generating purpose skill (M = 73.81), while male students performed better on generating implication and consequences skill (M = 78.01) where both groups differed significantly (p = 0.011). Students scored highest on generating purpose skill for high and moderate motivation group, while for the lowest score, moderate and low motivation group performed it on making assumption skill. Additionally, some critical thinking elements differed significantly by motivation to learn science. Despite, there was no correlation between students’ critical thinking and motivation (r = 0.155, p > 0.05). The finding indicated that students’ critical thinking is not differed by gender and not affected by motivation to learn science.

11th MCnet School

CERN Document Server

2017-01-01

The Monte Carlo School in 2017 will take place at the Department of Astronomy and Theoretical Physics, Lund University, Sweden, with arrival on Sunday July 2nd and departure on Friday (afternoon) July 7th 2017. The school provides a five day course of training in the physics and techniques used in modern Monte Carlo event generators via a series of lectures and practical sessions. The school is aimed at advanced doctoral students and young postdocs. Our core sessions comprise a series of introductory lectures on the physics of event generators, further lectures on a wide range of topics, a series of hands-on tutorials using all of the MCnet event generators for LHC physics, and evening discussion sessions with Monte Carlo authors.

Parental Autonomy Granting and School Functioning among Chinese Adolescents: The Moderating Role of Adolescents’ Cultural Values

Directory of Open Access Journals (Sweden)

Cixin Wang

2017-12-01

Full Text Available School adjustment and achievement are important indicators of adolescents’ well-being; however, few studies have examined the risk and protective factors predicting students’ school adjustment and achievement at the individual, familial, and cultural level. The present study examined the influences of individual and familial factors and cultural values on Chinese adolescents’ school functioning (e.g., school adjustment and grades. It also tested whether cultural values moderated the relationship between parenting and adolescents’ school functioning. Self-report data were collected from a stratified random sample of 2,864 adolescents (51.5% female, mean age = 15.52 years, grade 6th – 12th from 55 classrooms, in 13 schools in Shanghai, China. Results showed that self-esteem (bse→adj = 0.05, SE = 0.01, p < 0.001; bse→grades = 0.08, SE = 0.02, p < 0.001, parent–adolescent conflict (bconflict→adj = -0.03, SE = 0.00, p < 0.001; bconflict→grades = -0.04, SE = 0.01, p < 0.001, and conformity to parental expectations (bconform→adj = -0.03, SE = 0.02, p < 0.05; bconform→grades = 0.10, SE = 0.04, p < 0.05 all had significant effects on both school adjustment and grades, respectively. More importantly, results showed that independent self-construal moderated the relationship between parental autonomy granting and adolescents’ grades (bindepxautom = 0.06, SE = 0.02, p < 0.01. The findings suggest that cultural values may influence adolescents’ appraisal of parental autonomy granting, which then impacts their school functioning.

The Effect of Group Counseling Program on 8th Grade Students’ Assertiveness Levels

Directory of Open Access Journals (Sweden)

İsmail SEÇER

2014-06-01

Full Text Available This study is conducted to determine the effects of group counseling program on elementary school 8th grade students’ assertiveness skills. Study group was formed of 100 students getting educated in Erzurum Kültür Elementary School in 2011-2012 education years. RAE-Rathus Assertiveness Schedule was applied on this group to gather data. 30 students getting lower scores from the inventory have been randomly divided into experimental and control groups. Each group is formed of 15 students. Group counseling program has been carried out for 8 weeks on the experimental group to improve the students’ assertiveness skills. Single-way and two-way analysis of covariance (ANCOVA has been used in the analysis of the data. The data is analyzed with SPSS 19.00. The results of the study show that assertiveness skills of the students who participate in the group counseling program has increased significantly compared to the control group and to the preexperimental circumstances. Besides, it is determined that the change observed in the experimental group has been occurred separately from the age and socio-economic level variables, and it is determined with the monitoring test applied after four months that this affect is continued. According to this result, it can be said that the applied group counseling program is an effective means to improve the assertiveness skills of elementary school students

Understanding Ecological Factors Associated With Bullying Across the Elementary to Middle School Transition in the United States.

Science.gov (United States)

Espelage, Dorothy L; Hong, Jun Sung; Rao, Mrinalini A; Thornberg, Robert

2015-01-01

This study examines sociodemographic characteristics and social-environmental factors associated with bullying during the elementary to middle school transition from a sample of 5th-grade students (n = 300) in 3 elementary schools at Time 1. Of these, 237 participated at Time 2 as 6th-grade students. Using cluster analyses, we found groups of students who reported no increase in bullying, some decrease in bullying, and some increase in bullying. Students who reported increases in bullying also reported decreases in school belongingness and teacher affiliation and increases in teacher dissatisfaction. Students who reported decreases in bullying also reported decreases in victimization. These findings suggest that changes across the transition in students' relations to school and their teachers are predictive of changes in bullying.

Project CHOICE: #67. A Career Unit for Grades 5 and 6. Introduction to Advertising. (Marketing and Distribution Occupations Career Cluster).

Science.gov (United States)

Kern County Superintendent of Schools, Bakersfield, CA.

This teaching unit, Introduction to Advertising, is one in a series of curriculum guides developed by Project CHOICE (Children Have Options in Career Education) to provide the classroom teacher with a source of career-related activities linking 5th and 6th grade elementary classroom experiences with the world of work. These ten lessons on…

Impact of School-Based HIV Prevention Program in Post-Conflict Liberia

Science.gov (United States)

Atwood, Katharine A.; Kennedy, Stephen B.; Shamblen, Steve; Tegli, Jemee; Garber, Salome; Fahnbulleh, Pearl W.; Korvah, Prince M.; Kolubah, Moses; Mulbah-Kamara, Comfort; Fulton, Shannon

2012-01-01

This paper presents findings of a feasibility study to adapt and evaluate the impact of an evidence-based HIV prevention intervention on sexual risk behaviors of in-school 6th grade youth in post-conflict Liberia (n = 812). The study used an attention-matched, group randomized controlled trial. Four matched pairs of elementary/middle schools in…

Peculiarities of Motor Abilities Development in 7th-8th-Graders

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Ю. В. Мороз

2015-09-01

Full Text Available The pupose of the research is to define the peculiarities of motor abilities development in children of middle-school age. Research methods: theoretical analysis and collation of scientific and methodological literature; pedagogical testing; methods of mathematical statistics. To determine the effectiveness of realization of the developmental task of the physical education process at the beginning of the school year (in October 2014 and in March 2015, we tested the level of development of physical qualities in the 7th- and 8th-graders, 25 and 25 graders respectively, 13 of which in each class were boys and 12 — girls. Research results. The analysis of the materials shows that during the school year, the boys of the 7th grade showed reliably increased performance in standing long jumps (speed and strength qualities — 1.97%, raising the body from the lying position (strength — 26.46%, bent suspension (strength — 13.45%. The indicators have insignificantly (unreliably increased in the shuttle run 3×10 m (agility — 6.09%, and in body bending from the sitting position (flexibility — 6.25%. The girls showed reliably increased performance in the level of readiness: flexibility — 12%, strength — 12.09%, speed-strength qualities — 5.27%, agility — 7.77%. The analysis of the materials shows that during the school year the 8th-graders (boys reliably increased their physical readiness in speed-strength qualities — 0.8%, strength — 15.7%. The indicators of agility increased unreliably — 2.7%, as well as those of flexibility — 8%. The 8th‑graders (girls reliably improved their indicators in standing long jumps — 2.1%, in bent suspension — 18.8%, raising the body from the lying position in 30 seconds — 17.4%, body bending from the sitting position — 12 5%. The indicators agility improved unreliably — 3.4%. Conclusions. The data obtained are important in solving the pedagogical problems of schoolers’ physical education

Gender Identity Disparities in Bathroom Safety and Wellbeing among High School Students.

Science.gov (United States)

Wernick, Laura J; Kulick, Alex; Chin, Matthew

2017-05-01

By examining the relationship between trans identity, bathroom safety and wellbeing among high school students, this article empirically investigates how educational institutions operate as sites through which gender is negotiated in ways that are consequential for trans youth. We draw cross-sectional survey data, from a multi-school climate survey (n = 1046) conducted in the Midwestern United States, to examine three aspects of high school students' wellbeing: safety at school, self-esteem, and grades. The sample included students in 9th-12th grade who identified as trans (9.2%) and cisgender (41.2% boys, 49.6% girls), as well as LGBQ (21.6%) and heterosexual (78.4%). Most respondents were monoracial white (65.8%), monoracial Black (12.4%), and multiracial (14.1%). Using mediation and moderation linear regression models, we show that feeling safe using school facilities helps to explain widespread inequalities between trans and cisgender students. Based on these results, we suggest that in order to address disparities in educational outcomes between trans and cisgender students, as well as to improve student wellbeing in general, policies and practices need to ensure that all students have the right to safely access bathrooms and school facilities.

Information and Communication Technology: Students' Health Education in 1st- to 6th-Grade South Korea Elementary Schools

Science.gov (United States)

Lee, Eunjoo; Park, Hyejin; Whyte, James; Jeong, Eunhoe

2013-01-01

Background: The purposes of this study were to (1) identify school nurses' awareness of information and communication technology (ICT) use in students' health education and (2) explore the barriers or reasons for the adoption of ICT in school nursing practice, while (3) presenting strategies to speed ICT diffusion and dissemination into practice.…

Perceptions of Teen Pregnancy among High School Students in Sweet Home, Oregon

Science.gov (United States)

Little, Tim; Henderson, Jessica; Pedersen, Peggy; Stonecipher, Linda

2010-01-01

Background: The purpose of this study was to gain insights into the perceptions and attitudes about teen pregnancy among high school students in a rural area with high teen pregnancy rates. Methods: Five focus groups were conducted with: (1) females in 9th-10th grades; (2) females in 11th-12th grades; (3) males in 9th-10th grades; (4) males in…

Pennsylvania Cyber School Funding: Follow the Money

Science.gov (United States)

Carr-Chellman, Alison A.; Marsh, Rose M.

2009-01-01

Cyber charter schools are public charter schools which are entirely online and typically serve all grades from pre-kindergarten through 12th grade. Pennsylvania implemented widespread charter school legislation as early as 1997. This has offered a great number of Pennsylvanians options in their public schooling. One of these options has been…

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

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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.

Investigating Kindergarteners' Number Sense and Self-Regulation Scores in Relation to Their Mathematics and Turkish Scores in Middle School

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Ivrendi, Asiye

2016-01-01

Number sense and self-regulation are considered foundational skills for later school learning. This study aimed to investigate the predictive power of kindergarten children's number sense and self-regulation scores on their mathematics and Turkish language examination scores in the 5th and 6th grades. The participants in this study were 5th grade…

Protective effects of middle school comprehensive sex education with family involvement.

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Grossman, Jennifer M; Tracy, Allison J; Charmaraman, Linda; Ceder, Ineke; Erkut, Sumru

2014-11-01

School-based comprehensive sex education programs can reduce early adolescents' risky sexual behavior. The purpose of this study was to assess the effectiveness of a 3-year comprehensive sex education program in delaying vaginal sex for middle school students and whether the family component of the intervention contributes to its effectiveness. This longitudinal evaluation followed a cohort of 6th graders (N = 2453) through the end of 8th grade. The design used random assignment of 24 schools into treatment and comparison conditions. The analysis included multiple-group logistic regression to assess differences in delay of sex between intervention and comparison groups. In schools where the program was taught, 16% fewer boys and 15% fewer girls had had sex by the end of 8th grade compared to boys and girls at comparison schools. Completing family activities during the first year of the program predicted delayed sexual debut for boys. Theory-based, developmentally appropriate, comprehensive sex education programs that include parent involvement can be effective in delaying vaginal sex for middle school students. Parent involvement is particularly important for boys, as family activities may encourage parents to talk with their sons earlier and more frequently. © 2014, American School Health Association.

The effects of social structure and social capital on changes in smoking status from 8th to 9th grade: results of the Child and Adolescent Behaviors in Long-term Evolution (CABLE) study.

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Chen, Chun-Yuan; Wu, Chi-Chen; Chang, Hsing-Yi; Yen, Lee-Lan

2014-05-01

Social structure and social capital are important variables for public health strategies seeking to prevent smoking among adolescents. The purpose of this study was to examine the relationships between social structure, social capital and changes in smoking status from the 8th to 9th grade in Taiwan. Data were obtained from the Child and Adolescent Behaviors in Long-term Evolution (CABLE) project. The study analyzed a final sample of 1937 students (50.7% female). Each layer of social structure was associated with a particular form of social capital. Students whose parents were married and living together had higher family social capital. After controlling for background variables, the social structure variable of friends who smoke was significantly associated with changes in smoking status. Students reporting more school attachment were less likely to start smoking. Students with higher parental supervision was associated with less chance of being a consistent smoker, whereas participation of social organization outside of school was associated with continued smoking. Attending school club was associated with higher probability of smoking cessation. Smoking prevention and intervention strategies aimed at junior high school students should be tailored to the particular form of social capital important for each type of smoking status. Copyright © 2013 Elsevier Inc. All rights reserved.

Examining the Impact and School-Level Predictors of Impact Variability of an 8th Grade Reading Intervention on At-Risk Students' Reading Achievement

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Fien, Hank; Anderson, Daniel; Nelson, Nancy J.; Kennedy, Patrick; Baker, Scott K.; Stoolmiller, Michael

2018-01-01

The purpose of the present article is to report on a large-scale investigation of six school districts' implementation of an initiative aimed at reducing dropout rates by improving reading achievement in the middle grades. Data for the Middle School Intervention Project (MSIP) were collected in 25 middle schools across the state of Oregon. We…

Comparison of Reading Comprehension Skill of Students with Severe to Profound Hearing Impairment from Second up to Fifth Grade of Exceptional Schools with Normal Hearing Students

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Maryam Jalalipour

2016-03-01

Full Text Available Background: Reading is known as one of the most important learning tools. Research results consistently have shown that even a mild hearing impairment could affect the reading skills. Due to the reported differences in reading comprehension skills between hearing impaired students and their normal hearing peers, this research was conducted to compare the differences between the two groups. The other aim was to find any changes in the reading ability of hearing impaired group during elementary school. Methods: This study is a cross-sectional (descriptive–analytic one in which reading comprehension ability of 91 students with severe and profound hearing impairment (33 girls and 58 boys from 2nd up to 5th grade of exceptional schools were compared with 50 2nd grade normal hearing students in Ahvaz, Iran. The first section of Diagnostic Reading Test (Shirazi – Nilipour, 2004 was used in this study. Then the mean reading scores of hearing impaired students in each grade was compared with control group using SPSS 13 with Mann Whitney test. Results: There was a significant difference between average scores of hearing impaired students (boys and girls in 2nd to 5th grade with normal hearing students of 2nd grade (P<0.001. Reading comprehension scores of students with hearing impairment in higher grades had improved slightly, but it was still lower than that of the normal hearing students in the 2nd grade. Conclusion: It appears that reading comprehension skill of students with significant hearing impairment near the end of elementary school years becomes weaker than normal hearing students in the second grade. Therefore, it is essential to find and resolve the underlying reasons of this condition by all professionals who work in the field of education and rehabilitation of these students.

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

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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…

The Effects of Background Music on Learning Disabled Elementary School Students' Performance in Writing

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Legutko, Robert S.; Trissler, Theodore T.

2012-01-01

This study investigated effects of background music on writing performance of nine 6th grade students with learning disabilities at one suburban public elementary school in the mid-Atlantic region of the United States. A single-subject A-B-A design was utilized, and results from graded writing prompts with and without background music over 21…

Early-Adolescents' Reading Comprehension and the Stability of the Middle School Classroom-Language Environment

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Gámez, Perla B.; Lesaux, Nonie K.

2015-01-01

This study examined teachers' language use across the school year in 6th grade urban middle-school classrooms (n = 24) and investigated the influence of this classroom-based linguistic input on the reading comprehension skills of the students (n = 851; 599 language minority learners and 252 English-only) in the participating classrooms. Analysis…

EFFECTS OF THE SCHOOL SUBJECT – SPORT FOR ATHLETES ON MOTORIC ABILITIES OF 8TH GRADE BOYS

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Milovan Ljubojević

2011-09-01

Full Text Available School curriculums in physical education are conceptualised that students are expected to overcome many motoric assignments and vast area of disciplines (athletics, gymnastics, sports games, rhythmic gymnastics, ethnic dances, etc. Drawbacks of this kind of curriculum are: students superficially adopt only basic elements of motions; there is no automatization and complete control of motoric motions. Teaching practice is mainly focused on development of technical elements in contrast to development of motoric and functional abilities of students. Physical education efficiency can be improved by realistic, expertly and economical planning and monitoring of the effects of the teaching, as well as by increase in weekly number of classes. Sports games are, among others, by nature of comprising motions, important factors and tools in teaching of physical education of students. It seems that all of this has been considered when school reform has been done in Montenegro. By this very kind of work the effects of the increment in weekly class number are meant to be checked out. Our sample consisted of 73 8th grade boys, 42 in experimental group involved in additional basketball programme, and 31 boys in control group without additional classes of physical education. Level of motoric abilities has been followed by 14 test battery which measured levels of speed, coordination, precision, balance, flexibility and explosive strength. We concluded that subjects in experimental group had shown improved levels of abilities in each test at final measurement, except at the test of vertical aiming – darts. However, keep in mind that boys in control group had also show certain improvements in results of the t test for dependent samples at initial and final measurement of the horizontal wall bouncing for 15 seconds test and hand and foot tapping test, by using ANOVA we compared measured results at final measurement of the each group. We concluded that there are

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

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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…

Grade Repetition and Primary School Dropout in Uganda

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Kabay, Sarah

2016-01-01

Research on education in low-income countries rarely focuses on grade repetition. When addressed, repetition is typically presented along with early school dropout as the "wasting" of educational resources. Simplifying grade repetition in this way often fails to recognize significant methodological concerns and also overlooks the unique…

6th Annual Homeland Security and Defense Education Summit, Developing an Adaptive Homeland Security Environment

OpenAIRE

2013-01-01

6th Annual Homeland Security and Defense Education Summit Developing an Adaptive Homeland Security Environment, Burlington, MA, September 26-28, 2013 2013 Summit Agenda Naval Postgraduate School Center for Homeland Defense and Security In Partnership With Northeastern University, Department of Homeland Security, Federal Emergency Management Agency, National Guard Homeland Security Institute, National Homeland Defense Foundation Naval Postgraduate School Center for Homeland Defense and S...

An Investigation on Elementary School Students' Level of Math Learning, Using Math E-Books (A Case Study: Pishtazan Computer Primary School, 4th Zone of Tehran

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Arezoo Naseri

2016-11-01

Full Text Available Since the focus on technology exists in all schools and classes, teachers need to know how to apply it in their teaching practices. The use of ICT in education is an undeniable necessity. Since the use of information and communication technology can smooth the paths of teaching-learning process for students, the researchers in this study tried to apply one of the information and communication technology tools, called electronic books (E-books in teaching math. The aim of this study is to examine elementary school students' level of math learning, using math e-books with the focus on teaching multiplication (Case Study: Pishtazan computer primary school, the 4th zone of Tehran. Using a quasi-experimental study, 61 third grade students from two primary schools for girls located in the 4th education zone of Tehran were selected. Math tests were used to collect data. Using T-test for independent samples, the results showed that level of math learning was higher in the students who have been trained with the help of e-book, compared to the students who have been trained through traditional teaching method.

Report of the 6th Tanzania Joint Annual Health Sector Review 4th-6th April 2005 Kunduchi Beach Hotel,Dar es Salaam

OpenAIRE

Smithson, Paul

2005-01-01

The 6th Annual Joint Health Sector Review was concluded successfully at Kunduchi Beach hotel,between 4th and 6th April 2005. It was preceded by a Technical preparatory meeting, held at Belinda Hotel. This year’s was the largest review yet, with over 200 participants. As well as government and donor representatives, the meeting was attended by a variety of civil society and NGO representatives. The Honourable Minister of Health opened the meeting. Judged by the milestones, performance over t...

Energy education resources: Kindergarten through 12th grade

Energy Technology Data Exchange (ETDEWEB)

NONE

1998-09-01

Energy Education Resources: Kindergarten Through 12th Grade is published by the National Energy Information Center (NEIC) a service of the Energy Information Administration (EIA), to provide students, educators, and other information users, a list of generally available free or low-cost energy-related educational materials. Each entry includes the address, telephone number, and description of the organization and the energy-related materials available. Most of the entries also include Internet (Web) and electronic mail (E-Mail) addresses. Each entry is followed by a number, which is referenced in the subject index in the back of this book.

Phonological Awareness Program: A longitudinal study from Preschool to 4th Grade

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Ferraz Inês

2015-01-01

Full Text Available This study aims to evaluate the effect of phonological awareness training program in preschool performance of 256 children in Funchal, Portugal. This is a longitudinal study from preschool (2005 to 4th grade (2011. It has an experimental design. The sample includes an Experimental Group (132 children and a Control group (124 children. We pretend to answer the following research question: To what degree does training children in phonological awareness as early as preschool have short-term and long-term effects on the evolution of students' competencies and disciplinary knowledge? A first evaluation done in 2006 on the effects of this program at the end of preschool education revealed that the Experimental Group presented significant improvements when compared to the Control Group on the considered dimensions. In 2011, the Experimental Group presented Math National Test higher significant results when compared to the Control Group. The Experimental Group's Portuguese National Test presented better results than the Control Group one, but not significantly. This seems to indicate that Phonological Awareness Program can bring benefits and prevent long-term math school failure.

The Relationship among Grade Configuration, School Attachment, and Achievement

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Carolan, Brian V.; Chesky, Nataly Z.

2012-01-01

Many school districts have turned attention to school grade configuration as a way to ease student transitions and improve academic performance, however the research base supporting such reforms is limited. Little attention has been given to how and to what degree school attachment influences the relationship between schools' middle level grade…

Indiana Third Grade Reading ISTEP+ Scores Comparisons in a Public Elementary School to a Public Elementary Charter School

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Gray, Cassandra D.

2011-01-01

The purpose of this study was to determine if there was a difference with student achievement at third grade in reading with a traditional public school as compared to a public charter school; both schools were a part of the Southwest Region School Corporation. This quasi-experimental study compared third grade ISTEP+ scale scores in…

The Correlation Study of Interest at Physics and Knowledge of Mathematics Basic Concepts towards the Ability to Solve Physics Problems of 7th Grade Students at Junior High School in Ambon Maluku Province, Indonesia

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Izaak Hendrik Wenno

2015-01-01

Full Text Available The purpose of the study is to determine the relation between interest at Physics and knowledge of Mathematics basic concepts with the ability to solve Physics problems. The populations are all students in the 7th grade at the junior high school in Ambon, Maluku, Indonesia. The used sample schools are Junior High Schools 8, 9, and 10 during 2013/2014 academic year with 44 students per school. Two independent variables and one dependent variable are studied. The independent variables are the interest at Physics (X1 and the knowledge of Mathematics basic concepts (X2, while the dependent variable is the ability to solve Physics problems (Y. Data collection technique for X1 is an interview with questionnaire instrument, while for the X2 and Y is using the test technique with test items instrument. The obtained data from the measurements were analyzed with descriptive analysis and inferential analysis. The results show that there is a positive relation between interest at Physics and knowledge of Mathematics basic concepts with students’ ability to solve Physics problems.

Do extra compulsory physical education lessons mean more physically active children - findings from the childhood health, activity, and motor performance school study Denmark (The CHAMPS-study DK)

DEFF Research Database (Denmark)

Møller, Niels; Tarp, Jakob; Kamelarczyk, Eva

2014-01-01

modifications by status of overweight/obesity and poor cardio-respiratory fitness are examined.MethodsParticipants were from the first part of the CHAMPS-study DK, which included approximately 1200 children attending the 0th ¿ 6th grade. At the sports schools, the mandatory physical education (PE) program...... schools and normal schools, respectively. However, children, especially boys, attending sports schools were more active during school time than children attending normal schools (girls: ß=51, p=0.065; boys: ß=113, p

La Desercion Escolar en los Niveles de Sexto y Noveno Grado: Una Comparacion Entre Zonas Rurales y Urbanas. Boletin 219 (The Educational Desertion in the 6th and 9th Grades: A Comparison Between Rural and Urban Zones. Bulletin 219).

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Lopez, Maria I. Hernandez; And Others

In 1962 and again in 1965, a group of sixth and ninth grade students in selected schools in four Puerto Rican communities were interviewed to investigate the factors influencing students' decision to withdraw from school before completing twelfth grade and to identify some characteristics of dropouts. Of 616 students interviewed in 1962, 20.9% of…

Math grades and intrinsic motivation in elementary school: A longitudinal investigation of their association.

Science.gov (United States)

Weidinger, Anne F; Steinmayr, Ricarda; Spinath, Birgit

2017-06-01

It is often argued that the negative development of intrinsic motivation in elementary school strongly depends on the presence of school grades because grades represent extrinsic consequences and achievement feedback that are supposed to influence intrinsically motivated behaviour. However, only a few studies have tested this hypothesis. Therefore, we investigated the role of school grades in inter- and intra-individual changes in elementary school students' intrinsic motivation from when grades were first introduced until the end of elementary school, when students in Germany receive recommendations for a secondary school type on the basis of their prior performance in school. A sample of 542 German elementary school students (t 1 : M = 7.95 years, SD = 0.57) was followed for 2 years from the end of Grade 2 to the end of Grade 4. At seven measurement occasions, children's math grades and their domain-specific intrinsic motivation were assessed. Latent growth curve models showed differences in trajectories of intrinsic motivation across students rather than uniform development. Moreover, students' trajectories of grades and intrinsic motivation were only weakly associated. A latent cross-lagged model revealed that reciprocal effects between the two constructs over time were small at best. Contrary to theoretical considerations, our results indicate that negative performance feedback in the form of grades does not necessarily lead to a decrease in intrinsic motivation. This calls into question the common opinion that a perception of being less competent, as reflected by poor grades, is responsible for weakening students' intrinsic motivation. © 2017 The British Psychological Society.

Perceptions of 9th and 10th Grade Students on How Their Environment, Cognition, and Behavior Motivate Them in Algebra and Geometry Courses

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Harootunian, Alen

2012-01-01

In this study, relationships were examined between students' perception of their cognition, behavior, environment, and motivation. The purpose of the research study was to explore the extent to which 9th and 10th grade students' perception of environment, cognition, and behavior can predict their motivation in Algebra and Geometry courses. A…

School setting and irregular lunch consumption among adolescents

DEFF Research Database (Denmark)

Pagh Pedersen, Trine; Holstein, Bjørn Evald; Rasmussen, Mette

in a multilevel model controlled for factors at the individual level. Further, we investigated whether grade modified the association. Methods: We used data from the Danish 2010 contribution to the international collaborative cross-sectional study ‘Health Behaviour in School-Aged Children (HBSC). Data collection...... were conducted in 2010 among schoolchildren aged 11, 13 and 15 years (in Denmark, equivalent to 5th, 7th and 9th grade, respectively) from a random sample of schools, i.e. cluster sampling. The schoolchildren completed the self-administered and internationally standardised anonymous HBSC questionnaire...

EXAMINATION OF TEXTS AT MEB 6, 7 AND 8. GRADE TURKISH COURSE TEXTBOOKS ACCORDING TO VALUE TRANSMISSION MEB 6, 7 VE 8. SINIF TÜRKÇE DERS KİTAPLARINDA YER ALAN METİNLERİN DEĞER İLETİMİ AÇISINDAN İNCELENMESİ

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Esra EKİNCİ ÇELİKPAZU

2011-06-01

Full Text Available In our contemporary society which humanistic emotions are corrupting due to increase in technological advances, there is a need for effective value education to train persons who are honest ambitious, hardworking and capable of empathy, who have respect for each other without losing feelings of love and tolerance, who give very importance to science and rationalism. Schools are social institutions which enable the continuity of society by transmission of national and universal values. The course textbooks, which are an indispensable part of education process, have an important role in the transmission of values. Students gain national and universal values through the literary works in course textbooks which are established by benefiting from the richness of mother tongue and its vocabulary. The purpose of this study is to determine which national and universal values are delivered through the reading texts of Primary Education 6th, 7th and 8th grade Turkish textbooks, and to determine how these values are distributed at 6th, 7th and 8th grade Turkish textbooks. This study used document analysis method which is a qualitative research method. The sample of the survey is established of 6th, 7th and 8th grade Turkish textbooks which are published by National Education Ministry (MEB. By examining reading texts in the textbooks according to “Values Assessment Form (VAF”, it is tried to determine which national and universal values are delivered through texts. In this study, it is found that, texts at MEB 6th, 7th and 8th grade Turkish textbooks did not deliver values at the desired level and value transmission is more intense at 6th grade and has been reduced at 7th and 8th grades Teknolojik gelişmelere paralel olarak insanî duyguların köreldiği günümüz toplumlarında, birbirlerine karşı saygı, sevgi ve hoşgörü duygularını kaybetmeden bilimselliğe ve akılcılığa önem veren, empati kurabilen, azimli, çalışkan ve d

EXAMINATION OF EFFECTS OF ARTHYSRIC GYMNASTICS TEACHING OF PHYSICAL EDUCATION ON FUNCTIONALL ABYLITIES OF 3RD & 4TH GRADE PUPILS OF ELEMENTARY SCHOOLS

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Dragana Aleksić

2010-03-01

Full Text Available In this work, the subject of the research is only one segment of the anthropological area, which refers to the appearance of appropriate morphological characteristic. The research involved a total sample of 107 girls from the 3th and 4th grade of elementary school. The subjects were classified in experimental and control groups. The experimental group was made of 59 students and they were practicing according to planning instruction where the arthystic gymnastics had the primary part. The control group of 48 students was practicing according to official instructional plan and program for P.E. of the Republic of Serbia. The battery for the evaluation of functional abilities consists of the following tests: vital capacity by spirometer, Lorenc`s test and heart puls in peace. Research data was processed using SPSS standard statistics procedure. There were calculated: Basic statistics parameters (mean, standard deviation, Min/Max numeric score, interval of confidence, coefficient of variation, Descriptive statistic parameters, Kolmogorov-Smirnov test for the evaluation of normality of test result distribution of applied variables. The multi-variant procedures were used in this research ant those were: the multi-variant analysis of the variable (MANOVA and the discriminative analysis. Also, the mono-variant procedures were used and those were: the variable analysis (ANOVA and the interval of entrust. After the experimental treatment, i.e. at the final testing, significant differences were found with female pupils in experimental and control groups concerning the two of four tests for the evaluation of functional abilities.

In vitro Comparative Evaluation of Tensile Bond Strength of 6(th), 7(th) and 8(th) Generation Dentin Bonding Agents.

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Kamble, Suresh S; Kandasamy, Baburajan; Thillaigovindan, Ranjani; Goyal, Nitin Kumar; Talukdar, Pratim; Seal, Mukut

2015-05-01

Newer dentin bonding agents were developed to improve the quality of composite restoration and to reduce time consumption in its application. The aim of the present study was to evaluate tensile bond strength of 6(th), 7(th) and 8(th) generation bonding agents by in vitro method. Selected 60 permanent teeth were assigned into 20 in each group (Group I: 6(th) generation bonding agent-Adper SE plus 3M ESPE, Group II: 7(th) generation bonding agent-G-Bond GC Corp Japan and Group III: 8(th) generation dentin adhesives-FuturaBond, DC, Voco, Germany). With high-speed diamond disc, coronal dentin was exposed, and selected dentin bonding agents were applied, followed by composite restoration. All samples were saved in saline for 24 h and tensile bond strength testing was done using a universal testing machine. The obtained data were tabulated and statistically analyzed using ANOVA test. The tensile bond strength readings for 6(th) generation bonding agent was 32.2465, for 7(th) generation was 31.6734, and for 8(th)-generation dentine bonding agent was 34.74431. The highest tensile bond strength was seen in 8(th) generation bonding agent compared to 6(th) and 7(th) generation bonding agents. From the present study it can be conclude that 8(th) generation dentine adhesive (Futura DC, Voco, Germany) resulted in highest tensile bond strength compared to 6(th) (Adper SE plus, 3M ESPE) and 7(th) generation (G-Bond) dentin bonding agents.

Sticky Assessments--The Impact of Teachers' Grading Standard on Pupils' School Performance

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Keller, Tamás

2016-01-01

This paper argues that school grades cannot be interpreted solely as a reward for a given school performance, since they also reflect teachers' assessments of pupils. A teacher's evaluation of a pupil's performance, as reflected in the grade awarded, might influence the effort that the pupil invests in learning. Grades might therefore serve as…

Allergic Sensitization at School Age is a Systemic Low-grade Inflammatory Disorder

DEFF Research Database (Denmark)

Chawes, B. L.; Stokholm, J.; Schoos, A.-M. M.

2017-01-01

allergic sensitization. Methods High-sensitivity C-reactive protein (hs-CRP), interleukin-1β (IL-1β), IL-6, tumor necrosis factor-α (TNF-α), and chemokine (C-X-C motif) ligand 8 (CXCL8) were measured in plasma at age 6 months (N = 214) and 7 years (N = 277) in children from the Copenhagen Prospective...... sensitization in school-aged children suggesting systemic low-grade inflammation as a phenotypic characteristic of this early-onset NCD....

Greek Primary School Children's Representations of the Urban Environment as Seen through Their Drawings

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Stokas, Dimitrios; Strezou, Elena; Malandrakis, George; Papadopoulou, Penelope

2017-01-01

In the present study, we explore aspects of Greek primary school children's representations about the urban environment through the use of drawings and their relation to sustainability. For that purpose, 104 children, aged 9-12 (4th and 6th grades), were asked to make two drawings of their town: one as it is now and another as they would like it…

Parents of students who struggle in school: are they satisfied with their children's education and their own involvement?

OpenAIRE

Johnsen, Åshild Askeland; Bele, Irene Velsvik

2012-01-01

This study addresses parent involvement in school as experienced by parents of children who struggle in school. Data is based on a survey of 818 parents of children in 3rd, 6th and 9th grade in 26 Norwegian schools. Results demonstrate that parents of children who receive special education experience closer, more positive relationships with teachers than do other parents, and feel they have a real influence on their children's education. Less than one third of all parents feel they can influe...

Does Grade Inflation Affect the Credibility of Grades? Evidence from US Law School Admissions

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Wongsurawat, Winai

2009-01-01

While the nature and causes of university grade inflation have been extensively studied, little empirical research on the consequence of this phenomenon is currently available. The present study uses data for 48 US law schools to analyze admission decisions in 1995, 2000, and 2007, a period during which university grade inflation appears to have…

Receipt of special education services following elementary school grade retention.

Science.gov (United States)

Silverstein, Michael; Guppy, Nicole; Young, Robin; Augustyn, Marilyn

2009-06-01

To estimate the proportion of children who receive an Individualized Education Program (IEP) following grade retention in elementary school. Longitudinal cohort study. Children retained in kindergarten or first (K/1) grade and third grade, presumably for academic reasons, were followed up through fifth grade. Presence or absence of an IEP. A total of 300 children retained in K/1 and 80 retained in third grade were included in the study. Of the K/1 retainees, 68.9% never received an IEP during the subsequent 4 to 5 years; of the third-grade retainees, 72.3% never received an IEP. Kindergarten/first-grade retainees in the highest quintile for socioeconomic status and those with suburban residence were less likely to receive an IEP than retained children in all other socioeconomic status quintiles (adjusted odds ratio, 0.17; 95% confidence interval, 0.05-0.62) and in rural communities (0.16; 0.06-0.44). Among K/1 retainees with persistently low academic achievement in math and reading, as assessed by standardized testing, 38.2% and 29.7%, respectively, never received an IEP. Most children retained in K/1 or third grade for academic reasons, including many of those who demonstrated sustained academic difficulties, never received an IEP during elementary school. Further studies are important to elucidate whether retained elementary schoolchildren are being denied their rights to special education services. In the meantime, early-grade retention may provide an opportunity for pediatricians to help families advocate for appropriate special education evaluations for children experiencing school difficulties.

Demographic Factors Affecting Internet Using Purposes of High School Students

Science.gov (United States)

Kilic, Abdullah Faruk; Güzeller, Cem Oktay

2017-01-01

This study aimed at determining the impact of demographic factors on the Internet usage purposes of high school students. The population of the study consisted of students between 9th and 12th grades from the Anatolian high schools, science high schools, social sciences high schools, sports high schools and fine arts high schools in Turkey. The…

Meal pattern among Norwegian primary-school children and longitudinal associations between meal skipping and weight status.

Science.gov (United States)

Stea, Tonje H; Vik, Frøydis N; Bere, Elling; Svendsen, Martin V; Oellingrath, Inger M

2015-02-01

To investigate meal pattern longitudinally and explore whether meal skipping was associated with overweight among Norwegian children and adolescents. Longitudinal study. Children's meal frequencies were reported by their parents using a retrospective FFQ. Weight and height were measured by public health nurses. Descriptive data comparing 4th and 7th grade were analysed by paired-sample t tests for continuous variables and χ 2 tests for categorical variables. Odds ratio estimates, including confidence intervals, with BMI category (normal/overweight) as the dependent variable, were determined through logistic regression analyses. Primary schools, Telemark County, Norway. A cohort of 428 Norwegian boys and girls; 4th graders in 2007, 7th graders in 2010. The number of children eating four main meals per day (regular meal frequency) decreased from 4th grade (47 %) to 7th grade (38 %; P = 0·001). Those who ate regular meals in 4th grade but not in 7th grade had higher odds (OR = 3·1; 95 % CI 1·1, 9·0) of being overweight in 7th grade after adjusting for gender, maternal education and physical activity, but the odds ratio was not statistically significant after adjusting for overweight in 4th grade (OR = 2·8; 95 % CI 0·7, 11·6). The present study showed significant increases in overall meal skipping among children between 4th and 7th grade. The results indicate an association between overweight and meal skipping, but additional prospective and longitudinal analyses and intervention trials are warranted to confirm this relationship.

Educational software and improvement of first grade school students' knowledge about prevention of overweight and obesity

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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.

The role of family, peers and school perceptions in predicting involvement in youth violence.

Science.gov (United States)

Laufer, Avital; Harel, Yossi

2003-01-01

This study explored the relative importance of family, peers and school in predicting youth violence. The analysis was done on a nationally representative sample included 8,394 students from grade 6th-10th in Israel. Measures of youth violence included bullying, physical fights and weapon carrying. The findings suggested that all three social systems had significant relations with youth violence, respectively. Variables found to predict violence were: Family-lack of parental support regarding school; Peers-Lack of social integration or too many evenings out with friends; School-feeling of school alienation, low academic achievement and perceptions of frequent acts of violence in school. School perceptions had the strongest predicting power. Findings emphasized the importance of focusing on improving the daily school experience in reducing youth violence.

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

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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…

Vocabulary and Syntactic Knowledge Factors in 5th Grade Students' Reading Comprehension

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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…

Bullying victimization and student engagement in elementary, middle, and high schools: Moderating role of school climate.

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Yang, Chunyan; Sharkey, Jill D; Reed, Lauren A; Chen, Chun; Dowdy, Erin

2018-03-01

Bullying is the most common form of school violence and is associated with a range of negative outcomes, including traumatic responses. This study used hierarchical linear modeling to examine the multilevel moderating effects of school climate and school level (i.e., elementary, middle, and high schools) on the association between bullying victimization and student engagement. Participants included 25,896 students in 4th to 12th grades from 114 schools. Results indicated that, after controlling for student and school demographic factors, positive school climate was associated with higher behavioral/cognitive and emotional engagement of students across all grades. This highlights the critical and fundamental role of positive school climate in bullying prevention and intervention, among students across all grade levels, including those with frequent bullying victimization experience. Results also showed that negative associations between student-level bullying victimization and engagement were intensified in more positive school climates. This finding suggests that, in comparison with students in schools with less positive school climates, the engagement of bullying victims in schools with a more positive school climate might be more negatively influenced by their victimization experience. Additionally, the relation between student-level bullying victimization and emotional engagement was significantly different across middle and high schools. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The association between school exam grades and subsequent development of bipolar disorder

DEFF Research Database (Denmark)

Pedersen, Steffie Damgaard; Østergaard, Søren Dinesen; Petersen, Liselotte

2018-01-01

and bipolar I disorder (BD-I) has not been studied. Therefore, we aimed to study the association between school exam grades and subsequent development of BD and BD-I while adjusting for parental history of mental disorder. METHODS: We conducted a register-based nationwide cohort study following 505 688......OBJECTIVE: Prior studies have indicated that both high and low school grades are associated with development of bipolar disorder (BD), but these studies have not adjusted for parental history of mental disorder, which is a likely confounder. Furthermore, the association between school grades...... individuals born in Denmark between 1987 and 1995. We investigated the association between school exam grades and development of BD or BD-I with a Cox model adjusting for family history of mental disorder and other potential confounders. RESULTS: During follow-up, 900 individuals were diagnosed with BD...

An Integrated Model of Academic Self-Concept Development: Academic Self-Concept, Grades, Test Scores, and Tracking over 6 Years

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Marsh, Herbert W.; Pekrun, Reinhard; Murayama, Kou; Arens, A. Katrin; Parker, Philip D.; Guo, Jiesi; Dicke, Theresa

2018-01-01

Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of…

21st Century Curriculum: Does Auto-Grading Writing Actually Work?

Science.gov (United States)

T.H.E. Journal, 2013

2013-01-01

The West Virginia Department of Education's auto grading initiative dates back to 2004--a time when school districts were making their first forays into automation. The Charleston based WVDE had instituted a statewide writing assessment in 1984 for students in fourth, seventh, and 10th grades and was looking to expand that program without having…

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.

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

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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…

Validation of the school lunch recall questionnaire to capture school lunch intake of third- to fifth-grade students.

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Paxton, Amy; Baxter, Suzanne Domel; Fleming, Phyllis; Ammerman, Alice

2011-03-01

Children's dietary intake is a key variable in evaluations of school-based interventions. Current methods for assessing children's intake, such as 24-hour recalls and meal observations, are time- and resource-intensive. As part of a study to evaluate the impact of farm-to-school programs, the school lunch recall was developed from a need for a valid and efficient tool to assess school lunch intake among large samples of children. A self-administered paper-and-pencil questionnaire, the school lunch recall prompts for school lunch items by asking children whether they chose a menu item, how much of it they ate, how much they liked it, and whether they would choose it again. The school lunch recall was validated during summer school in 2008 with 18 third- to fifth-grade students (8 to 11 years old) in a North Carolina elementary school. For 4 consecutive days, trained observers recorded foods and amounts students ate during school lunch. Students completed the school lunch recall immediately after lunch. Thirty-seven total observation school lunch recall sets were analyzed. Comparison of school lunch recalls against observations indicated high accuracy, with means of 6% for omission rate (items observed but unreported), 10% for intrusion rate (items unobserved but reported), and 0.63 servings for total inaccuracy (a measure that combines errors for reporting items and amounts). For amounts, accuracy was high for matches (0.06 and 0.01 servings for absolute and arithmetic differences, respectively) but lower for omissions (0.47 servings) and intrusions (0.54 servings). In this pilot study, the school lunch recall was a valid, efficient tool for assessing school lunch intake for a small sample of third- to fifth-grade students. Copyright © 2011 American Dietetic Association. Published by Elsevier Inc. All rights reserved.

Implementation of Gasing Learning in ARCS Learning Strategy to Enhance Students’ Motivation in 9th Grade of Indonesian Junior High-School

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Pri Ariadi Cahya Dinata

2017-10-01

Full Text Available The lack of motivation will affect to the students’ learning outcomes. The research was conducted to enhance the students’ motivation with the Gasing learning in the ARCS learning strategy on the static and dynamic electricity. The specific objectives of this research was to describe effect of the gasing learning on the students' learning motivation. The research consisted of 3 cycles of Hopkin’s Classroom Action Research  Model. Each cycle consists of the plan, the action/the observation, and the reflective. The data of students learning motivation obtained by questionnaires and be analyzed with method of successive interval (MSI. The findings of the research are: (1 the result of questionnaire of ARCS motivation in cycle I was 3.71, cycle II was 3,80, and cycle III was 3,99. These results indicate an increase in student learning motivation; (2 The completeness of students’ learning outcomes in cycle I was 68,18%, in cycle II was 90,90%, and in cycle III was 100%. It can be concluded that the Gasing learning in ARCS strategy can enhances students’motivation on static and dinamic electricity in 9th grade of Indonesian Junior High-School. The Gasing learning can be an alternative for the teachers to enhance students’ motivation in learning physics through the provision of comic media and calculations without formulas.

First-grade retention in the Flemish educational context: Effects on children's academic growth, psychosocial growth, and school career throughout primary education.

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Goos, Mieke; Van Damme, Jan; Onghena, Patrick; Petry, Katja; de Bilde, Jerissa

2013-06-01

This study examined the effects of first-grade retention on children's academic growth, psychosocial growth, and future school career by following a cohort of first graders until the start of secondary school. The study took place in the Flemish educational context where primary school students are taught in uniform curricular year groups; the same curricular goals are set for all students, irrespective of ability; and grade retention is used as the main way to cater for students not reaching these goals. Propensity score stratification was used to deal with selection bias. Three-level curvilinear growth curve models, encompassing both grade and age comparisons, were used to model children's growth in math skills, reading fluency skills, and psychosocial skills. Two-level logistic regression models were used to model children's likelihood of repeating any grade between Grades 2 and 6, transitioning to a special education primary school, moving to another primary school, and transitioning to the A (versus B) track in secondary education. Overall, results showed that first-grade retention was less helpful for struggling students than generally thought by parents and educators. Limitations of the study and further research suggestions are provided, and practical implications are discussed. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School.

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Longobardi, Claudio; Prino, Laura E; Marengo, Davide; Settanni, Michele

2016-01-01

A robust body of research has identified school transitions during adolescence, and in particular the transition from middle to high school, as one of the riskiest phases for school failure, being characterized by significant social, emotional and behavioral changes. This transition is critical even with respect to academic achievement: in Italy, the highest frequency of school dropout can be observed in the 9th and 10th grades, partly as a consequence of poor adjustment to the new school context. The impact of students' relationships with their teachers may be particularly relevant during critical developmental periods. Indeed, student-teacher relationships have been widely recognized as protective factors in school adjustment and, in case of negative relationships, also as a factor that increases the risk of maladjustment. Positive and affective student-teacher relationships may play an important role in students' adaptation to the school environment, favoring both academic achievement and adaptive behaviors. The aim of this study was to investigate the effects of the quality of teacher-student relationships, as perceived by pupils, on academic achievement, and problem and prosocial behaviors during the relevant school transition. The sample consisted of 122 students (55% female). We employed a self-report questionnaire to collect information on: demographic characteristics, quality of the relationship with teachers, problem and prosocial behaviors, and academic achievement. Students filled in the questionnaires twice: once during the 8th grade and 1 year later, during their first year of high school (9th grade). Regression analyses indicated that both average and varying levels of closeness with teachers significantly predicted changes in academic achievement: A perceived increase in closeness in 9th grade, as well as a higher mean closeness level, was associated with an increase in academic achievement. In turn, an increase in the level of perceived conflict

School scoliosis screening by Moiré topography - Overview for 33 years in Miyazaki Japan.

Science.gov (United States)

Kuroki, Hiroshi; Nagai, Takuya; Chosa, Etsuo; Tajima, Naoya

2018-04-05

Since 1981, we have performed school scoliosis screening (SSS) using Moiré topography in Miyazaki, Japan and attained a certain result in detecting scoliosis. However, this screening system was discontinued due to cessation of repair and production of Moiré topographic equipment. The purpose of this study was to make clear both the results and the problems of SSS by Moiré topography on the basis of our past 33 years' experiences. The subjects were 689,293 students (5th grade boys in 200,329, 5th grade girls in 191,919, 8th grade boys in 151,351, and 8th grade girls in 145,694) who were screened by Moiré topography between 1981 and 2013. The number of students received SSS, the positive rate of Moiré topography, the discovery rate of scoliosis greater than 20°, the reference rate to the second screening, and the positive predictive value of Moiré topography to detect scoliosis greater than 20° were investigated. The number of students received SSS achieved a peak in 1992. The positive rate of Moiré topography and the discovery rate of scoliosis were highest in 8th grade girls. The reference rates to the second screening were 49.8% in 5th grade students and 41.4% in 8th grade students. The positive predictive values were 2.1% in 5th grade students and 7.6% in 8th grade students. SSS by Moiré topography seemed to be effective in detecting scoliosis although both the positive predictive value and the reference rate to the second screening were low. Copyright © 2018. Published by Elsevier B.V.

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...

The acquired preparedness risk model applied to smoking in 5th grade children.

Science.gov (United States)

Combs, Jessica L; Spillane, Nichea S; Caudill, Leann; Stark, Brittany; Smith, Gregory T

2012-03-01

The very early onset of smoking predicts numerous health problems. The authors conducted the first test of one risk model for elementary school age smoking, known as the acquired preparedness (AP) model of risk, in a cross-sectional sample of 309 5th grade children. The model posits that (a) impulsivity-related personality traits contribute to risk for a variety of risky, maladaptive behaviors; (b) smoking expectancies confer risk only for smoking; and (c) the personality traits contribute to the formation of high risk expectancies for reinforcement from smoking, which in turn increases the likelihood of early onset smoking. The model was supported: the high-risk personality traits distinguished children engaging in any risky, maladaptive behavior from other children, and the smoking expectancies differentiated smokers from all other children. The relationship between personality tendencies to act rashly when experiencing intense positive or negative emotions and smoker status was partially mediated by expectancies for reinforcement from smoking. This model should be investigated longitudinally. Copyright © 2011. Published by Elsevier Ltd.

Adventures in STEM: Lessons in Water Chemistry From Elementary School to Graduate School

Science.gov (United States)

Dittrich, T. M.

2014-12-01

I will present the accumulation of over 10 years of experience teaching STEM subjects to students ranging from 1st grade to graduate school. I was fortunate to gain a lot of valuable teaching experience while in graduate school in Boulder, CO and so many of my experiences center on opportunities for connecting with students in the field in CO. 3rd-5th grade field hikes - While helping at Jamestown Elementary School, I led hikes with a 3-5th grade class to an abandoned flourospar mine where the students were able to pick up beautiful purple fluorite crystals from the ground while discussing how mining works. During the hike back, we used field meters to measure the pH and conductivity of the stream and discussed the need to balance society's need for metals with the harmful effects of acid mine drainage. 9th, 10th grade STEM Academy at Skyline High School - During an NSF-sponsored fellowship, I had the opportunity to teach a STEM class to 9th and 10th graders where we used the engineering design process to a) design a tool to help a handicapped 3rd grader use the drinking fountain by herself and b) design a treatment system for cleaning up acid mine drainage. Undergraduate and Graduate Environmental Water Chemistry Field Trip - Students had the opportunity to tour two local mine sites to collect contaminated water that would be used in class for alkalinity titrations and pH, sulfate, and hardness measurements. They also collected water samples upstream and at multiple points downstream of a wastewater treatment plan and measured and graphed the dissolved oxygen "sag" in the river. My main teaching philosophy has two parts: 1) assume the students know nothing and 2) assume the students are even smarter than you think you are. This informs my approach to field trips by always starting from the beginning, but also not oversimplifying the topic. 1st graders on their best day can be very similar to graduate students on their worst.

Identifying the Dimensionality of Oral Language Skills of Children With Typical Development in Preschool Through Fifth Grade.

Science.gov (United States)

Lonigan, Christopher J; Milburn, Trelani F

2017-08-16

Language is a multidimensional construct from prior to the beginning of formal schooling to near the end of elementary school. The primary goals of this study were to identify the dimensionality of language and to determine whether this dimensionality was consistent in children with typical language development from preschool through 5th grade. In a large sample of 1,895 children, confirmatory factor analysis was conducted with 19-20 measures of language intended to represent 6 factors, including domains of vocabulary and syntax/grammar across modalities of expressive and receptive language, listening comprehension, and vocabulary depth. A 2-factor model with separate, highly correlated vocabulary and syntax factors provided the best fit to the data, and this model of language dimensionality was consistent from preschool through 5th grade. This study found that there are fewer dimensions than are often suggested or represented by the myriad subtests in commonly used standardized tests of language. The identified 2-dimensional (vocabulary and syntax) model of language has significant implications for the conceptualization and measurement of the language skills of children in the age range from preschool to 5th grade, including the study of typical and atypical language development, the study of the developmental and educational influences of language, and classification and intervention in clinical practice. https://doi.org/10.23641/asha.5154220.

School Performance, School Segregation, and Stress-Related Symptoms: Comparing Helsinki and Stockholm

Science.gov (United States)

Modin, Bitte; Karvonen, Sakari; Rahkonen, Ossi; Östberg, Viveca

2015-01-01

This study investigates cross-cultural differences in the interrelation between school performance, school segregation, and stress-related health among 9th-grade students in the greater Stockholm and Helsinki areas. Contrary to the Swedish case, it has been proposed that school performance in Finland is largely independent of the specific school…

Sexuality education in fifth and sixth grades in U.S. public schools, 1999.

Science.gov (United States)

Landry, D J; Singh, S; Darroch, J E

2000-01-01

While policymakers, educators and parents recognize the need for family life and sexuality education during children's formative years and before adolescence, there is little nationally representative information on the timing and content of such instruction in elementary schools. In 1999, data were gathered from 1, 789 fifth- and sixth-grade teachers as part of a nationally representative survey of 5,543 public school teachers in grades 5-12. Based on the responses of 617 fifth- and sixth-grade teachers who said they teach sexuality education, analyses were carried out on the topics and skills sexuality education teachers taught, the grades in which they taught them, their teaching approaches, the pressures they experienced, whether they received support from parents, the community and school administrators, and their needs. Seventy-two percent of fifth- and sixth-grade teachers report that sexuality education is taught in their schools at one or both grades. Fifty-six percent of teachers say that the subject is taught in grade five and 64% in grade six. More than 75% of teachers who teach sexuality education in these grades cover puberty, HIV and AIDS transmission and issues such as how alcohol and drugs affect behavior and how to stick with a decision. However, when schools that do not provide sexuality education are taken into account, even most of these topics are taught in only a little more than half of fifth- and sixth-grade classrooms. All other topics are much less likely to be covered. Teaching of all topics is less prevalent at these grades than teachers think it should be. Gaps between what teachers say they are teaching and teachers' recommendations for what should be taught and by what grade are especially large for such topics as sexual abuse, sexual orientation, abortion, birth control and condom use for STD prevention. A substantial proportion of teachers recommend that these topics be taught at grade six or earlier. More than half (57%) of fifth

Direct behavior rating as a school-based behavior screener for elementary and middle grades.

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Chafouleas, Sandra M; Kilgus, Stephen P; Jaffery, Rose; Riley-Tillman, T Chris; Welsh, Megan; Christ, Theodore J

2013-06-01

The purpose of this study was to investigate how Direct Behavior Rating Single Item Scales (DBR-SIS) involving targets of academically engaged, disruptive, and respectful behaviors function in school-based screening assessment. Participants included 831 students in kindergarten through eighth grades who attended schools in the northeastern United States. Teachers provided behavior ratings for a sample of students in their classrooms on the DBR-SIS, the Behavioral and Emotional Screening System (Kamphaus & Reynolds, 2007), and the Student Risk Screening Scale (Drummond, 1994). Given variations in rating procedures to accommodate scheduling differences across grades, analysis was conducted separately for elementary school and middle school grade levels. Results suggested that the recommended cut scores, the combination of behavior targets, and the resulting conditional probability indices varied depending on grade level grouping (lower elementary, upper elementary, middle). For example, for the lower elementary grade level grouping, a combination of disruptive behavior (cut score=2) and academically engaged behavior (cut score=8) was considered to offer the best balance among indices of diagnostic accuracy, whereas a cut score of 1 for disruptive behavior and 8 for academically engaged behavior were recommended for the upper elementary school grade level grouping and cut scores of 1 and 9, respectively, were suggested for middle school grade level grouping. Generally, DBR-SIS cut scores considered optimal for screening using single or combined targets including academically engaged behavior and disruptive behavior by offering a reasonable balance of indices for sensitivity (.51-.90), specificity (.47-.83), negative predictive power (.94-.98), and positive predictive power (.14-.41). The single target of respectful behavior performed poorly across all grade level groups, and performance of DBR-SIS targets was relatively better in the elementary school than middle

International School of Subnuclear Physics 50th Course

CERN Document Server

What we would like LHC to give us; ISSP 2012

2014-01-01

This book is the proceedings of the International School of Subnuclear Physics, ISSP 2012, 50th Course — ERICE, 23 June 2013 — 2 July 2012. This course was devoted to the celebrations of the 50th Anniversary of the Subnuclear Physics School which was started in 1961 by Antonino Zichichi with John Bell at CERN and formally established in 1962 by Bell, Blackett, Weisskopf, Rabi and Zichichi in Geneva (CERN). The lectures covered the latest and most significant achievements in theoretical and in experimental subnuclear physics. Readership: Directed to experts and advanced-level students in the field of Theoretical and Experimental Subnuclear Physics.

Readiness for School, According to the Perspectives of Grade 1 Teachers and Parents

Directory of Open Access Journals (Sweden)

Sezai KOÇYIĞIT

2014-07-01

Full Text Available In Turkey, every child who turned 72 months old are initiated elementary school without considering individual differences and whether or not they had any pre-school education, but is every child who started school mentally, socially-emotionally and physically ready to meet requirements of elementary school? Purpose of this research is to determine skills and abilities required for the “school readiness” according to the Grade 1 teachers and parents and reveal results of this situation related to pre-school education. This study was performed with 14 Grade 1 teachers who work in the private and public elementary schools of Konya city and with 13 parents. In research, semi-structured interview was used in order to get perspectives of participants about the phenomenon of readiness level of school that was consisted of open-ended questions. Raw data that were obtained through interviews have been analyzed by using descriptive analysis technique. According to the findings of research, Grade 1 teachers of elementary school described school readiness as “being matured to the ability required by the Grade 1 of elementary school” and stated that this maturity depends on parallel development of social, emotional, mental and physical aspects of child. Teachers also think that pre-school education must be compulsory for children to readily start school.

Suspending in School Suspension?: Is ISS a Valid Means of Disciplinary Action to Reduce Negative Student Behaviors?

Science.gov (United States)

Rahynes, Leron M.

2015-01-01

This paper explored whether or not In School Suspensions (ISS) is effective in reducing student behavioral problems. Research was conducted with 6-8th grade students in a rural middle school in the upstate of South Carolina for the purposes of determining if ISS, in its current design a viable and effective method to reduce negative student…

Posttraumatic symptoms in elementary and junior high school children after the 2011 Japan earthquake and tsunami: symptom severity and recovery vary by age and sex.

Science.gov (United States)

Iwadare, Yoshitaka; Usami, Masahide; Suzuki, Yuriko; Ushijima, Hirokage; Tanaka, Tetsuya; Watanabe, Kyota; Kodaira, Masaki; Saito, Kazuhiko

2014-04-01

To measure psychiatric symptoms exhibited by children in Ishinomaki City, Japan, an area severely damaged by the 2011 earthquake and tsunami, at 8 and 20 months post-tsunami to investigate differences in symptom severity and recovery rate by age, sex, and degree of trauma experienced. Prospective data were collected from children in elementary school (5th and 6th grades) and junior high school (8th and 9th grades). Students completed the Post-Traumatic Stress Symptoms for Children-15 (PTSSC-15) survey. Trauma severity was scored according to experiences of bereavement, home damage, and evacuation. In total, 3795 PTSSC-15 surveys were analyzed, yielding total scores, post-traumatic stress disorder (PTSD) factor subscores, and depression factor subscores, which were analyzed according to grade group, sex, and degree of trauma (trauma dose). In the elementary school children, mean total PTSSC-15 score, PTSD factor score, and depression factor score were significantly improved at 20 months post-tsunami compared with 8 months (P junior high school children. In females of the older group, the depression factor score at 20 months post-tsunami was significantly higher than at 8 months (P Elementary school and junior high school children living near the epicenter of the 2011 Japan earthquake and tsunami exhibited marked differences in PTSD and depressive symptoms. The mental health status of elementary school children improved, whereas that of junior high school children did not. Crown Copyright © 2014. Published by Mosby, Inc. All rights reserved.

Relationship of sociocultural factors and academic self-esteem to school grades and school disengagement in North African French adolescents.

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Régner, Isabelle; Loose, Florence

2006-12-01

The present study was designed to provide an integrated understanding of school grades and psychological disengagement among ethnic minority students. For that purpose, perceived parental involvement, acculturation orientations, and ethnic identity were simultaneously investigated in order to discover their respective contribution to grades among these students. Additionally, it was tested whether academic self-esteem mediated the relationship between grades and psychological disengagement. North African French junior high-school students completed a questionnaire assessing their ethnic identity, acculturation orientations, perceptions of parental involvement, academic self-esteem and trend toward the devaluing and discounting facets of psychological disengagement. Their grades in the main courses were obtained from the school records. Although perceived parental involvement displayed the strongest contribution to grades, acculturation orientations and ethnic identity still predicted grades, after controlling for parental involvement. Academic self-esteem mediated the influence of grades on both facets of disengagement, while this pattern was less clear for the devaluing process.

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…

Awareness and Attitudes of Primary Grade Teachers (1-4thGrade) towards Inclusive Education

OpenAIRE

P. Maheshwari; M. Shapurkar

2015-01-01

The present research aimed at studying the awareness and attitudes of teachers towards inclusive education. The sample consisted of 60 teachers, teaching in the primary section (1st – 4th) of regular schools affiliated to the SSC board in Mumbai. Sample was selected by Multi-stage cluster sampling technique. A semi-structured self-constructed interview schedule and a self-constructed attitude scale was used to study the awareness of teachers about disability and Inclusive...

Computational mediation as factor of motivation and meaningful learning in education of sciences of 9th grade: astronomy topics

Science.gov (United States)

Da Silva, F. M.; Furtado, W. W.

2012-10-01

The main purpose of this study was to analyze the contribution of using hypertext and pedagogic mediation in search of a Meaningful Learning Process in Sciences. We investigate the usage of hypertext in the teaching and learning methods of Astronomy modules. A survey was conducted with students from the 9th grade of Primary School of a public school in the city of Goiânia, Goiás in Brazil. We have analyzed the possibilities that hypermedia can offer in the teaching and learning process, using as reference David Ausubel's Theory of Meaningful Learning. The study was divided into four phases: application of an initial questionnaire on students, development of didactic material (hypertext), six classes held in a computer lab with the use of hypermedia and a final questionnaire applied in the lab after classes. This research indicated that the use of hypertext linked to pedagogical mediation processes is seen as a motivational tool and has potential to foster to Meaningful Learning.

The Receipt of Special Education Services Following Elementary School Grade Retention

Science.gov (United States)

Silverstein, Michael; Guppy, Nicole; Young, Robin; Augustyn, Marilyn

2009-01-01

Objective To estimate the proportion of children who receive an Individualized Education Program (IEP) following grade retention in elementary school. Design/setting Descriptive analysis of a nationally representative, longitudinal cohort. Participants Children retained in K/1 and 3rd grade for presumed academic reasons, followed through fifth grade. Outcome measure Presence or absence of an IEP. Results 300 children retained for presumed academic reasons in K/1, and 80 in 3rd grade were included in the study. Of the K/1 retainees, 68% never received an IEP over the subsequent four to five years; of the 3rd grade retainees, 73% never received an IEP. K/1 retainees in the highest SES quintile and suburban K/1 retainees were less likely to receive an IEP than retained children in all other SES quintiles (aOR 0.17; 95% CI 0.05-0.62) and in rural communities (aOR 0.16; 95% CI 0.06-0.44), respectively. Among K/1 retainees with persistent low academic achievement in reading and math (as assessed by standardized testing), 37% and 28%, respectively, never received an IEP. Conclusions The majority of children retained in K/1 or 3rd grade for academic reasons, including a many of those who demonstrate sustained academic difficulties, never receive an IEP during elementary school. Further studies are important to elucidate whether retained elementary school children are being denied their rights to special education services. In the meantime, early grade retention may provide an opportunity for pediatricians to help families advocate for appropriate special education evaluations for children experiencing school difficulties. PMID:19487611

Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School

OpenAIRE

Longobardi, Claudio; Prino, Laura E.; Marengo, Davide; Settanni, Michele

2016-01-01

A robust body of research has identified school transitions during adolescence, and in particular the transition from middle to high school, as one of the riskiest phases for school failure, being characterized by significant social, emotional and behavioral changes. This transition is critical even with respect to academic achievement: in Italy, the highest frequency of school dropout can be observed in the 9th and 10th grades, partly as a consequence of poor adjustment to the new school con...

Environmental Studies Center Teacher Books. 4th Grade - Mangrove Communities.

Science.gov (United States)

Martin County Schools, Jensen Beach, FL. Environmental Studies Center.

This teacher's guide, one of nine teacher packages developed for use in the sequential, hands-on, field-oriented, K-8 environmental education program of the Martin County Schools in Florida, was developed for use with elementary children in grade four prior to and after a visit to an environmental studies center located near an estuarine area. The…

Implementation of Case-Based Instruction on Electrochemistry at the 11th Grade Level

Science.gov (United States)

Tarkin, Aysegul; Uzuntiryaki-Kondakci, Esen

2017-01-01

This study aims to compare the effectiveness of case-based instruction over traditional instruction in improving 11th grade students' understanding of electrochemistry concepts, attitudes toward chemistry, chemistry self-efficacy beliefs, and motivation to learn chemistry. In total, 113 students (47 males and 66 females) from three high schools…

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…

Satisfaction with the program of school bullying prevention and mental health promotion - cross sectional study among primary school pupils in Mostar.

Science.gov (United States)

Černi Obrdalj, Edita; Zadro, Kristina; Batić-Mujanović, Olivera; Zalihić, Amra

2014-01-01

The aim of this study was to assess the frequency of experience in school bullying and family violence, satisfaction with the preventive-promotional program, knowledge about methods for opposing violence and attitudes toward the role of the family physician in bullying prevention. The project was conducted by family physicians, nurses and sixth year medical students. The target group were 5th to 8th grade pupils of two primary schools randomly selected by computer. Basic information about the presence and types of bullying, the long-term consequences of violence and methods to oppose violent behavior was given as an interactive lecture to large groups of pupils. After the lecture, pupils received questionnaires about their experience of school violence, satisfaction with the program and their opinion about the role of the family physician in bullying prevention. The results of the short term outcome evaluation of the program show that younger pupils evaluate the program better than older ones. Furthermore, we found that the frequency of experienced violence is not connected with satisfaction with the program. Most students have never experienced violence in schools and families, 5th and 6th grade students showed greater satisfaction with training, better knowledge of help in case of violence and a more positive attitude towards medical help. We found no significant differences in pupil's satisfaction with the program, knowledge about methods of opposing violence and attitudes towards the role of the family physician in bullying prevention, in relation to the frequency of experience of family violence and school violence. Copyright © 2014 by Academy of Sciences and Arts of Bosnia and Herzegovina.

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

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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…

Motivation and Behavioral Regulation of Physical Activity in Middle-School Students

Science.gov (United States)

Dishman, Rod K.; McIver, Kerry L; Dowda, Marsha; Saunders, Ruth P.; Pate, Russell R.

2015-01-01

Purpose To examine whether intrinsic motivation and behavioral self-regulation are related to physical activity during middle school. Method Structural equation modeling was applied in cross-sectional and longitudinal tests of self-determination theory. Results Consistent with theory, hypothesized relationships among variables were supported. Integrated regulation and intrinsic motivation were most strongly correlated with moderate-to-vigorous physical activity measured by an accelerometer. Results were independent of a measure of biological maturity. Construct validity and equivalence of measures was confirmed longitudinally between 6th and 7th grades and between boys and girls, non-Hispanic black and white children and overweight and normal weight students. Conclusions Measures of autonomous motivation (identified, integrated, and intrinsic) were more strongly related to physical activity in the 7th grade than measures of controlled motivation (external and introjected), implying that physical activity became more intrinsically motivating for some girls and boys as they moved through middle school. Nonetheless, introjected regulation was related to physical activity in 7th grade, suggesting that internalized social pressures, which can be detrimental to sustained activity and well-being, also became motivating. These results encourage longer prospective studies during childhood and adolescence to clarify how controlled and autonomous motivations for physical activity develop and whether they respond to interventions designed to increase physical activity. PMID:25628178

Grade 6 Science Curriculum Specifications.

Science.gov (United States)

Alberta Dept. of Education, Edmonton. Curriculum Branch.

This material describes curriculum specifications for grade 6 science in Alberta. Emphases recommended are: (1) process skills (50%); (2) psychomotor skills (10%); (3) attitudes (10%); and (4) subject matter (30%). Priorities within each category are identified. (YP)

Problem-Based Learning Method: Secondary Education 10th Grade Chemistry Course Mixtures Topic

Science.gov (United States)

Üce, Musa; Ates, Ismail

2016-01-01

In this research; aim was determining student achievement by comparing problem-based learning method with teacher-centered traditional method of teaching 10th grade chemistry lesson mixtures topic. Pretest-posttest control group research design is implemented. Research sample includes; two classes of (total of 48 students) an Anatolian High School…

The Influence of Scale on School Performance

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Robert Bickel

2000-05-01

Full Text Available In this study, we investigate the joint influence of school and district size on school performance among schools with eighth grades (n=367 and schools with eleventh grades in Georgia (n=298. Schools are the unit of analysis in this study because schools are increasingly the unit on which states fix the responsibility to be accountable. The methodology further develops investigations along the line of evidence suggesting that the influence of size is contingent on socioeconomic status (SES. All previous studies have used a single-level regression model (i.e., schools or districts. This study confronts the issue of cross-level interaction of SES and size (i.e., schools and districts with a single-equation-relative-effects model to interpret the joint influence of school and district size on school performance (i.e., the dependent variable is a school-level variable. It also tests the equity of school-level outcomes jointly by school and district size. Georgia was chosen for study because previous single-level analysis there had revealed no influence of district size on performance (measured at the district level. Findings from this study show substantial cross-level influences of school and district size at the 8th grade, and weaker influences at the 11th grade. The equity effects, however, are strong at both grade levels and show a distinctive pattern of size interactions. Results are interpreted to draw implications for a "structuralist" view of school and district restructuring, with particular concern for schooling to serve impoverished communities. The authors argue the importance of a notion of "scaling" in the system of schooling, advocating the particular need to create smaller districts as well as smaller schools as a route to both school excellence and equity of school outcomes.

Marijuana Use and High School Dropout: The Influence of Unobservables

OpenAIRE

Daniel F. McCaffrey; Rosalie Liccardo Pacula; Bing Han; Phyllis Ellickson

2008-01-01

In this study we reconsider the relationship between heavy and persistent marijuana use and high school dropout status using a unique prospective panel study of over 4500 7th grade students from South Dakota who are followed up through high school. Propensity score weighting is used to adjust for baseline differences that are found to exist before marijuana initiation occurs (7th grade). Weighted logistic regression incorporating these propensity score weights is then used to examine the exte...

Established Independent School Collaborates with Social Service Agency to Launch New School: Community Partnership School, Pennsylvania

Science.gov (United States)

Stewart, Sarah

2016-01-01

Community Partnership School (CPS) serves 90 to 95 students annually in preK-5th grade. Of these, 100 percent are African American or multiracial, and all qualify for free or reduced-price lunch. Community Partnership School began as a collaboration between Germantown Academy, which had trouble recruiting low-income students to its suburban…

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.

Satisfaction with the program of school bullying prevention and mental health promotion – Cross sectional study among primary school pupils in Mostar

Directory of Open Access Journals (Sweden)

Edita Černi Obrdalj

2013-05-01

Full Text Available Objective. The aim of this study was to assess the frequency of experience in school bullying and family violence, satisfaction with the preventive-promotional program, knowledge about methods for opposing violence and attitudes toward the role of the family physician in bullying prevention. Materials and methods. The project was conducted by family physicians, nurses and sixth year medical students. The target group were 5th to 8th grade pupils of two primary schools randomly selected by computer. Basic information about the presence and types of bullying, the long-term consequences of violence and methods to oppose violent behavior was given as an interactive lecture to large groups of pupils. After the lecture, pupils received questionnaires about their experience of school violence, satisfaction with the program and their opinion about the role of the family physician in bullying prevention. Results. The results of the short term outcome evaluation of the program show that younger pupils evaluate the program better than older ones. Furthermore, we found that the frequency of experienced violence is not connected with satisfaction with the program. Conclusion. Most students have never experienced violence in schools and families, 5th and 6th grade students showed greater satisfaction with training, better knowledge of help in case of violence and a more positive attitude towards medical help. We found no significant differences in pupil’s satisfaction with the program, knowledge about methods of opposing violence and attitudes towards the role of the family physician in bullying prevention, in relation to the frequency of experience of family violence and school violence.

Relevance of Videogames in the Learning and Development of Young Children

Science.gov (United States)

Zhao, Zhuxuan; Linaza-Iglesias, José L.

2015-01-01

Introduction: The study was carried out with children of 2nd, 4th and 6th grades of elementary school in order to explore what and how will children learn from a completely new videogame. Method: We organized children from 2nd, 4th and 6th grades of elemental school, giving them chance to play a freshly released videogame by that time. We formed…

Adolescent cybervictimization - Who they turn to and their perceived school climate.

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Veiga Simão, A M; Ferreira, P Costa; Freire, I; Caetano, A P; Martins, M J; Vieira, C

2017-07-01

The purpose of this study was to understand how adolescent cybervictims perceive their school climate and whether telling school community members, such as teachers, play a significant role in these perceptions. Another objective was to understand whether age and gender played a significant role in the relation between whom cybervictims told and their perceived school climate. The Cybervictims Scale for Adolescents and Children and the Perceived School Climate Scale were applied to 3525 Portuguese students of whom 218 were cybervictims attending 6th, 8th , and 11th grades. Results showed that even though adolescent cybervictims reported cybervictimization more to friends and parents, those who told teachers about their experience, tended to report more positive perceptions of their school climate. Gender and age did not play a significant role in the relationship between cybervictimization and perceived school climate. Implications of the findings are discussed with regards to the role of teachers and in-service training in preventing cyberbullying. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Grade Level and Gender Differences in a School-Based Reading Tutoring Program

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Chang, Sau Hou

2011-01-01

The purpose of the present study is to investigate the grade level and gender differences in a school-based reading tutoring program. The treatment group included 10 first-grade and 12 second-grade struggling readers, and the control group included 41 first-grade and 63 second-grade nonstruggling readers. The tutors were teacher candidates in an…

The Strengths and Difficulties Questionnaire-Parents for Italian School-Aged Children: Psychometric Properties and Norms.

Science.gov (United States)

Tobia, Valentina; Marzocchi, Gian Marco

2018-02-01

The Strengths and Difficulties Questionnaire [SDQ; (1)] is a multi-informant instrument for screening developmental psychopathology. This study contributes to the validation of the Italian SDQ-Parent version (SDQ-P), analyzing its factorial structure, providing norms and investigating cross-informant agreement (parents-teachers). The SDQ-P and the SDQ-Teacher version (SDQ-T) were completed for 1917 primary and middle school students. Confirmatory factor analyses were performed to compare two factorial structures: the original five-factor model and the structure obtained in a past Italian study (2). The original model showed the best fit. Significant differences by gender and school grade were found; norms were provided separately for males and females attending 1st-2nd, 3rd-5th and 6th-8th grades. Finally, the analysis of parent-teacher agreement showed correlations ranging from small (prosocial behavior) to large (hyperactivity-inattention). This study offers some reflections on the best way to use this instrument in a community sample.

The Stability of School Effectiveness Indices across Grade Levels and Subject Areas.

Science.gov (United States)

Mandeville, Garrett K.; Anderson, Lorin W.

1987-01-01

School effectiveness indices based on regressing achievement test scores onto earlier scores and a socioeconomic status measure were obtained for South Carolina students in grades one to four. Results were unstable across grades, and grade-to-grade correlations were more significant for mathematics achievement than for reading. (Author/GDC)

High school dropouts: interactions between social context, self-perceptions, school engagement, and student dropout.

Science.gov (United States)

Fall, Anna-Mária; Roberts, Greg

2012-08-01

Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students' engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002-2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students' self-perceptions (perception of control and identification with school), which in turn predict students' academic and behavioral engagement, and academic achievement. Further, students' academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. Published by Elsevier Ltd.

High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout☆

Science.gov (United States)

Fall, Anna-Mária; Roberts, Greg

2012-01-01

Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students’ engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002–2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students’ self-perceptions (perception of control and identification with school), which in turn predict students’ academic and behavioral engagement, and academic achievement. Further, students’ academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. PMID:22153483

The results of STEM education methods in physics at the 11th grade level: Light and visual equipment lesson

Science.gov (United States)

Tungsombatsanti, A.; Ponkham, K.; Somtoa, T.

2018-01-01

This research aimed to: 1) To evaluate the efficiency of the process and the efficiency of the results (E1 / E2) of the innovative instructional lesson plan in the form of the STEM Education method in the field of physics of secondary students at the 10th grade level in physics class to determine the efficiency of the STEM based on criteria of the 70/70 standard level. 2) To study students' critical thinking skills of secondary students at the 11th grade level, and assessing skill in criteria 80 percentage 3) To compare learning achievements between students' pre-post testing after taught in STEM Education 4) To evaluate Student' Satisfaction after using STEM Education teaching by using mean compare to 5 points Likert Scale. The participant used were 40 students from grade 11 at Borabu School, Borabu District, Mahasarakham Province, semester 2, Academic year 2016. Tools used in this study consist of: 1) STEM Education plan about the force and laws of motion for grade 11 students of 1 schemes with total of 15 hours, 2) The test of critical think skills with essay type in amount of 30 items, 3) achievement test on Light and visual equipment with multiple-choice of 4 options of 30 items, 4) satisfaction learning with 5 Rating Scale of 16 items. The statistics used in data analysis were percentage, mean, standard deviation, and t-test (Dependent). The results showed that 1) The results of these findings revealed that the efficiency of the STEM based on criteria indicate that are higher than the standard level of the 70/70 at 71.51/75 2) Student has critical thinking scores that are higher than criteria 80 percentage as amount is 26 people. 3) Statistically significant of students' learning achievements to their later outcomes were differentiated between pretest and posttest at the .05 level, evidently. 4) The student' level of satisfaction toward the learning by using STEM Education plan was at a good level (X ¯ = 4.33, S.D = 0.64).

6th International Microbeam Workshop

Energy Technology Data Exchange (ETDEWEB)

Dr Kevin M. Prise

2004-01-01

The extended abstracts which are submitted here present a summary of the proceedings of the 6th International Workshop/12th LH Gray Workshop: Microbeam Probes of Cellular Radiation Response, held at St. Catherine's College, University of Oxford, UK on March, 29th-31st, 2003. In 1993 the 4th LH Gray Workshop entitled ''Microbeam Probes of Cellular Radiation Response'' was held at the Gray Cancer Institute in Northwood. This was organized by Prof BD Michael, Dr M. Folkard and Dr KM Prise and brought together 40 participants interested in developing and applying new microbeam technology to problems in radiation biology (1). The workshop was an undoubted success and has spawned a series of subsequent workshops every two years. In the past, these workshops have been highly successful in bringing together groups interested in developing and applying micro-irradiation techniques to the study of cell and tissue damage by ionizing radiations. Following the first microbeam workshop, there has been a rapid growth in the number of centres developing radiobiology microbeams, or planning to do so and there are currently 15-20 worldwide. Much of the recent research using microbeams has used them to study low-dose effects and ''non-targeted'' responses such bystander effects, genomic instability and adaptive responses. The goal of the 6th workshop was to build on our knowledge of the development of microbeam approaches and the application to radiation biology in the future with the meeting stretching over a 3 day period. Over 80 participants reviewed the current state of radiobiology microbeam research worldwide and reported on new technological developments both in the fields of physics and biology.

Photoaging smartphone app to reduce smoking prevalence in secondary schools: the smokerface randomized trial

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Titus Josef Brinker

2018-03-01

Our research has the potential to pave the way for a new form of low-cost and broadly available school-based tobacco prevention in the form of poster campaigns promoting a free app. Our baseline analysis shows good comparability between the groups at baseline after randomisation and provides new insights into the prevalence of smoking and the use of e-cigarettes among pupils in the 6th and 7th grades in Germany.

6. Sınıf Öğrencilerinin Yazım Yanlışları Sıklığı ve Yazım Yanlışlarının Nedenlerine İlişkin Öğretmen Görüşleri 6th Grade Students’ Frequency Of Orthographic Mistakes And Teachers’ View About The Reasons For Orthographic Mistakes

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Ahmet AKKAYA

2013-07-01

Full Text Available Orthographic mistake is one of the important elements leading to communication problems in written expression, and is generally one of the written expression acquisitions attempted to be taught students in educational institutions. This paper aims to reveal 6th grade students’ frequency of orthographic mistakes in their exam papers and to find out Turkish language teachers’ views about the reasons for orthographic mistakes. To do so, 336 exam papers of 6th grade students, collected both from two schools in Adıyaman city center and a village school, have been examined. 4142 orthographic mistakes have been identified. It is seen that students do not use symbols, acronyms/abbreviations, circumflex and proper nouns, do not miswrite complementary verb conjugations, and write accurately the words formed by such sound events as vowel shortening and epenthesis. It is identified that 6th grade students have made mistakes mostly in capitalization. Moreover, writing of consonants and vowels, syncopation, the conjunction of ‘de/da’ meaning ‘also’ in English are among other most repeated mistakes. In addition, the open-ended question “What are the 6th grade students’ reasons for orthographic mistakes?” has been asked to 16 Turkish language teachers so as to find out students’ reasons for orthographic mistakes. Content analysis method has been employed to analyze the acquired data. Those Turkish language teachers have responded that the 6th grade students’ reasons for orthographic mistakes are caused by lack of interest and attention, deficiency in basic language acquisition, lack of speaking in Turkish properly and efficiently outside school, exam types or teacher’s exam evaluations, and deficiency of either teachers or students in efficient utilization of sources about orthographic rules. Besides, this paper also suggests to identify the orthographic mistakes of students other than 6th grade, present the orthographic mistakes

Why School? The 48th Annual PDK Poll of the Public's Attitudes toward the Public Schools

Science.gov (United States)

Phi Delta Kappan, 2016

2016-01-01

Why school? The 48th Annual PDK Poll of the Public's Attitudes Toward the Public Schools included questions about the purpose of schooling, standards, homework, school funding, and parents' relationships with their schools. The 2016 poll, which was conducted by Langer Research Associates, was based on a telephone poll of 1,221 adults during April…

Self-reported reasons for vaping among 8th, 10th, and 12th graders in the US: Nationally-representative results.

Science.gov (United States)

Patrick, Megan E; Miech, Richard A; Carlier, Carola; O'Malley, Patrick M; Johnston, Lloyd D; Schulenberg, John E

2016-08-01

The study describes the most common reasons for using vaporizers (such as e-cigarettes) among US adolescents and investigates how reasons for use differ by grade, lifetime cigarette use, frequency of vaporizer use, gender, race/ethnicity, and parent education. Data were collected from 4066 students in the 8th, 10th, and 12th grades in 2015 as part of the Monitoring the Future study, a cross-sectional and nationally representative US survey. Common reasons for vaporizer use reported by respondents who had ever used a vaporizer were experimentation (53.0%), taste (37.2%), boredom (23.5%), having a good time (22.4%), and relaxation (21.6%). Reasons differed little across grades or parent education; reasons differed by lifetime use of regular cigarettes, frequency of vaping, gender, and race/ethnicity. Overall, results suggest that decisions to vape are based on curiosity, taste, and pleasure, rather than for reasons such as quitting regular cigarettes or substituting for regular cigarette smoking. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

STEAM Enacted: A Case Study of a Middle School Teacher Implementing STEAM Instructional Practices

Science.gov (United States)

Herro, Danielle; Quigley, Cassie

2016-01-01

This paper examines the implementation practices of a 6th grade middle school teacher enacting STEAM (science, technology, engineering, art and math) teaching in his classroom after participating in a 45-hour STEAM professional development. Case study is used to detail the process, successes, and challenges. Project-based learning, technology…

The Relationship between Bible Literacy and Academic Achievement and School Behavior

Science.gov (United States)

Jeynes, William H.

2009-01-01

This study assessed the relationship between Bible literacy among secondary school students and their academic achievement and school behavior. One hundred and forty students in the 7th to 12th grade were randomly selected from a Christian school. Four measures of Bible knowledge were combined to obtain an overall measure of Bible literacy. They…

No Need to Wait for Superman: A Case Study of One Unique High School

Science.gov (United States)

Ratcliff, N. J.; Jones, C. R.; Costner, R. H.; Knight, C.; Disney, G.; Savage-Davis, E.; Sheehan, H.; Hunt, G. H.

2012-01-01

Based on a theoretical model developed by Schlechty, this case study focuses on a small high school, located on a college campus and designed to address the educational needs of gifted 9th- through 12th-grade students. Eight teachers who taught 9th- and 12th-grade classes and their 60 students were observed. Each teacher was observed during six…

Evaluación de la dislexia en la escuela primaria: Prevalencia en español / Evaluating dyslexia in primary school children: Prevalence in Spanish

Directory of Open Access Journals (Sweden)

María Soledad Carrillo Gallego

2011-08-01

Full Text Available We present a sequential procedure aimed at detecting reading acquisition difficulties. Data were collected from a representative sample (N=2012 of 2nd, 4th, and 6th graders from all state schools (n=14 and private schools (N=5 in a single district. In the first step, a silent reading test (Test de Eficiencia Lectora TECLE was collectively conducted. It identified 273 children who presented reading difficulties that could not be explained by other causes (cognitive, sensory, behavioural, linguistic, and social. In the second step, the selected sample were administered a reading test (words and pseudo-words, and an orthographic test (words presenting inconsistent phoneme-to-grapheme items to identify more basic phonological and orthographical deficits which might explain the reading difficulties detected using the Test de Eficiencia Lectora TECLE. The results showed a greater incidence of reading problems in 2nd-grade students (15.2% than in 4th-grade (9.3% and 6th-grade (10.9% students. This difference could be explained by the presence of 2nd graders with reading difficulties who can overcome their difficulties without any special intervention. We also show that a large part of the global reading delay observed can be explained by difficulties in basic decoding and orthographic abilities.

6th ICSAT

CERN Document Server

Subic, Aleksandar; Wellnitz, Jörg

2015-01-01

This volume collects the research papers presented at the 6th International Conference on Sustainable Automotive Technologies (ICSAT), Gothenburg, 2014. The topical focus lies on latest advances in vehicle technology related to sustainable mobility. ICSAT is the core and state-of-the-art conference in the field of new technologies for transportation. Research contributions from the US, Australia, Europe and Asia illustrate the pivotal role of the conference. The book provides an excellent overview of R&D activities at OEMs as well as in leading universities and laboratories.

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...

Egg positive rate of Enterobius vermicularis of primary school children in Geoje island

Science.gov (United States)

Kim, Bong Jin; Lee, Bo Young; Chung, Hyun Kee; Lee, Young Sun; Lee, Kun Hee; Chung, Hae Jin

2003-01-01

The status of pinworm (Enterobius vermicularis) egg positive rate of primary school children in Geoje island was investigated by using adhesive cellotape anal swap method, in September, 2002. Total egg positive rates of E. vermicularis were 9.8% (74/754) and those of male and female were 10.8% and 8.7%, respectively. Among three schools examined, Myeongsa primary school showed the highest egg positive rate (12.6%) followed by Yeoncho [9.8% (26/266)] and Geoje [9.1% (35/385)]. As for the age groups, the 2nd grade had the highest egg positive rate (15.3%), whereas the 5th grade showed the lowest egg positive rate (2.6%). The above result led us to confirm that the egg positive rates of E. vermicularis in primary school children in Geoje island were not significantly different from the those in the whole country including urban and rural areas, showing more than 10%. PMID:12666734

Demographic Factors Affecting Internet Using Purposes of High School Students

OpenAIRE

Abdullah Faruk Kılıç; Cem Oktay Güzeller

2017-01-01

This study aimed at determining the impact of demographic factors on the Internet usage purposes of high school students. The population of the study consisted of students between 9th and 12th grades from the Anatolian high schools, science high schools, social sciences high schools, sports high schools and fine arts high schools in Turkey. The sample was chosen through the stratified and cluster sampling procedure. The students were chosen randomly depending on the regions of their school at...

Grading School Choice: Evaluating School Choice Programs by the Friedman Gold Standard. School Choice Issues in Depth

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Enlow, Robert C.

2008-01-01

In 2004, The Friedman Foundation for Educational Choice published a report titled "Grading Vouchers: Ranking America's School Choice Programs." Its purpose was to measure every existing school choice program against the gold standard set by Milton and Rose Friedman: that the most effective way to improve K-12 education and thus ensure a stable…

Reading literacy and reading self-concept of year 6 primary school students

OpenAIRE

Cegnar, Katja

2017-01-01

In the present Master thesis, we research the relation between the reading literacy and its components and the reading self-concept in grade 6 elementary school students. Sixth grade students were chosen because they are partially taught by class teachers and because we assume that they are already familiar with the reading comprehension technique and have a more-or-less stable reading self-concept. In the theoretical part, we present the importance of functional literacy and of other types o...

University-School Collaboration as a Tool for Promoting Pre-Service Mathematics Teachers' Professional Skills

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Kilic, Hulya; Tunc Pekkan, Zelha

2017-01-01

In this paper, we discuss pre-service mathematics teachers' professional gains from a university-school collaboration where they were given opportunity to observe two teacher educators' instructional practices in a 6th grade classroom, interact with students in one-to-one fashion and reflect on the teacher educators' and their own practices. Three…

Substance Use among Middle School Students: Associations with Self-Rated and Peer-Nominated Popularity

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Tucker, Joan S.; Green, Harold D., Jr.; Zhou, Annie J.; Miles, Jeremy N. V.; Shih, Regina A.; D'Amico, Elizabeth J.

2011-01-01

Associations of popularity with adolescent substance use were examined among 1793 6-8th grade students who completed an in-school survey. Popularity was assessed through both self-ratings and peer nominations. Students who scored higher on either measure of popularity were more likely to be lifetime cigarette smokers, drinkers, and marijuana…

On the interrelation of multiplication and division in secondary school children

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Stefan eHuber

2013-10-01

Full Text Available Multiplication and division are conceptually inversely related: Each division problem can be transformed into as a multiplication problem and vice versa. Recent research has indicated strong developmental parallels between multiplication and division in primary school children. In this study, we were interested in (i whether these developmental parallels persist into secondary school, (ii whether similar developmental parallels can be observed for simple and complex problems, (iii whether skill level modulates this relationship, and (iv whether the correlations are specific and not driven by general cognitive or arithmetic abilities.Therefore, we assessed performance of 5th and 6th graders attending two secondary school types of the German educational system in simple and complex multiplication as well as division while controlling for nonverbal intelligence, short-term memory, and other arithmetic abilities. Accordingly, we collected data from students differing in skills levels due to either age (5th and 6th grade or school type (general and intermediate secondary school.We observed moderate to strong bivariate and partial correlations between multiplication and division with correlations being higher for simple tasks but nevertheless reliable for complex tasks. Moreover, the association between simple multiplication and division depended on students’ skill levels as reflected by school types, but not by age. Partial correlations were higher for intermediate than for general secondary school children.In sum, these findings emphasize the importance of the inverse relationship between multiplication and division which persists into later developmental stages. However, evidence for skill-related differences in the relationship between multiplication and division was restricted to the differences for school types.

Assessing Earth and Environmental Science Enrollment Trends in Texas Public High Schools

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Sanders, Joan G.

2012-01-01

Scope and Method of Study: This study assesses the status of Earth and environmental sciences education in Texas Public High Schools by analyzing enrollment proportions of 11th and 12th grade students in 607 Independent School Districts (ISD) for the 2010-2011 academic school year using a quantitative, non-experimental alpha research design. This…

An Analysis of Mobility in the North Carolina School Performance Grades

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Dietrich, Robert

2017-01-01

While numerous recent authors have studied the effects of school accountability systems on student test performance, there has been very little research with regards to school mobility with school performance grades in an A-F system. For the purpose of this study, mobility is defined as a school's ability to have an increase or decrease in their…

Differential Associations Between the Food Environment Near Schools and Childhood Overweight Across Race/Ethnicity, Gender, and Grade

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Sánchez, Brisa N.; Sanchez-Vaznaugh, Emma V.; Uscilka, Ali; Baek, Jonggyu; Zhang, Lindy

2012-01-01

Epidemiologic studies have observed influences of the food environment near schools on children’s overweight status but have not systematically assessed the associations by race, sex, and grade. The authors examined whether the associations between franchised fast food restaurant or convenience store density near schools and overweight varied by these factors using data for 926,018 children (31.3% white, 55.1% Hispanic, 5.7% black, and 8% Asian) in fifth, seventh, or ninth grade, nested in 6,362 schools. Cross-sectional data were from the 2007 California physical fitness test (also known as “Fitnessgram”), InfoUSA, the California Department of Education, and the 2000 US Census. In adjusted models, the overweight prevalence ratio comparing children in schools with 1 or more versus 0 fast food restaurants was 1.02 (95% confidence interval (CI): 1.01, 1.03), with a higher prevalence ratio among girls compared with boys. The association varied by student’s race/ethnicity (P = 0.003): Among Hispanics, the prevalence ratio = 1.02 (95% CI: 1.01, 1.03); among blacks, the prevalence ratio = 1.03 (95% CI: 1.00, 1.06), but among Asians the prevalence ratio = 0.94 (95% CI: 0.91, 0.97). For each additional convenience store, the prevalence ratio was 1.01 (95% CI: 1.00, 1.01), with a higher prevalence ratio among fifth grade children. Nuanced understanding of the impact of food environments near schools by race/ethnicity, sex, and grade may help to elucidate the etiology of childhood overweight and related race/ethnic disparities. PMID:22510276

Investigation of the Development of 7th Grade Students’ Skills to Define, Construct and Classify Polygons with Cabri Geometry

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Ahmet Yanık

2013-03-01

Full Text Available The aim of the study is to investigate the development of 7th Grade students’ skills to define, construct and classify polygons in geometry course with Cabri Geometry II Plus software geometry, an example of dynamic geometry software. The study used qualitative and quantitative research methods in accordance with the research objectives and focus, so it was designed as a mixed method research. The participants of the study were 21 7th Grade students, 11 girls and 10 boys, who were attending a secondary school in Eskişehir city center during 2012-2013 school year. As a source of qualitative data, four students in this class were selected for the interview. The data were collected with “Polygon Identification and Classification Scale”, one group pre-test and post-test in order to determine the level of development and significance level of the gender variable, and Cabri Geometry worksheets developed by the researchers. The quantitative data were analyzed with SPSS Statistics 20. Also, t-test and Wilcoxon test were used in data analysis. The data obtained from the interviews were analyzed through descriptive analysis. The qualitative data showed that the mean of correct answers given by the students to the questions in the Polygon Identification and Classification Scale was higher in the post-test than the pre-test. The ttest results for the pre-test and post-test mean scores and the results of the paired samples test showed a significant difference in favor of the post-test. There was no significant difference based on the gender variable. On the other hand, the data obtained from the interviews were coded under five different themes. The activities about the concept of formation showed that incorrect formations caused incorrect generalizations about the shapes. The study found that, as a result of the teaching practice in the study, hierarchical relations among polygons were expressed correctly. Finally, after the practice, the

Community Solutions to Solid Waste Pollution. Operation Waste Watch: The New Three Rs for Elementary School. Grade 6. [Second Edition.

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Virginia State Dept. of Waste Management, Richmond. Div. of Litter & Recycling.

This publication, the last in a series of seven for elementary schools, is an environmental education curriculum guide with a focus on waste management issues. It contains a unit of exercises selected for sixth grade students focusing on community solutions to solid waste pollution. Waste management activities included in this unit seek to…

Sex differences in relational and overt aggression in the late elementary school years.

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Kistner, Janet; Counts-Allan, Carla; Dunkel, Stephanie; Drew, Catherine Hardee; David-Ferdon, Corinne; Lopez, Cristina

2010-01-01

Sex differences in relational and overt aggression among 3rd (n=176), 4th (n=179), and 5th graders (n=145) from three public schools (n=500; 278 girls) were examined. Nominations of relational aggression increased over time among 4th and 5th grade girls, but not among boys or 3rd grade girls. Among 3rd graders, boys received more nominations for relational aggression than girls. By the end of the 5th grade, girls received more relational aggression nominations than boys. There was also a significant rise in nominations of overt aggression among 5th grade girls, but not among 5th grade boys or younger boys and girls. As expected, boys were more likely than girls to be nominated for overt aggression at all grade levels. The findings are helpful for explaining inconsistencies of earlier research pertaining to sex differences in relational aggression and for advancing our understanding of the causes of aggression. (c) 2010 Wiley-Liss, Inc.

Long-term Results from the Empowering a Multimodal Pathway Toward Healthy Youth Program, a Multimodal School-Based Approach, Show Marked Reductions in Suicidality, Depression, and Anxiety in 6,227 Students in Grades 6–12 (Aged 11–18)

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Silverstone, Peter H.; Bercov, Marni; Suen, Victoria Y. M.; Allen, Andrea; Cribben, Ivor; Goodrick, Jodi; Henry, Stu; Pryce, Catherine; Langstraat, Pieter; Rittenbach, Katherine; Chakraborty, Samprita; Engles, Rutger C.; McCabe, Christopher

2017-01-01

Here, we report on findings from a 15-month follow-up of a school-based program called Empowering a Multimodal Pathway Toward Healthy Youth (EMPATHY). This was primarily intended to reduce suicidal thinking in pre-teens, adolescents, and youth students aged 11–18 in middle schools (Grades 6–8) and high SCHOOLS (Grades 9–12). It also aimed to reduce depression and anxiety. The EMPATHY multimodal program consisted of repeated data collection, identification of a high-risk group, a rapid intervention for this high-risk group including offering supervised online cognitive behavioral therapy (CBT) program, a universal CBT intervention for those in Grades 6–8, a variety of interactions with trained staff (“Resiliency Coaches”), and referral to external medical and psychiatric services where appropriate. There were four time-points at which assessments were made: baseline, 3, 7, and 15 months. Here, we report cross-sectional findings over 15 months in a total of 6,227 students who were assessed at least once during the study period. Additionally, we report longitudinal findings from the 1,884 students who completed all 4 assessments. Our results found highly statistically significant decreases in suicidality rates, with the percentage of the total school population who were actively suicidal decreasing from 4.4% at baseline (n = 143 of 3,244) to 2.8% at 15 months (n = 125 of 4,496) (p < 0.001). There were also highly statistically significant reductions in depression and anxiety scores at each time-point. Thus, Mean Depression scores at baseline for the entire student population were 3.73 ± 3.87 (n = 3,244) at baseline and decreased to 3.22 ± 3.52 (n = 4,496) (p < 0.001). Since most students were not depressed, whole population changes such as this may indicate impact in many areas. In the longitudinal analysis of students who completed all four assessments, there were also highly statistically significant improvements

Long-term Results from the Empowering a Multimodal Pathway Toward Healthy Youth Program, a Multimodal School-Based Approach, Show Marked Reductions in Suicidality, Depression, and Anxiety in 6,227 Students in Grades 6–12 (Aged 11–18

Directory of Open Access Journals (Sweden)

Peter H. Silverstone

2017-05-01

Full Text Available Here, we report on findings from a 15-month follow-up of a school-based program called Empowering a Multimodal Pathway Toward Healthy Youth (EMPATHY. This was primarily intended to reduce suicidal thinking in pre-teens, adolescents, and youth students aged 11–18 in middle schools (Grades 6–8 and high SCHOOLS (Grades 9–12. It also aimed to reduce depression and anxiety. The EMPATHY multimodal program consisted of repeated data collection, identification of a high-risk group, a rapid intervention for this high-risk group including offering supervised online cognitive behavioral therapy (CBT program, a universal CBT intervention for those in Grades 6–8, a variety of interactions with trained staff (“Resiliency Coaches”, and referral to external medical and psychiatric services where appropriate. There were four time-points at which assessments were made: baseline, 3, 7, and 15 months. Here, we report cross-sectional findings over 15 months in a total of 6,227 students who were assessed at least once during the study period. Additionally, we report longitudinal findings from the 1,884 students who completed all 4 assessments. Our results found highly statistically significant decreases in suicidality rates, with the percentage of the total school population who were actively suicidal decreasing from 4.4% at baseline (n = 143 of 3,244 to 2.8% at 15 months (n = 125 of 4,496 (p < 0.001. There were also highly statistically significant reductions in depression and anxiety scores at each time-point. Thus, Mean Depression scores at baseline for the entire student population were 3.73 ± 3.87 (n = 3,244 at baseline and decreased to 3.22 ± 3.52 (n = 4,496 (p < 0.001. Since most students were not depressed, whole population changes such as this may indicate impact in many areas. In the longitudinal analysis of students who completed all four assessments, there were also highly statistically significant

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

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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…

Effectiveness of Ninth-Grade Physics in Maine: Conceptual Understanding

OpenAIRE

O'Brien, Michael; Thompson, John

2009-01-01

The Physics First movement - teaching a true physics course to ninth grade students - is gaining popularity in high schools. There are several different rhetorical arguments for and against this movement, and it is quite controversial in physics education. However, there is no actual evidence to assess the success, or failure, of this substantial shift in the science teaching sequence. We have undertaken a comparison study of physics classes taught in ninth- and 12th grade classes in Maine. C...

Authoritative school climate, aggression toward teachers, and teacher distress in middle school.

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Berg, Juliette K; Cornell, Dewey

2016-03-01

Aggression toward teachers is linked to burnout and disengagement from teaching, but a positive school climate may reduce aggression and associated teacher distress. Using authoritative school climate theory, the study examined whether schools with high disciplinary structure and student support were associated with less aggression and less distress. The sample of 9,134 teachers in 389 middle schools came from the Virginia Secondary School Climate Survey, a statewide survey administered to all public schools with 7th and 8th grade enrollment. The majority of teachers (75%) were female. More than half (53%) reported that they had more than 10 years of teaching experience; 23% reported 6 to 10 years; 24% reported 1 to 5 years. Students reported on the degree to which their schools were structured and supportive. Teachers reported on their experiences of aggression by students, their level of distress, and their feelings of safety. Staff-related infractions computed from Department of Education records were also used. Multilevel modeling revealed that teachers in authoritative schools experienced less aggression and felt safer and less distressed. Lower aggression by students mediated the association between more authoritative schools and lower distress such that more structured and supportive schools had greater teacher safety and, in turn, less distress. The findings support the idea that more structured and supportive schools relate to greater safety for teachers and, in turn, less distress. Research limitations and implications for practice are discussed. (c) 2016 APA, all rights reserved).

Modern technology from the viewpoint of a secondary school teacher (from 6th grade to 9th grade)

OpenAIRE

Doležel, Radim

2017-01-01

In my bachelor thesis I deal with taking advantage of using modern technology, as about important form of modern education, and how often do teachers involve modern technology in education in general. I concern myself with different types of modern technologies, their usage and how they can be engaged into education. Among other issues, I mention also educational projects "Vzdělávání 21" or "Škola dotykem" which pursue using modern technologies in teaching. I speak also about on-line technolo...

Reflections of middle school students by gender and race/ethnicity on obtaining a successful science education

Science.gov (United States)

Mihalik, Bethany

Sixty-five eighth grade students responded to a science beliefs survey during a science-inquiry lab unit in an action research project to assess whether gender has an effect on how the students perceive their science classes. The survey was given to eighth grade students during the first week of school. Student results were categorized by gender and by race/ethnicity. The middle school where the study took place is fairly diverse with 540 total students of which 48% of them are White, 42% are Black, and 10% are Hispanic. Six female science teachers are employed at the middle school, two per grade. The first unit that is taught in science is inquiry skills, the basics of all science such as graphing, laboratory tools, safety, etc. This unit is taught in 6 th, 7th, and 8th grades, as a part of our standards. Inquiry test results for 8th graders are also given in this thesis, and are categorized again by gender and race/ethnicity. The results of the surveys and the assessment show a gap in the way students think about and complete activities in science. It was exciting to see that the female students scored better overall than male students on an inquiry-based summative assessment, while white students overall scored better than Black and Hispanic students. White males tended to rank science as the class they enjoyed the most of all core classes and thought science was easier than all the other data demographics. The conclusion found was stunning, in that the true gap in student's beliefs about science lies within the different races/ethnicities, rather than just gender alone.

The Relationship between Mathematics Teachers' Teaching Approaches and 9th Grade Students' Mathematics Self

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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…

An Application of Cognitive Diagnostic Assessment on TIMMS-2007 8th Grade Mathematics Items

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Toker, Turker; Green, Kathy

2012-01-01

The least squares distance method (LSDM) was used in a cognitive diagnostic analysis of TIMSS (Trends in International Mathematics and Science Study) items administered to 4,498 8th-grade students from seven geographical regions of Turkey, extending analysis of attributes from content to process and skill attributes. Logit item positions were…

Designing of Holistic Mathematic Education Model Based-"System Among" at Low Grade Elementary School

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Hayati, R.; Fauzan, A.; Iswari, M.; Khaidir, A.

2018-04-01

The purpose of this study was to develop a model of Holistic Mathematics Education (HME) among systems based on low-grade primary school students so that students have a solid foundation when entering a higher behavior. This type of research is desaign research developed by Plomp to have three stages, namely the preliminary research, development or prototyping phase, and assessement Phase. This research resulted in a model Holistic Mathematics Education (HME) -based system is among the primary school students low grade consists of 10 stages, namely 1) Recap through the neighborhood, 2) Discussion groups by exploiting the environment, 3) Demonstration Group, 4) Exercise individuals, 5) mathematical modeling, 6) Demonstration of individuals, 7) Reflections, 8) impressions and messages, and giving meaning, 9) Celebrations and 10) A thorough assessment. Furthermore, this model also produces 7 important components that should be developed teacher, namely 1) constructivism, 2) the nature of nature, 3) independence, 4) parable, 5) inquiry, 6) cooperation, and 7) strengthening. This model will produce a model in the form of books, student books and teacher's guide book as a support system that can help users in its application.

Relations Among Personal Agency, Motivation, and School Adjustment in Early Adolescence

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Walls, Theodore A.; Little, Todd D.

2005-01-01

The authors examined relations among motivational styles and school adjustment in a sample of 786 7th and 8th grade U.S. students. Specifically, the authors tested the hypothesis that agency beliefs mediate relations between styles of motivational self-regulation (i.e., intrinsic, identified, introjected, and extrinsic) and school adjustment…

Math Grades and Intrinsic Motivation in Elementary School: A Longitudinal Investigation of Their Association

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Weidinger, Anne F.; Steinmayr, Ricarda; Spinath, Birgit

2017-01-01

Background: It is often argued that the negative development of intrinsic motivation in elementary school strongly depends on the presence of school grades because grades represent extrinsic consequences and achievement feedback that are supposed to influence intrinsically motivated behaviour. However, only a few studies have tested this…

Student Perspectives on Study Skills in a Turkish State Secondary School Sample from Adana

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Kutlu, M. Oguz; Korkmaz, Sadiye

2013-01-01

The primary aim of this study was to examine the preferences of 8th grade students who had high academic grades in several study skills categories. The study group consisted of 23 8th grade students who were attending a state secondary school in the province of Adana, Turkey, during the 2012-2013 academic year. The research method was qualitative.…

Gender Stereotyping and Affective Attitudes Towards Science in Chinese Secondary School Students

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Liu, Mingxin; Hu, Weiping; Jiannong, Shi; Adey, Philip

2010-02-01

This study explores explicit and implicit gender-science stereotypes and affective attitudes towards science in a sample of Chinese secondary school students. The results showed that (1) gender-science stereotyping was more and more apparent as the specialization of science subjects progresses through secondary school, becoming stronger from the 10th grade; girls were more inclined to stereotype than boys while this gender difference decreased with increasing grade; (2) girls tend to have an implicit science-unpleasant/humanities-pleasant association from the 8th grade, while boys showed a negative implicit attitude towards science up to the 11th grade. In self-report, girls preferred humanities to science, while boys preferred science to humanities; (3) implicit affective attitude was closely related to implicit stereotype. In particular, implicit affective attitude has a stronger predictive power on stereotype than the other way around, the result of which may have more significance for girls.

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

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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.

The Perpetration of School Violence in Taiwan: An Analysis of Gender, Grade Level and School Type

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Chen, Ji-Kang; Astor, Ron Avi

2009-01-01

Using a nationally representative sample in Taiwan, this study aims to describe the prevalence of perpetration of school violence in Taiwan. The study explores how gender, age and school type relate to students' perpetration of violence in an Asian culture context. The sample included 14,022 students from elementary to high schools in grades 4 to…

Teachers' and School Administrators' Attitudes and Beliefs of Teacher Evaluation: A Preliminary Investigation of High Poverty School Districts

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Reddy, Linda A.; Dudek, Christopher M.; Peters, Stephanie; Alperin, Alexander; Kettler, Ryan J.; Kurz, Alexander

2018-01-01

This study examined attitudes and beliefs regarding teacher evaluation of teachers and their school administrators in the state of New Jersey, USA. The sample included 33 school administrators and 583 Pre-K through 12th grade teachers from four high-poverty urban school districts (22 schools). Participant attitudes and beliefs were assessed using…

Low back pain at school: unique risk deriving from unsatisfactory grade in maths and school-type recommendation.

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Erne, Cordula; Elfering, Achim

2011-12-01

Psychosocial stress and pain may relate to educational selection. At the end of primary school (International Standard Classification of Education: ISCED level 1) children are recommended for one of three performance-based lower secondary level types of school (ISCED level 2). The study examines the association of educational selection and other risk factors with pain in the upper back (UBP), lower back pain (LBP), peripheral (limb) pain (PP), and abdominal pain (AP). Teacher reports of unsatisfactory grades in mathematics, and official school-type recommendation are included as objective psychosocial risk factors. One hundred and ninety-two schoolchildren, aged between 10 and 13 from 11 classes of 7 schools in Switzerland participated in the cross-sectional study. In logistic regression analysis, predictor variables included age, sex, BMI, participation in sport, physical mobility, weight of satchel, hours of daily TV, video, and computer use, pupils' back pain reported by the mother and father, psychosocial strain, unsatisfactory grade in mathematics, and school-type recommendation. Analysis of pain drawings was highly reliable and revealed high prevalence rates of musculoskeletal pain in the last 4 weeks (UBP 15.3%, LBP 13:8%, PP 33.9%, AP 20.1%). Psychosocial risk factors were uniquely significant predictors of UBP (psychosocial strain), LBP (psychosocial strain, unsatisfactory grade in mathematics, school-type recommendation), and AP (school-type recommendation). In conclusion, selection in terms of educational school system was uniquely associated with LBP in schoolchildren. Stress caused by educational selection should be addressed in primary prevention of musculoskeletal pain in schoolchildren.

[Experimental Course in Elementary Number Theory, Cambridge Conference on School Mathematics Feasibility Study No. 35.

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Hatch, Mary Jacqueline

In the winter of 1965, an experimental course in Elementary Number Theory was presented to a 6th grade class in the Hosmer School, Watertown, Massachusetts. Prior to the introduction of the present material, students had been exposed in class to such topics from the University of Illinois Arithmetic Project as lattices, number lines, frame…

FOREWORD: 18th International School on Condensed Matter Physics

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Dimova-Malinovska, Doriana; Genova, Julia; Nesheva, Diana; Petrov, Alexander G.; Primatarowa, Marina T.

2014-12-01

We are delighted to present the Proceedings of the 18th International School on Condensed Matter Physics: Challenges of Nanoscale Science: Theory, Materials, Applications, organized by the Institute of Solid State Physics of the Bulgarian Academy of Sciences and chaired by Professor Alexander G Petrov. On this occasion the School was held in memory of Professor Nikolay Kirov (1943-2013), former Director of the Institute and Chairman between 1991 and 1998. The 18ISCMP was one of several events dedicated to the 145th anniversary of the Bulgarian Academy of Sciences in 2014, and was held in the welcoming Black Sea resort of St. Constantine and Helena near Varna, at the Hotel and Congress Centre Frederic Joliot-Curie. Participants from 16 countries delivered 32 invited lectures, and 71 contributed posters were presented over three lively and well-attended evening sessions. Manuscripts submitted to the Proceedings were refereed in accordance with the guidelines of the Journal of Physics: Conference Series, and we believe the papers published herein testify to the high technical quality and diversity of contributions. A satellite meeting, Transition Metal Oxide Thin Films - Functional Layers in Smart Windows and Water Splitting Devices: Technology and Optoelectronic Properties was held in parallel with the School (http://www.inera.org, 3-6 Sept 2014). This activity, which took place under the FP7-funded project INERA, offered opportunities for crossdisciplinary discussions and exchange of ideas between both sets of participants. As always, a major factor in the success of the 18ISCMP was the social programme, headed by the organized events (Welcome and Farewell Parties) and enhanced in no small measure by a variety of pleasant local restaurants, bars and beaches. We are most grateful to staff of the Journal of Physics: Conference Series for their continued support for the School, this being the third occasion on which the Proceedings have been published under its

Correlation between CT grading and blood interleukin-6 in severe acute pancreatitis

International Nuclear Information System (INIS)

Yokohari, Kenji; Hirasawa, Hiroyuki; Oda, Shigeto; Shiga, Hidetoshi; Nakanishi, Kazuya; Nakamura, Masataka

2003-01-01

Computed tomography (CT) and an evaluating of the degree of severity in patients with severe acute pancreatitis (SAP) are required to decide the therapeutic strategy. We measured blood interleukin-6 (IL-6) in critically ill patients at our intensive care unit (ICU) in a daily clinical setting. To determine the significance of grading CT findings in SAP, we studied the correlation between CT grading and blood IL-6 in SAP patients on ICU admission. Among 31 SAP cases, 66 were CT grade III, 22 CT grade IV, and 3 cases CT grade V. Patients with a higher CT grade tended to have higher blood IL-6. Data also showed that mean blood IL-6 among SAP patients in stage 2 was significantly higher than that among those in stage 3 (p<0.05). From these results, we concluded that CT grading and IL-6 blood level have a different significance in the management of SAP patients. (author)

Will learning to solve one-step equations pose a challenge to 8th grade students?

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Ngu, Bing Hiong; Phan, Huy P.

2017-08-01

Assimilating multiple interactive elements simultaneously in working memory to allow understanding to occur, while solving an equation, would impose a high cognitive load. Element interactivity arises from the interaction between elements within and across operational and relational lines. Moreover, operating with special features (e.g. negative pronumeral) poses additional challenge to master equation solving skills. In an experiment, 41 8th grade students (girls = 16, boys = 25) sat for a pre-test, attended a session about equation solving, completed an acquisition phase which constituted the main intervention and were tested again in a post-test. The results showed that at post-test, students performed better on one-step equations tapping low rather than high element interactivity knowledge. In addition, students performed better on those one-step equations that contained no special features. Thus, both the degree of element interactivity and the operation with special features affect the challenge posed to 8th grade students on learning how to solve one-step equations.

A Problem-Based Learning Scenario That Can Be Used in Science Teacher Education

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Sezgin Selçuk, Gamze

2015-01-01

The purpose of this study is to introduce a problem-based learning (PBL) scenario that elementary school science teachers in middle school (5th-8th grades) can use in their in-service training. The scenario treats the subjects of heat, temperature and thermal expansion within the scope of the 5th and 6th grade science course syllabi and has been…

Dose: Comparison of 6 and 12 Nutrition and Physical Activity Sessions Targeting Middle School Adolescents

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Mical Kay Shilts

2009-12-01

Full Text Available Determining optimal intervention dose to meet time constraints of the teacher while maximizing behavioral impact for students has proven challenging. This study investigated the influence of intervention dose on 7th & 8th grade participants’ dietary and physical activity (PA behaviors. Participants were assigned randomly to a: 1 6 week-12 session nutrition intervention [treatment#1], or 2 3 week-6 session nutrition intervention [treatment#2] with data collected pre/post intervention. Using ANCOVA, measures assessed dietary and PA self-efficacy and behaviors. Ethnically diverse participants (n=107 were included in the analyses (46% male. All students set two goals: one dietary and one PA regardless of dose. Treatment#1 resulted in similar outcomes compared to treatment#2 with no significant differences between groups. As a result, we recommend that teachers using the 12 week intervention give students the option of setting new goals after the 6th lesson to maintain motivation.

Hearing loss in urban South African school children (grade 1 to 3).

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Mahomed-Asmail, Faheema; Swanepoel, De Wet; Eikelboom, Robert H

2016-05-01

This study aimed to describe the prevalence and characteristics of hearing loss in school-aged children in an urban South African population. Children from grade one to three from five schools in the Gauteng Province of South Africa formed a representative sample for this study. All children underwent otoscopic examinations, tympanometry and pure tone screening (25dB HL at 1, 2 and 4kHz). Children who failed the screening test and 5% of those who passed the screening test underwent diagnostic audiometry. A total of 1070 children were screened. Otoscopic examinations revealed that a total of 6.6% ears had cerumen and 7.5% of ears presented with a type-B tympanogram. 24 children (12 male, 12 female) were diagnosed with hearing loss. The overall prevalence of hearing loss was 2.2% with Caucasian children being 2.9 times more (95% confidence interval, 1.2-6.9) likely to have a hearing loss than African children. Hearing loss prevalence in urban South African school-aged children suggest that many children (2.2%) are in need of some form of follow-up services, most for medical intervention (1.2%) with a smaller population requiring audiological intervention (0.4%). Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Cross-gender Social Normative Effects for Violence in Middle School: Do Girls Carry a Social Multiplier Effect for At-risk Boys?

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Pasch, Keryn E.; Brown, H. Shelton; Perry, Cheryl L.; Komro, Kelli A.

2014-01-01

A social multiplier effect is a social interaction in which the behavior of a person in a social network varies with the normative behavior of others in the network, also known as an endogenous interaction. Policies and intervention efforts can harness social multiplier effects because, in theory, interventions on a subset of individuals will have “spillover effects” on other individuals in the network. This study investigates potential social multiplier effects for violence in middle schools, and whether there is evidence for a social multiplier effect transmitted from girls to boys. Three years of longitudinal data (2003–2005) from Project Northland Chicago (PNC) were used to investigate this question, with a sample consisting of youth in Grades 6 through 8 in 61 Chicago Public Schools (N = 4233 at Grade 6, N = 3771 at Grade 7, and N = 3793 at Grade 8). The sample was 49.3% female, and primarily African American (41.9%) and Latino/a (28.7%), with smaller proportions of whites (12.9%), Asians (5.2%) and other ethnicities. Results from two sets of regression models estimating the effects of 20th (low), 50th (average), and 80th (high) percentile scores for girls and boys on levels of violence in each gender group revealed evidence for social multiplier effects. Specifically, boys and girls were both influenced by social multiplier effects within their own gender group, and boys were also affected by normative violence scores among girls, typically those of the best-behaved (20th percentile) girls. The finding that girls may have positive social influence on boys’ levels of violent behavior extends prior findings of beneficial social effects of girls on boys in the domains of education and risky driving. Further, this social normative effect presents a potential opportunity to improve school-based intervention efforts for reducing violence among youth by leveraging girls as carriers of a social multiplier effect for reduced violence in the middle school

Cross-gender social normative effects for violence in middle school: do girls carry a social multiplier effect for at-risk boys?

Science.gov (United States)

Yarnell, Lisa M; Pasch, Keryn E; Brown, H Shelton; Perry, Cheryl L; Komro, Kelli A

2014-09-01

A social multiplier effect is a social interaction in which the behavior of a person in a social network varies with the normative behavior of others in the network, also known as an endogenous interaction. Policies and intervention efforts can harness social multiplier effects because, in theory, interventions on a subset of individuals will have "spillover effects" on other individuals in the network. This study investigates potential social multiplier effects for violence in middle schools, and whether there is evidence for a social multiplier effect transmitted from girls to boys. Three years of longitudinal data (2003-2005) from Project Northland Chicago were used to investigate this question, with a sample consisting of youth in Grades 6 through 8 in 61 Chicago Public Schools (N = 4,233 at Grade 6, N = 3,771 at Grade 7, and N = 3,793 at Grade 8). The sample was 49.3% female, and primarily African American (41.9%) and Latino/a (28.7%), with smaller proportions of whites (12.9%), Asians (5.2%) and other ethnicities. Results from two sets of regression models estimating the effects of 20th (low), 50th (average), and 80th (high) percentile scores for girls and boys on levels of violence in each gender group revealed evidence for social multiplier effects. Specifically, boys and girls were both influenced by social multiplier effects within their own gender group, and boys were also affected by normative violence scores among girls, typically those of the best-behaved (20th percentile) girls. The finding that girls may have positive social influence on boys' levels of violent behavior extends prior findings of beneficial social effects of girls on boys in the domains of education and risky driving. Further, this social normative effect presents a potential opportunity to improve school-based intervention efforts for reducing violence among youth by leveraging girls as carriers of a social multiplier effect for reduced violence in the middle school environmental

Does STES-Oriented Science Education Promote 10th-Grade Students' Decision-Making Capability?

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Levy Nahum, Tami; Ben-Chaim, David; Azaiza, Ibtesam; Herskovitz, Orit; Zoller, Uri

2010-07-01

Today's society is continuously coping with sustainability-related complex issues in the Science-Technology-Environment-Society (STES) interfaces. In those contexts, the need and relevance of the development of students' higher-order cognitive skills (HOCS) such as question-asking, critical-thinking, problem-solving and decision-making capabilities within science teaching have been argued by several science educators for decades. Three main objectives guided this study: (1) to establish "base lines" for HOCS capabilities of 10th grade students (n = 264) in the Israeli educational system; (2) to delineate within this population, two different groups with respect to their decision-making capability, science-oriented (n = 142) and non-science (n = 122) students, Groups A and B, respectively; and (3) to assess the pre-post development/change of students' decision-making capabilities via STES-oriented HOCS-promoting curricular modules entitled Science, Technology and Environment in Modern Society (STEMS). A specially developed and validated decision-making questionnaire was used for obtaining a research-based response to the guiding research questions. Our findings suggest that a long-term persistent application of purposed decision-making, promoting teaching strategies, is needed in order to succeed in affecting, positively, high-school students' decision-making ability. The need for science teachers' involvement in the development of their students' HOCS capabilities is thus apparent.

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

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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…

10th Colloquium on Theoretical and Quantitative Geography 6-11th September 1997

Directory of Open Access Journals (Sweden)

1997-09-01

Full Text Available After Strasbourg, 1978, Cambridge, 1980, Augsburg, 1982, Veldhoven, 1985, Bardonechia, 1987, Chantilly, 1989, Stockholm, 1991, Budapest, 1993, Spa, 1995, the 10th Colloquium on Theoretical and Quantitative Geography was held in Rostock, Germany, from 6 to 11th September 1997. The local organizer was Otti Margraf, from Leipzig University. We can hardly convey an idea of the atmosphere which illuminated our pilgrimage to Von Thünen’s farm in Tellow, a central place for geographers! But you will...

Memorization techniques: Using mnemonics to learn fifth grade science terms

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Garcia, Juan O.

The purpose of this study was to determine whether mnemonic instruction could assist students in learning fifth-grade science terminology more effectively than traditional-study methods of recall currently in practice The task was to examine if fifth-grade students were able to learn a mnemonic and then use it to understand science vocabulary; subsequently, to determine if students were able to remember the science terms after a period of time. The problem is that in general, elementary school students are not being successful in science achievement at the fifth grade level. In view of this problem, if science performance is increased at the elementary level, then it is likely that students will be successful when tested at the 8th and 10th grade in science with the Texas Assessment of Knowledge and Skills (TAKS) in the future. Two research questions were posited: (1) Is there a difference in recall achievement when a mnemonic such as method of loci, pegword method, or keyword method is used in learning fifth-grade science vocabulary as compared to the traditional-study method? (2) If using a mnemonic in learning fifth-grade science vocabulary was effective on recall achievement, would this achievement be maintained over a span of time? The need for this study was to assist students in learning science terms and concepts for state accountability purposes. The first assumption was that memorization techniques are not commonly applied in fifth-grade science classes in elementary schools. A second assumption was that mnemonic devices could be used successfully in learning science terms and increase long term retention. The first limitation was that the study was conducted on one campus in one school district in South Texas which limited the generalization of the study. The second limitation was that it included random assigned intact groups as opposed to random student assignment to fifth-grade classroom groups.

[Indirect effects of school volunteering by senior citizens on parents through the "REPRINTS" intergenerational health promotion program].

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Fujiwara, Yoshinori; Watanabe, Naoki; Nishi, Mariko; Ohba, Hiromi; Lee, Sangyoon; Kousa, Youko; Yajima, Satoru; Yoshida, Hiroto; Fukaya, Taro; Sakuma, Naoko; Uchida, Hayato; Shinkai, Shoji

2010-06-01

We have launched a new intervention study, called "REPRINTS" (Research of productivity by intergenerational sympathy), in which senior volunteers aged 60 years and over are engaged in reading picture books to school children, regularly visiting public elementary schools since 2004. So far, no repeated cross-sectional studies to demonstrate indirect effects on parents have been reported, although reciprocal effects on senior volunteers and children have been demonstrated. The purpose of this study was to examine the changes of evaluation of "REPRINTS" program by parents of school children during the 2 years. Four to six volunteers as a group visited an elementary school in a suburb of Kawasaki city twice a week to read picture books. A baseline survey was conducted one month after launching the volunteer activity. First to fourth follow-up surveys were conducted every 6 months after baseline surver. Of 368 parents, 230 whose children were in 1st-4th grade were analyzed. School grade of children, gender, emotional image scale of older adults by the SD (Semantic Differential) method (13 items), parents' evaluation of activity of "REPRINTS" volunteers such as promotion of reading for children, or children's respect for older adults, appreciation, familiarity with older adults, indirect effects on promotion of safety in the community, and reducing parent's physical and psychological burdens of volunteer service for school. Repeated cross-sectional analyses by ANCOVA, adjusted for confounding factors, were conducted in order to compare changes in responses between parents of 1st-2nd grade children (lower-grade children) with those of 3rd-4th grade-children (middle-grade children). We examined experiences of being read with picture books, greeting and having conversations with volunteers among all of 330 students of 1st-4th grade. These three items were examined using Chi-squared test to compare longitudinal change between parents of lower-grade and middle-grade children

6th International School of Mathematical Physics "Ettore Majorana"

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Wightman, Arthur Strong

1986-01-01

The sixth Ettore Majorana International School of Mathematical Physics was held at the Centro della Cultura Scientifica Erice, Sicily, 1-14 July 1985. The present volume collects lecture notes on the ses­ sion which was devoted to Fundamental Problems of Gauge Field Theory. The School was a NATO Advanced Study Institute sponsored by the Italian Ministry of Public Education, the Italian Ministry of Scientific and Technological Research and the Regional Sicilian Government. As a result of the experimental and theoretical developments of the last two decades, gauge field theory, in one form or another, now pro­ vides the standard language for the description of Nature; QCD and the standard model of the electroweak interactions illustrate this point. It is a basic task of mathematical physics to provide a solid foundation for these developments by putting the theory in a physically transparent and mathematically rigorous form. The lectures and seminars of the school concentrated on the many unsolved pro...

Electronic Bullying and Victimization and Life Satisfaction in Middle School Students

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Moore, Page Malmsjo; Huebner, E. Scott; Hills, Kimberly J.

2012-01-01

This study examined the nature and prevalence of electronic bullying and victimization in a sample of middle school students in a southeastern USA school. Relationships among measures of electronic bullying and victimization and global and domain-specific life satisfaction were also investigated. A total of 855 7th and 8th grade US students…

Increased Th1/Th17 Responses Contribute to Low-Grade Inflammation in Age-Related Macular Degeneration.

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Chen, Jiajia; Wang, Wenzhan; Li, Qiuming

2017-01-01

Age-related macular degeneration (AMD) is the primary cause of senior blindness in developed countries. Mechanisms underlying initiation and development of AMD remained known. We examined the CD4+ T cell compartments and their functions in AMD patients. AMD patients presented significantly higher frequencies of interferon (IFN)-γ-expressing and interleukin (IL)-17-expressing CD4+ T cells than healthy controls. The levels of IFN-γ and IL-17 expression by CD4+ T cells were significantly higher in AMD patients. These IFN-γ-expressing Th1 cells and IL-17-expressing Th17 cells could be selectively enriched by surface CCR3+ and CCR4+CCR6+ expression, respectively. Th1 and Th17 cells from AMD patients promoted the differentiation of monocytes toward M1 macrophages, which were previously associated with retinal damage. Th1 and Th17 cells also increased the level of MHC class I expression in human retinal pigment epithelial (RPE)-1 cells, while Th1 cells increased the frequency of MHC class II-expressing RPE-1 cells. These proinflammatory effects were partly, but not entirely, induced by the secretion of IFN-γ and IL-17. This study demonstrated an enrichment of Th1 cells and Th17 cells in AMD patients. These Th1 and Th17 cells possessed proinflammatory roles in an IFN-γ- and IL-17-dependent fashion, and could potentially serve as therapeutic targets. © 2017 The Author(s). Published by S. Karger AG, Basel.

Teaching Humility in First-Grade Christian School Children

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Yonker, Julie E.; Wielard, Cassie J.; Vos, Carolyn L.; Tudder, Ashley M.

2017-01-01

Four classes of first-grade children at a Christian school took pre- and post-tests measuring humility. Two intervention classes had devotional lessons on humility and two comparison classes did not. For one week, devotional lessons featured humility-related children's literature, cognitively appropriate discussions, writing about humility, and…

Experience of Elementary School Students with the Use of WebQuests

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Halat, Erdogan

2013-01-01

The aim of this study was to examine the perspectives of primary school students on the use of WebQuests in learning. There were nine graduate students, twenty-six 4th grade and thirty 5th grade pupils involved in this study, which took place over eight weeks in a graduate course. The graduate students designed and developed their WebQuests as a…

Investigating the Impact of the Cisco 21st Century Schools Initiative on Harrison County School District. Summative Report

Science.gov (United States)

Ba, Harouna; Meade, Terri; Pierson, Elizabeth; Ferguson, Camille; Roy, Amanda; Williams, Hakim

2009-01-01

There are 21 schools in the Harrison County School District (HCSD), located in southern Mississippi, in the Gulfport/Biloxi metropolitan area. Of those, only Harrison Central 9th Grade (HC9) and Harrison County High School (HCHS) participated in the Cisco 21S Initiative--therefore, this summary will focus on only administrators, teachers,…

DWI-associated entire-tumor histogram analysis for the differentiation of low-grade prostate cancer from intermediate-high-grade prostate cancer.

Science.gov (United States)

Wu, Chen-Jiang; Wang, Qing; Li, Hai; Wang, Xiao-Ning; Liu, Xi-Sheng; Shi, Hai-Bin; Zhang, Yu-Dong

2015-10-01

To investigate diagnostic efficiency of DWI using entire-tumor histogram analysis in differentiating the low-grade (LG) prostate cancer (PCa) from intermediate-high-grade (HG) PCa in comparison with conventional ROI-based measurement. DW images (b of 0-1400 s/mm(2)) from 126 pathology-confirmed PCa (diameter >0.5 cm) in 110 patients were retrospectively collected and processed by mono-exponential model. The measurement of tumor apparent diffusion coefficients (ADCs) was performed with using histogram-based and ROI-based approach, respectively. The diagnostic ability of ADCs from two methods for differentiating LG-PCa (Gleason score, GS ≤ 6) from HG-PCa (GS > 6) was determined by ROC regression, and compared by McNemar's test. There were 49 LG-tumor and 77 HG-tumor at pathologic findings. Histogram-based ADCs (mean, median, 10th and 90th) and ROI-based ADCs (mean) showed dominant relationships with ordinal GS of Pca (ρ = -0.225 to -0.406, p Histogram 10th ADCs had dominantly high Az (0.738), Youden index (0.415), and positive likelihood ratio (LR+, 2.45) in stratifying tumor GS against mean, median and 90th ADCs, and ROI-based ADCs. Histogram mean, median, and 10th ADCs showed higher specificity (65.3%-74.1% vs. 44.9%, p histogram analysis had higher specificity, Az, Youden index, and LR+ for differentiation of PCa Gleason grade than ROI-based approach.

Middle Grades' School Models and Their Impact on Early Adolescent Self-Esteem

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Booth, Margaret Zoller; Sheehan, Heather Chase; Earley, Mark A.

2007-01-01

Throughout the world, school grade structures are most variable during the early adolescent years when students can find themselves in a variety of school models. This paper investigates the impact of two popular school models in the United States (middle school and K-8) on the self-esteem and self-concept of early adolescents. Based on mixed…

Technology as a Tool for Understanding: a Pipeline of Curriculum-based Programs for Grades 4 to high school

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Schuster, G.

2006-05-01

New NASA-funded educational initiatives make for a pipeline of products meeting the needs of today's educators in inner city schools, for NASA Explorer Schools and across the nation. Three projects include training and include: 1) WDLC [Weather Data Learning Center] , a math achievement program with data entry, inquiry-based investigations, and the application of math using weather maps and imagery for Grade 4; 2) Project 3D-VIEW, where students in Grades 5 and 6 become experts in air, life, water, land and Earth systems using 3D technologies requiring 3D glasses. A formal literacy and math piece are included, and 1200 teachers will be provided training and materials free beginning in Fall 2006, and 3) Signals of Spring, where students in Grades 7 to 8, or high school, use NASA data to explain the movement of dozens of birds, land and marine animals that are tracked by satellite. Comprehensive content in life and Earth science is taught with curricular activities, interactive mapping, image interpretation, and online journals and common misconceptions are dispelled. Scientist involvement and support for a project is essential for students who are developing process skills and performing science activities. Current research partners include Columbia University's Teachers College and Stanford University's School of Education.

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

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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…