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Sample records for twelfth grade students

  1. Omani Twelfth Grade Students' Most Common Misconceptions in Chemistry

    Science.gov (United States)

    Al-Balushi, Sulaiman M.; Ambusaidi, Abdullah K.; Al-Shuaili, Ali H.; Taylor, Neil

    2012-01-01

    The current study, undertaken in the Sultanate of Oman, explored twelfth grade students' common misconceptions in seven chemistry conceptual areas. The sample included 786 twelfth grade students in Oman while the instrument was a two-tier test called Chemistry Misconceptions Diagnostic Test (CMDT), consisting of 25 items with 12 items…

  2. Causal Factors Influencing Adversity Quotient of Twelfth Grade and Third-Year Vocational Students

    Science.gov (United States)

    Pangma, Rachapoom; Tayraukham, Sombat; Nuangchalerm, Prasart

    2009-01-01

    Problem statement: The aim of this research was to study the causal factors influencing students' adversity between twelfth grade and third-year vocational students in Sisaket province, Thailand. Six hundred and seventy two of twelfth grade and 376 third-year vocational students were selected by multi-stage random sampling techniques. Approach:…

  3. misconceptions of twelfth grade students on selected chemistry ...

    African Journals Online (AJOL)

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    diagnostic tests in measuring students' misconceptions and performance in terms of ... to be mostly attributed to the type of the diagnostic methods employed in each study .... proportions of students' scores and misconceptions were computed in terms of each tier ... and in which homonuclear bond don't exist, its valence and.

  4. Exploring the Effect of Reader Response Plus on Twelfth Grade Students with Disabilities' Reading Comprehension and Attitudes toward Reading

    Science.gov (United States)

    Granger, Noelle; Black, Alison; Miller, Jane

    2007-01-01

    The purpose of the study was to examine how reader response journals followed by classroom discussion ("Reader Response Plus") contributed to students' reading comprehension and to their attitudes toward reading. The study was conducted in a rural school in upstate New York. The twelfth grade class that participated in the study…

  5. Academic Adjustment of Gifted and Non-Gifted Ninth-, Tenth-, Eleventh-, and Twelfth-Grade Students Placed in Accelerated Mathematics Courses

    Science.gov (United States)

    Speer, Emily M.

    2013-01-01

    This study investigated the academic adjustment of gifted and non-gifted ninth-, tenth-, eleventh-, and twelfth-grade students placed in accelerated mathematics courses. Using Van Eman's research, the investigation of the social and emotional effects of mathematics acceleration through academic adjustment included the following positive indicators…

  6. The Perspectives of Twelfth-Grade Students toward the Acquisition of Algebraic Skills throughout High School

    Science.gov (United States)

    Johnson, Melloney W. A.

    2017-01-01

    Too many students do not learn algebra and therefore do not graduate from high school. This basic qualitative study conducted in a large suburban public school district explored the perspectives of high school seniors who were at least 18 years old and at risk for not graduating from high school because they had not demonstrated an adequate…

  7. Twelfth grade follow-up of the effectiveness of a middle school-based substance abuse prevention program.

    Science.gov (United States)

    Shope, J T; Copeland, L A; Kamp, M E; Lang, S W

    1998-01-01

    A twelfth-grade follow-up afforded the opportunity to assess the long-term effects of substance abuse prevention delivered in sixth and seventh grades. A social pressures resistance skills curriculum implemented by classroom teachers had been evaluated with short-term positive results previously reported. Students completed self-administered questionnaires at sixth grade pre- and posttests, and at seventh and twelfth-grade posttests. Curriculum group students received lessons on alcohol, tobacco (cigarettes and smokeless), marijuana, and cocaine, which were later incorporated into the Michigan Model for Comprehensive School Health Education. This evaluation used data from 262 students who completed all four questionnaires and who received the complete two-year intervention or no intervention. Repeated measures analyses of variance demonstrated that significant effects evident at seventh grade for alcohol use and misuse, as well as cigarette, cocaine, and other drug use were generally not maintained through twelfth grade. Ongoing reinforcement of effective prevention is recommended.

  8. An Investigation of the Perceptions of Students' Proficiency in Reading and Writing as Indicated by Twelfth Grade English Teachers and College English Composition Instructors

    Science.gov (United States)

    Charbonnet, Lara King

    2013-01-01

    The purpose of this study was to examine the differences in perceptions regarding students' proficiency in reading and writing skills between 12th grade English teachers and college English Composition instructors. A purposive, nonrandom sample of 12th grade English teachers and college English Composition instructors from West Tennessee were…

  9. NAEP Fourth-, Eighth-, and Twelfth-Grade Reading Scores by Gender: 2005, 2007, 2009, 2011, 2013

    Science.gov (United States)

    Klecker, Beverly M.

    2014-01-01

    This paper describes a secondary analysis of the National Assessment of Educational Progress (NAEP) reading scores by gender. Data were national public 4th- and 8th-grade reading scores from composite and subscales for 2005, 2007, 2009, 2011, and 2013. Twelfth-grade scores for composite and literary experience from 2005, 2009, and 2013 and gain…

  10. The Effect of the Involvement within Career Academies by Elective Participation of Eleventh and Twelfth Grade High School Students during the Implementation Year

    Science.gov (United States)

    Johnston, Nancy A.

    2010-01-01

    The purpose of this study was to determine the effect of elective participation in one of three implementation year Career Academies, Education, Entrepreneurship, or Finance, on upper-class high school academic grades, Grade Point Average, and school academy participation measures. Significance of the junior and senior year of high school, the…

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

    Science.gov (United States)

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

    2016-01-01

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

  12. Impact of writing about mathematics in a humanistic context on mathematical self-concept: A twelfth-grade pilot study

    Directory of Open Access Journals (Sweden)

    Kadijević Đorđe M.

    2004-01-01

    Full Text Available As one’s learning results from a complex interplay among his/her cognitive metacognitive and affective domains, the last of which determines the global context where cognition takes place monitored and controlled by metacognition, the learning outcomes may primarily be interpreted in affective terms. Having in mind a strong positive relation between mathematical self and mathematical achievement as well as that a humanistic approach to mathematics teaching/learning would promote higher mathematical self, this study examined whether writing about mathematics in a humanistic context influences mathematical self. This question was answered by comparing mathematical self of twelfth-grade gymnasium (high-school students who wrote their matura works on mathematical themes (N = 10 with that of their classmates who did that in other subjects (N = 72. A higher mathematical self was found for these ten students, which may be commented with "those who chose to write matura works in mathematics were simply those with higher mathematical self and the writing contributed nothing to the outcome". The values of other control variables measured in grades 9-12 evidence that it is more likely that this finding was influenced by the treatment.

  13. Comparison of Political Attitudes of German and American Twelfth Year Students: Perspectives on the Rights of Individuals.

    Science.gov (United States)

    Hepburn, Mary A.

    A broad survey of democratic political attitudes of United States and West German students was developed jointly by the Governmental Education Division of the Vinson Institute of Government at the University of Georgia and the Bundeszentrale fur politische Bildung in Bonn. This survey sought to probe twelfth-year students' attitudes toward…

  14. Grading Policy and Student Retention.

    Science.gov (United States)

    Behnke, Ralph R.; Sawyer, Chris R.; King, Paul E.

    1999-01-01

    Focuses on poor grades, one of the primary reasons students drop out of school. Recommends that borderline students be earmarked for special treatment rather than be held to rigorous academic standards or passed when they are actually failing. Suggests that operational procedures for the implementation of special treatment be pedagogically…

  15. Measuring grade inflation and grade divergence accounting for student quality

    Directory of Open Access Journals (Sweden)

    Horacio Matos-Díaz

    2014-12-01

    Full Text Available This study uses a rich longitudinal data-set of 13,202 full-time students belonging to 11 cohorts over 22 consecutive semesters (Fall 1995 to Spring 2006 to model the determinants of the grade inflation rates prevailing at the University of Puerto Rico at Bayamón. The following new interesting findings are reported: (1 Estimated rates vary significantly among and within the academic programs, implying grade divergence, depending on the time reference used: cohort time dummies or semesters since admission to the institution. (2 The rates are significantly related to the proportions of female students, students who switch from their original academic programs, and students from private schools. (3 Results suggest that, under determinate circumstances, average- and low-quality students consider higher grades as normal goods; conversely, high-quality students consider higher grades as inferior goods.

  16. A study of student attitudes toward physics and classroom environment based on gender and grade level among senior secondary education students in Indonesia

    Science.gov (United States)

    Chaerul, Andrie

    The main purposes of the present study are to investigate the differences on student's attitudes toward physics and their perceptions regarding classroom climate during physics classes based on gender and grade level. In addition, the study also explores female students' opinions about physics, and examines to what extent this factor might influence their decision to choose or not to choose physics or physics-related fields for their career choices in the future. A group of approximately 864 male and female students, equally proportioned by gender, were assigned to take part in this study. Two standardized instruments, namely the Individualized Classroom Environment Questionnaire (ICEQ) and the Test of Science Related Attitudes (TOSRA), have been employed to collect data. A combination of quantitative and qualitative methods was used to analyze the collected data resulting from the questionnaires as well as from the interviews. The study found, first, regardless of their gender and grade level differences, students expected a more positive classroom climate during learning physics. Also, it has been found that male students experience a more positive classroom environment than female students. Second, the study found that male students do show more positive attitudes toward physics than their female counterparts. Meanwhile, twelfth-grade students show a more positive attitude toward physics than eleventh-graders. Third, the study found that most female students do not like physics based on several reasons such as physics is a hard, monotonous and boring subject. Although eleventh-grade female students do not like physics, most of them intended to choose science as their major in the next grade. Surprisingly, a majority of twelfth-grade female students who are majoring in science have no intention to choose physics or physics-related subjects either for their prospective major at the university or for their career choices in the future.

  17. Can Business Students Forecast Their Own Grade?

    Science.gov (United States)

    Hossain, Belayet; Tsigaris, Panagiotis

    2013-01-01

    This study examines grade expectations of two groups of business students for their final course mark. We separate students that are on average "better" forecasters on the basis of them not making significant forecast errors during the semester from those students that are poor forecasters of their final grade. We find that the better…

  18. Does Relative Grading help Male Students?

    DEFF Research Database (Denmark)

    Czibor, Eszter; Onderstal, Sander; Sloof, Randolph

    The provision of non-pecuniary incentives in education is a topic that has received much scholarly attention lately. Our paper contributes to this discussion by investigating the effectiveness of grade incentives in increasing student performance. We perform a direct comparison of the two most...... for male students than absolute grading. In the full sample, we find weak support for our hypothesis. Among the more motivated students we find evidence that men indeed score significantly higher on the test when graded on a curve. Female students, irrespective of their motivation, do not increase...... their scores under relative grading. Since women slightly outperform men under absolute grading, grading on a curve actually narrows the gender gap in performance....

  19. Fifth Grade Elementary Students' Conceptions of Earthquakes

    Science.gov (United States)

    Savasci, Funda; Uluduz, Hatice

    2013-01-01

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

  20. Fifth Grade Elementary Students' Conceptions of Earthquakes

    Science.gov (United States)

    Savasci, Funda; Uluduz, Hatice

    2013-01-01

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

  1. Grade Inflation Rates among Different Ability Students

    Directory of Open Access Journals (Sweden)

    Stephanie Mc Spirit

    1999-09-01

    Full Text Available This study compares grade inflation rates among different ability students at a large, open admissions public University. Specifically, this study compares trends in graduating grade point average (GPA from 1983 to 1996 across low, typical and higher ability students. This study also tests other explanations for increases in graduating GPA. These other explanations are changes in 1 ACT score 2 gender 3 college major and 4 vocational programs. With these other explanations considered, regression results still report an inflationary trend in graduating GPA. Time, as measured by college entry year, is still a significant positive predictor of GPA. More directly, comparisons of regression coefficients reveal lower ability students as experiencing the highest rate of grade increase. Higher grade inflation rates among low aptitude students suggest that faculty might be using grades to encourage learning among marginal students.

  2. College Course Grades for Dual Enrollment Students

    Science.gov (United States)

    Crouse, Jill D.; Allen, Jeff

    2014-01-01

    This study compared college course grade outcomes, both during and after high school, of dual-enrollment students to those of traditional students. The study was based on a large, multiyear sample of Iowa high school and community college students. The results showed that while in high school, dual-enrollment students consistently outperformed…

  3. Correlates of College Students' Attitudes toward Grades.

    Science.gov (United States)

    Bahn, Changhwan; And Others

    This study describes the development of the Attitude Toward Grades (ATG) survey instrument, a brief internally consistent measure of college student attitude toward grades and reports on selected behavioral correlates of that attitude. An initial item pool of approximately 50 attitude statements was created and the Thurstone equal appearing…

  4. Assessing and Grading Student Achievement. ERS Report.

    Science.gov (United States)

    Robinson, Glen E.; Craver, James M.

    The primary purpose of this report is to describe the practices and procedures used by school districts to assess and grade student achievement. In April of 1988, the Educational Research Service conducted a nationwide survey of the grading and reporting practices and procedures using a stratified random sample of public school districts. The…

  5. Improving Student's Lab Practices: the Performance Grade

    CERN Document Server

    Lippi, G L

    2015-01-01

    Instilling good laboratory working attitudes in students is a difficult but very important task, especially in the first level courses. The introduction of a grade, based on the observation of work practices during laboratory sessions, can be strongly beneficial towards the acquisition of positive skills covering not only the technical aspects, but also the acquisition of both independence and team work. Explicit suggestions are given for basing the grade on specific observations and a quantitative analysis is performed to guarantee that the higher intrinsic volatility of the Performance Grade does not affect the final laboratory grade.

  6. Suggestions for Responding to the Dilemma of Grading Students' Writing.

    Science.gov (United States)

    Anderson, Rebecca S.; Speck, Bruce W.

    1997-01-01

    Discusses the four-week summer Memphis (Tennessee) Urban Writing Institute, during which a furor erupted over the dilemma of grading. Provide a number of approaches to grading students' writing, including minimalist grading, cassette grading, collaborative grading, and portfolio grading. Suggests that teachers consider the grading dilemma and…

  7. Sex and Grade Level Differences in Marijuana Use among Youth

    Science.gov (United States)

    King, Keith A.; Vidourek, Rebecca A.; Hoffman, Ashlee R.

    2012-01-01

    A total of 54,361 students in seventh through twelfth grades completed a survey examining the impact of perceived harm of marijuana use, ease of access in obtaining marijuana, and perceived parent/peer disapproval of marijuana use on youth involvement in annual and recent marijuana use. Results indicated that 1 in 6 (16%) students used marijuana…

  8. Sex and Grade Level Differences in Marijuana Use among Youth

    Science.gov (United States)

    King, Keith A.; Vidourek, Rebecca A.; Hoffman, Ashlee R.

    2012-01-01

    A total of 54,361 students in seventh through twelfth grades completed a survey examining the impact of perceived harm of marijuana use, ease of access in obtaining marijuana, and perceived parent/peer disapproval of marijuana use on youth involvement in annual and recent marijuana use. Results indicated that 1 in 6 (16%) students used marijuana…

  9. Use of photography to support the learning process of science teachers of ninth through twelfth grades in the schools of Kuwait

    Science.gov (United States)

    Alenizi, Abdulaziz

    The purpose of the study was to investigate the relevance of teachers in Kuwait when utilizing photographic aids in the classroom. Specifically, this study assessed learning outcomes of teachers amongst high school students in schools at Kuwait. The learning outcomes were then compared with teachers who are barred from using photographic aids. The research utilized a descriptive quantitative research design. The number of participants was limited to an acceptable number in the range of 250--300. Data were collected through a questionnaire and analyses were conducted using various types of statistical designs for interpretation, specifically Spearman correlation analysis. The study revealed that visual media such as images and photographs made it easy for the students to understand the concepts of science subjects, specifically biology, physics, and chemistry. Visual media should be included in the curriculum to enhance the comprehension level of students. The government of Kuwaiti, therefore, should to encourage the use of visual aids in schools to enhance learning. The research did not indicate a capacity of skills students and teachers can employ effectively when using visual aids. There also remains a gap between possessing the skills and applying them in the school. Benefits associated with visuals aids in teaching are evident in the study. With the adoption of audio-visual methods of learning, students are presented with opportunities to develop their own ideas and opinions, thus boosting their own interpersonal skills while at the same time questioning the authenticity and relevance of the concepts at hand. The major merit of audio-visual platforms in classroom learning is they cause students to break complex science concepts into finer components that can be easily understood.

  10. Know the Code. Twelfth Grade--Principles of American Democracy Lesson. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

    Science.gov (United States)

    MacDonald, David R.

    In response to campus crime schools across the United States have instituted rigorous dress codes, and, in some cases, have required students to wear uniforms to school. The president of the local school board has received petitions from several groups wishing to speak at the next school board meeting. The president's political survival rests upon…

  11. High School Students' Understandings of Diffusion Concepts in Relation to Their Levels of Cognitive Development.

    Science.gov (United States)

    Odom, A. Louis; Settlage, John

    The concept of diffusion may seem easy enough for many teachers to understand, but when and what do students really understand about diffusion and osmosis? In order to answer these two questions, 116 students (46.6% in the tenth grade, 30.2% in the eleventh grade, and 23.2% in the twelfth grade) enrolled in biology classes were administered tests…

  12. 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).

    Science.gov (United States)

    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…

  13. 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).

    Science.gov (United States)

    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…

  14. Change in Selected Characteristics of Students Between Ninth and Twelfth Grade as Related to High School Curriculum.

    Science.gov (United States)

    Strickler, Robert E.

    The research reported in this monograph was conducted as a part of the longitudinal Vocational Development Study (VDS) undertaken by the Department of Vocational Education at Pennsylvania State University. The purpose of this project is to conduct ongoing longitudinal research focused upon uncovering the effects of the senior high school…

  15. Grading Student Writing: An Experiment and a Commentary.

    Science.gov (United States)

    Sommers, Jeffrey

    1993-01-01

    Uses a student essay and dialog journal entries to discuss problems raised by context in grading student writing. Encourages teachers to rethink the whole system of grading and to discuss their conclusions openly. (SR)

  16. Grading Written Projects: What Approaches Do Students Find Most Helpful?

    Science.gov (United States)

    Smith, Lois J.

    2008-01-01

    Conscientious marketing faculty spend extensive hours grading student essays and projects. As instructors work on grading papers, they may wonder how effective their comments are. The author explored how students in a marketing principles class reported their use of various grading methods. Students generally preferred rubrics with ratings and…

  17. Communication Skills among Gifted Students in Jordan

    Science.gov (United States)

    Alfarah, Yacoub Fareed

    2013-01-01

    The purpose of this study is to investigate the communication skills among gifted students in Jordan and to investigate the effect of gender and the level of students in acquiring these communication skills. A questionnaire was distributed among the sample of the study which comprised of (240) tenth, eleventh, and twelfth grade students from Al…

  18. SCOPE FOUR-STATE PROFILE, GRADE TWELVE 1966, CALIFORNIA, ILLINOIS, MASSACHUSETTS, NORTH CAROLINA.

    Science.gov (United States)

    TILLERY, DALE; AND OTHERS

    A FOUR-STATE STUDY OF NINTH AND TWELFTH GRADE STUDENTS WAS MADE BY SCOPE (SCHOOL TO COLLEGE--OPPORTUNITIES FOR POSTSECONDARY EDUCATION) TO DISCOVER HOW, WHEN, AND WHY STUDENTS MAKE DECISIONS ABOUT POST-HIGH SCHOOL EDUCATION AND CAREERS. THE INFLUENCE OF PARENTS, SCHOOLS, AND PEERS UPON THE NATURE OF THESE DECISIONS IS ALSO EXAMINED. A COMPOSITE…

  19. Twelfth workshop on geothermal reservoir engineering: Proceedings

    Energy Technology Data Exchange (ETDEWEB)

    Ramey, H.J. Jr.; Kruger, P.; Miller, F.G.; Horne, R.N.; Brigham, W.E.; Rivera, J. (Stanford Geothermal Program)

    1987-01-22

    Preface The Twelfth Workshop on Geothermal Reservoir Engineering was held at Stanford University on January 20-22, 1987. The year ending December 1986 was very difficult for the domestic geothermal industry. Low oil prices caused a sharp drop in geothermal steam prices. We expected to see some effect upon attendance at the Twelfth Workshop. To our surprise, the attendance was up by thirteen from previous years, with one hundred and fifty-seven registered participants. Eight foreign countries were represented: England, France, Iceland, Italy, Japan, Mexico, New Zealand, and Turkey. Despite a worldwide surplus of oil, international geothermal interest and development is growing at a remarkable pace. There were forty-one technical presentations at the Workshop. All of these are published as papers in this Proceedings volume. Seven technical papers not presented at the Workshop are also published; they concern geothermal developments and research in Iceland, Italy, and New Zealand. In addition to these forty-eight technical presentations or papers, the introductory address was given by Henry J. Ramey, Jr. from the Stanford Geothermal Program. The Workshop Banquet speaker was John R. Berg from the Department of Energy. We thank him for sharing with the Workshop participants his thoughts on the expectations of this agency in the role of alternative energy resources, specifically geothermal, within the country???s energy framework. His talk is represented as a paper in the back of this volume. The chairmen of the technical sessions made an important contribution to the workshop. Other than Stanford faculty members they included: M. Gulati, K. Goyal, G.S. Bodvarsson, A.S. Batchelor, H. Dykstra, M.J. Reed, A. Truesdell, J.S. Gudmundsson, and J.R. Counsil. The Workshop was organized by the Stanford Geothermal Program faculty, staff, and students. We would like to thank Jean Cook, Marilyn King, Amy Osugi, Terri Ramey, and Rosalee Benelli for their valued help with the meeting

  20. Advancing Our Students' Language and Literacy: The Challenge of Complex Texts

    Science.gov (United States)

    Adams, Marilyn Jager

    2011-01-01

    The language of today's twelfth-grade English texts is simpler than that of seventh-grade texts published prior to 1963. No wonder students' reading comprehension has declined sharply. The author claims that literacy level of secondary students is languishing because the kids are not reading what they need to be reading. In this article, the…

  1. NAEP Writing Computer-Based Assessment: An Overview for Grades 8 and 12. NCES 2010-470

    Science.gov (United States)

    National Assessment of Educational Progress (NAEP), 2010

    2010-01-01

    In today's society, writing with paper and pencil has largely been replaced by writing using a computer. Students are expected to compose on a computer as they move through school and into the workforce. Reflecting the changes in technology, eighth- and twelfth-grade students taking the National Assessment of Educational Progress (NAEP) writing…

  2. Increasing Student Physical Fitness through Increased Choice of Fitness Activities and Student Designed Fitness Activities for Ninth through Twelfth Graders in Physical Education Class

    Science.gov (United States)

    Jacob, Margo A.

    2011-01-01

    This action research project report began when the teacher researcher determined that students exhibited physical fitness levels below that of the state and national norms, and also displayed negative attitudes about physical education. The purpose of this action research project was to increase physical fitness and fitness attitudes through…

  3. How to improve the students' grades for an English teacher

    Institute of Scientific and Technical Information of China (English)

    叶长青

    2015-01-01

    The teacher plays a very important role on the stage of education. Although behaving well is important for a student, the grade of him is more. Then how to improve the students' grades for an English teacher? This passage tells you about it from three aspects:1. Lead-in in a novel way and motivate the students' learning interests;2. Set up the new relationship between the teachers and the students;3. Build the cooperative relationship between students and students,which are helpful to improve the students' grades.

  4. Factors Relating to Student Grade Obsession: A Quantitative Correlational Study

    Science.gov (United States)

    Thomas, Jacqueline

    2011-01-01

    The intense focus of students on grades attained in academia reflects a contemporary issue in higher education. The internal pressure that students experience regarding academics fuels student grade obsession. Researchers suggest that in addition to internal pressure, financial anxiety, the need to receive academic recognition and parental…

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

    Science.gov (United States)

    Maurer, Trent W.

    2006-01-01

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

  6. Improving Student Achievement: Can Ninth Grade Academies Make A Difference?

    Directory of Open Access Journals (Sweden)

    Ronald Anthony Styron

    2010-01-01

    Full Text Available This study focused on student achievement in ninth grade schools or academies compared to ninth grade students enrolled in traditional high schools. Student achievement was measured by standardized test scores. Other variables tested were gender and ethnicity. All students used in this study were enrolled in the ninth grade during the 2005-2006 school year at one of six schools selected for this research. Participants were enrolled in Algebra I and/or Biology I course(s and therefore took the standardized Subject Area Test in these disciplines. Data indicated students enrolled in ninth grade academies scored significantly higher then ninth graders enrolled in traditional high schools on both the Algebra I and Biology test. Further analysis of data revealed significant differences based on ethnicity in achievement of Biology I students in the ninth grade academies when compared to the Biology I students in the traditional high schools. The African American students in the ninth grade academies had a higher mean score on the Biology I SAPT than Caucasian and African American students enrolled in the traditional high schools. Additionally, the Caucasian students in the ninth grade academies scored only .03 higher than the mean score of African American students in the ninth grade academies.

  7. "Failure to assign failing grades": issues with grading the unsafe student.

    Science.gov (United States)

    Luhanga, Florence; Yonge, Olive J; Myrick, Florence

    2008-01-01

    In a grounded theory study examining the process of precepting an unsafe student, it was found that preceptors assigned passing grades to students who in fact should not have passed. Although preceptors perceived their role as gatekeepers for the profession, by not assigning failing grades to students who should not have passed a course, essentially they were abdicating their responsibility. Indeed, the simple act of assuming responsibility for precepting a student implies professional as well as pedagogical accountability.

  8. Making the Grade: Understanding Learning and Grade Orientations of First-Year Students

    Science.gov (United States)

    Purcell, Jennifer M.

    2009-01-01

    First-year undergraduate students enter college with varying expectations, motivations, and goals and are being bombarded with messages about the importance of grades, sometimes to the detriment of learning. This descriptive, cross-sectional study employs LOGO II to describe the learning and grade orientations of first-year students and identify…

  9. Evaluation of Eleventh Grade Students' Writing Supports Teaching Italic Handwriting.

    Science.gov (United States)

    Duvall, Betty

    The handwriting of 756 eleventh grade students was evaluated to determine whether their handwriting styles would be characteristic of the manuscript or cursive styles they had been taught. Subjects had been taught Zaner-Bloser manuscript in primary grades with a transition to cursive in third grade. Analysis of handwriting samples revealed a wide…

  10. Grading Student Writing: Making It Simpler, Fairer, Clearer.

    Science.gov (United States)

    Elbow, Peter

    1997-01-01

    Suggests two ways to make grading of writing easier, fairer, more helpful to students: first, using minimal grades or fewer levels of quality, and, second, using criteria that spell out the features of good writing sought in the assignment. Discusses minimal grading techniques in contexts of low-stakes writing, high-stakes writing, the final…

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

    Science.gov (United States)

    Bies-Hernandez, Nicole J.

    2012-01-01

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

  12. Effects of Student Characteristics on Grades in Compulsory School

    Science.gov (United States)

    Lekholm, Alli Klapp; Cliffordson, Christina

    2009-01-01

    The purpose of the study was to investigate how different student characteristics such as gender influence grades. In order to answer these questions, multivariate techniques were used. The data derive from The Gothenburg Educational Longitudinal Database (GOLD), and the subjects were 99,070 ninth-grade students born in 1987. The analyses were…

  13. A Preliminary Study of Grade Forecasting by Students

    Science.gov (United States)

    Armstrong, Michael J.

    2013-01-01

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

  14. A Preliminary Study of Grade Forecasting by Students

    Science.gov (United States)

    Armstrong, Michael J.

    2013-01-01

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

  15. Investigating Urban Eighth-Grade Students' Knowledge of Energy Resources

    Science.gov (United States)

    Bodzin, Alec

    2012-01-01

    This study investigated urban eighth-grade students' knowledge of energy resources and associated issues including energy acquisition, energy generation, storage and transport, and energy consumption and conservation. A 39 multiple-choice-item energy resources knowledge assessment was completed by 1043 eighth-grade students in urban schools in two…

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

    Science.gov (United States)

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

    2009-01-01

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

  17. Case Study: What Supports Students to Improve Their Grades?

    Science.gov (United States)

    Sieminski, Sandy; Messenger, Julie; Murphy, Sam

    2016-01-01

    This case study considers students who achieved "borderline" (40-45%) grades in their first assignment on a module, but went on to markedly improve their grades over the course of the module. The students were studying nursing and social work at the UK Open University, and they were all sponsored by employers. Semi-structured telephone…

  18. Grading Students' Classroom Writing: Issues and Strategies. ERIC Digest.

    Science.gov (United States)

    Speck, Bruce

    This digest examines issues related to the grading of students' classroom writing, including the relation of the writing process to the grading process, ways to construct effective writing assignments, fairness and professional judgment, ways to include students in the assessment of writing, and guidelines that professors can use to provide…

  19. Problems in Grading Based on Testing University Students.

    Science.gov (United States)

    Ediger, Marlow

    To assure the fair and honest grading of student achievement, validity and reliability are key to writing test items. Clarity in writing each item is essential. Multiple procedures of assessing the achievement of university students should be implemented, and instructors and professors should be held accountable for the fair and honest grading of…

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

    Science.gov (United States)

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

    2009-01-01

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

  1. Affix Meaning Knowledge in First through Third Grade Students

    Science.gov (United States)

    Apel, Kenn; Henbest, Victoria Suzanne

    2016-01-01

    Purpose: We examined grade-level differences in 1st- through 3rd-grade students' performance on an experimenter-developed affix meaning task (AMT) and determined whether AMT performance explained unique variance in word-level reading and reading comprehension, beyond other known contributors to reading development. Method: Forty students at each…

  2. Sex Differences in Secondary School Students' Attitudes toward Computers.

    Science.gov (United States)

    Collis, Betty

    1985-01-01

    Summarizes results of a study measuring eighth- and twelfth-grade students' attitudes toward computers. Sex and age differences, computer literacy course impact, and correlation of student attitudes toward computers and mathematics and science are assessed. A table giving means and standard deviations of responses to survey items is included. (MBR)

  3. Knowledge and Health Practices of High School Students with Respect to Heart Disease Risk Factors--A Pilot Study.

    Science.gov (United States)

    Oswald, Marianne T.; And Others

    1980-01-01

    Examines questionnaire responses of ninth- and twelfth-grade students to investigate the level of knowledge possessed by high school students concerning cardiovascular disease. Results are summarized of student knowledge pertaining to personal life-style associated with smoking, obesity, exercise, and dietary habits. (CS)

  4. Grade 12 Diploma Examination: Physics 30. June 1986. = Examen en vue du Diplome Douzieme Annee: Physique 30. Juin 1986.

    Science.gov (United States)

    Alberta Dept. of Education, Edmonton.

    Physics 30 is a twelfth-grade physics course for students in Alberta, Canada. This document is a final test for the course. Both English and French versions of the test are provided. Intended for administration during June 1986, it contains 56 multiple-choice questions and four written-response problems. Two-and-one-half hours are allowed for…

  5. Grade 12 Diploma Examination: Physics 30. January 1987 = Examen en vue du Diplome Douzieme Annee: Physique 30. Janvier 1987.

    Science.gov (United States)

    Alberta Dept. of Education, Edmonton.

    Physics 30 is a twelfth-grade physics course for students in Alberta, Canada. This document is the major examination for the course. Both English and French versions of the test are provided. Intended for administration during January, 1987, it contains 56 multiple-choice questions and three written-response questions. Two-and-one-half hours are…

  6. Grade 12 Diploma Examination: Mathematics 30. June 1986. = Examen en vue du Diplome Douzieme Annee: Mathematiques 30. Juin 1986.

    Science.gov (United States)

    Alberta Dept. of Education, Edmonton.

    This is the final test for students in the twelfth-grade course Mathematics 30, offered in schools in Alberta, Canada. Intended for administration in June 1986, it is available in both English and French. It contains 52 multiple-choice questions and five written-response problems, with two-and-one-half hours allowed for completion. Approved…

  7. Grade 12 Diploma Examination: Mathematics 30. January 1988 = Examen en vue du Diplome Douzieme Annee: Mathematiques 30. Janvier 1988.

    Science.gov (United States)

    Alberta Dept. of Education, Edmonton.

    This is the final test for students in the twelfth grade course Mathematics 30, offered in schools in Alberta, Canada. Intended for administration in 1988, it is available in both English and French. It contains 52 multiple-choice questions and 3 written-response problems, with 2.5 hours allowed for completion. Approved calculators may be used.…

  8. Grade 12 Diploma Examination: Mathematics 30. January 1987 = Examen en vue du Diplome Douzieme Annee: Mathematiques 30. Janvier 1987.

    Science.gov (United States)

    Alberta Dept. of Education, Edmonton.

    This is the final test for students in the twelfth-grade course Mathematics 30, offered in schools in Alberta, Canada. Intended for administration in January 1987, it is available in both English and French. It contains 52 multiple-choice questions and 3 written-response problems, with 2.5 hours allowed for completion. Approved calculators may be…

  9. Grade 12 Diploma Examination: Chemistry 30. June 1986. = Examen en vue du Diplome Douzieme Annee: Chimie 30. Juin 1986.

    Science.gov (United States)

    Alberta Dept. of Education, Edmonton.

    Chemistry 30 is a twelfth-grade chemistry course for students in Alberta, Canada. This document is a final test for the course. Both English and French versions of the test are provided. Intended for administration during June 1986, it contains 56 multiple-choice questions and three written-response problems. Two-and-one-half hours are allowed for…

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

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

    Ciampa, Katia

    2012-01-01

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

  12. Minicourses for Deaf Students in the Intermediate Grades

    Science.gov (United States)

    Anderson, Peter E.; Shepard, Charlotte H.

    1977-01-01

    A minicourse program with students from grades four through eight at the Oregon State School for the Deaf has been rewarding for teachers and students by serving to develop skills in immediate practical areas of the student's experience as well as in developing recreational skills and interests in such activities as chess, mime, and karate, and…

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

    Directory of Open Access Journals (Sweden)

    John M. Malouff

    2014-12-01

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

  14. Comparison between teacher grading and student self-grading in different modules of agronomy

    Science.gov (United States)

    Méndez, A.; Paz-Ferreiro, J.; Guerrero, F.; Gascó, J. M.; Saá, A.; Tarquis, A. M.; Gascó, G.

    2012-04-01

    The adaptation of the Universities to European Higher Education Area (EHEA) involves changes in the learning system. Students must obtain specific capabilities in the different degrees or masters. For example, in the degree of Agronomy at the Universidad Politécnica de Madrid (Spain), they must command mathematics, English informatics or crop production. Moreover, students must attain personal skills such as leadership, team work, a critical spirit and a social, environmental and ethical commitment with the environment and the society. A way to evaluate the critical spirit of the students is to compare the grade obtained in a specific module with the grade that the students think he should get. The aim of this work is to evaluate the differences between teacher and student grading in different subjects related to soil science in different degrees and masters courses at the Universidad Politécnica de Madrid.

  15. Grades, Coursework, and Student Characteristics in High School Economics

    Science.gov (United States)

    Rebeck, Ken; Walstad, William B.

    2015-01-01

    The authors use U.S. public and private high school transcripts to analyze grade distribution patterns in economics courses across student and school characteristics, and compare these grades to those earned in other selected high school courses. Results are reported for the 53 percent of 2009 high school graduates who took a basic economics…

  16. Improving Student Writing Skills in the Primary Grades.

    Science.gov (United States)

    Garcia, Lori; Meyer, Jodi; Walsh, Leah

    This report describes a program for improving writing in the primary grades through the use of guided mini-lessons, conferencing, and portfolios. The target population consists of first and second grade students in a growing, low to middle class community. The problems of poor writing skills were documented through teacher observations and student…

  17. Grade Inflation and the Myth of Student Consumerism

    Science.gov (United States)

    Boretz, Elizabeth

    2004-01-01

    The widespread acceptance of the phrase "grade inflation" poses a potentially damaging overstatement in reference to higher education. Grades are at an all-time high, but a review of the literature demonstrates that the improvement is not incongruous with a rise in faculty development programs and increased varieties of student support services.…

  18. Uncovering Students' Environmental Identity: An Exploration of Activities in an Environmental Science Course

    Science.gov (United States)

    Blatt, Erica

    2014-01-01

    This study at a public high school in the Northeastern United States explores how students' environmental identities are affected by various activities in an Environmental Science course. Data was collected as part of an ethnographic study involving an Environmental Science teacher and her tenth-twelfth grade students. The results focus on…

  19. Uncovering Students' Environmental Identity: An Exploration of Activities in an Environmental Science Course

    Science.gov (United States)

    Blatt, Erica

    2014-01-01

    This study at a public high school in the Northeastern United States explores how students' environmental identities are affected by various activities in an Environmental Science course. Data was collected as part of an ethnographic study involving an Environmental Science teacher and her tenth-twelfth grade students. The results focus on…

  20. Uncovering Students' Environmental Identity: An Exploration of Activities in an Environmental Science Course

    Science.gov (United States)

    Blatt, Erica

    2014-01-01

    This study at a public high school in the Northeastern United States explores how students' environmental identities are affected by various activities in an Environmental Science course. Data was collected as part of an ethnographic study involving an Environmental Science teacher and her tenth-twelfth grade students. The results focus on…

  1. The Effects of Grading and Teaching Practices on Students' Perceptions of Grading Fairness

    Science.gov (United States)

    Gordon, Michael E.; Fay, Charles H.

    2010-01-01

    To examine the antecedents of perceptions of grading fairness, approximately 600 college students were surveyed about the prevalence and desirability of 1) teaching practices that assisted students to prepare for examinations, and 2) common test scoring manipulations used to transform poor scores into acceptable ones (e.g., curving low scores…

  2. Teaching Primary Grade Students Perfectionism through Cartoons Compared to Bibliotherapy

    OpenAIRE

    Miranda L. ZOUSEL; Audrey C. RULE; Stephanie R. LOGAN

    2013-01-01

    This experimental study compared concept acquisition and enjoyment of learning about perfectionism under two conditions: bibliotherapy (control) and analysis and construction of cartoons (experimental) in first, second and third grade students (N=46). Posttest results showed students learned significantly more content in the experimental condition with a medium effect size. Students were more engaged in the cartoon condition, appreciating the humor and opportunity to be creative. Most student...

  3. Comparison of Two Small-Group Learning Methods in 12th-Grade Physics Classes Focusing on Intrinsic Motivation and Academic Performance

    Science.gov (United States)

    Berger, Roland; Hanze, Martin

    2009-01-01

    Twelfth-grade physics classes with 344 students participated in a quasi-experimental study comparing two small-group learning settings. In the jigsaw classroom, in contrast to the cyclical rotation method, teaching expectancy as well as resource interdependence is established. The study is based on the self-determination theory of motivation,…

  4. The investigation of the reading attitudes of second grade students

    Directory of Open Access Journals (Sweden)

    Kamil İşeri

    2010-07-01

    Full Text Available The aim of the study is to examine the reading attitudes of 6th, 7th and 8th level primary school students in respect to several variables using the “Reading Attitude Scale towards Primary School Second Grade Students” which is developed by Özbay and Uyar (2009. Study group consists of 508 students studying in the 6th, 7th and 8th levels of state primary schools in Niğde city centre. Thus, the reading attitudes of 6th, 7th and 8th level students in accordance with gender and school variables are intended to be defined. At the end of the study, the reading attitude levels of the second grade students are seen positive. It is concluded that the reading attitude score averages of second grade students show a significant difference with regard to genders, schools and classes at which they study.

  5. Grade One Peer and Teacher Feedback on Student Writing

    Science.gov (United States)

    Peterson, Shelley Stagg; Portier, Christine

    2014-01-01

    This article examines a grade one teacher's support for her students' writing development through formal peer and teacher feedback. The teacher modelled and provided examples of effective feedback and good writing in whole-class and small-group lessons and in her own one-on-one verbal feedback on student writing. She allocated time for the…

  6. Teaching Primary Grade Students Perfectionism through Cartoons Compared to Bibliotherapy

    Science.gov (United States)

    Zousel, Miranda L.; Rule, Audrey C.; Logan, Stephanie R.

    2013-01-01

    This experimental study compared concept acquisition and enjoyment of learning about perfectionism under two conditions: bibliotherapy (control) and analysis and construction of cartoons (experimental) in first, second and third grade students (N = 46). Posttest results showed students learned significantly more content in the experimental…

  7. Factors Affecting Students' Grades in Principles of Economics

    Science.gov (United States)

    Kara, Orhan; Bagheri, Fathollah; Tolin, Thomas

    2009-01-01

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

  8. A CURRICULUM FOR ENGLISH, STUDENT PACKET, GRADE 7.

    Science.gov (United States)

    Nebraska Univ., Lincoln. Curriculum Development Center.

    THE SEVENTH-GRADE STUDENT PACKET, PRODUCED BY THE NEBRASKA CURRICULUM DEVELOPMENT CENTER, BEGINS WITH THE UNIT ENTITLED "THE MAKING OF STORIES" IN WHICH STUDENTS CONSIDER WRITERS' AUDIENCES AND METHODS OF COMPOSITION AND PRESENTATION. SUCH MATERIAL AS "A CHRISTMAS CAROL" AND SELECTIONS FROM "THE ODYSSEY,""BEOWULF,""HYMN TO HERMES," AND GRIMM'S…

  9. Elementary and Middle Grade Students' Constructions of Typicality

    Science.gov (United States)

    Leavy, Aisling M.; Middleton, James A.

    2011-01-01

    This study addresses the measures chosen by students when selecting or constructing indices to properties of distributions of data. A series of individual teaching experiments were conducted to provide insight into the development of five 4th to 8th grade students' conceptualizations of distribution over the course of 8 weeks of instruction.…

  10. Data Modelling with First-Grade Students

    Science.gov (United States)

    English, Lyn D.

    2012-01-01

    This paper argues for a renewed focus on statistical reasoning in the beginning school years, with opportunities for children to engage in data modelling. Results are reported from the first year of a 3-year longitudinal study in which three classes of first-grade children (6-year-olds) and their teachers engaged in data modelling activities. The…

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

    Science.gov (United States)

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

    2016-01-01

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

  12. Unskilled and unaware in the classroom: College students' desired grades predict their biased grade predictions.

    Science.gov (United States)

    Serra, Michael J; DeMarree, Kenneth G

    2016-10-01

    People tend to be overconfident when predicting their performance on a variety of physical and mental tasks (i.e., they predict they will perform better than they actually do). Such a pattern is commonly found in educational settings, in which many students greatly overestimate how well they will perform on exams. In particular, the lowest-performing students tend to show the greatest overconfidence (i.e., the "unskilled-and-unaware" effect). Such overconfidence can have deleterious effects on the efficacy of students' short-term study behaviors (i.e., underpreparing for exams) and long-term academic decisions (i.e., changing one's academic major to an "easier" topic or dropping out of school completely). To help understand why students' grade predictions are often overconfident, we examined the hypothesis that students' grade predictions are biased by their desired levels of performance, which are often much higher than their actual levels of performance. Across three studies in which actual students made predictions about their exam performance in their courses, we demonstrated that students' grade predictions are highly biased by their desired grades on those exams. We obtained this result when students predicted their exam grades over a week before the exam (Study 1), immediately after taking the exam (Study 2), and across the four course exams in a single semester (Study 3). These results are informative for understanding why the "unskilled-and-unaware" pattern of performance predictions occurs, and why people in general tend to be overconfident when making both physical and mental performance predictions.

  13. The Entrepreneur Fair: Fifth Grade Student Businesses

    Science.gov (United States)

    Moore, Teresa

    2010-01-01

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

  14. Teaching Primary Grade Students Perfectionism through Cartoons Compared to Bibliotherapy

    Directory of Open Access Journals (Sweden)

    Miranda L. ZOUSEL

    2013-03-01

    Full Text Available This experimental study compared concept acquisition and enjoyment of learning about perfectionism under two conditions: bibliotherapy (control and analysis and construction of cartoons (experimental in first, second and third grade students (N=46. Posttest results showed students learned significantly more content in the experimental condition with a medium effect size. Students were more engaged in the cartoon condition, appreciating the humor and opportunity to be creative. Most students reported liking the bibliotherapy but some complained of boredom. The authors recommend that both bibliotherapy and cartoon analysis be used in lessons about perfectionism to maintain student interest and comprehension of concepts.

  15. The Effect of Scheduling Models for Introductory Algebra on 9th-Grade Students, Test Scores and Grades

    Science.gov (United States)

    O'Hanlon, Angela L.

    2011-01-01

    The purpose of the study was to determine the effect of pacing and scheduling of algebra coursework on assigned 9th-grade students who traditionally would qualify for pre-algebra instruction and same course 9th-grade students who traditionally would qualify for standard algebra instruction. Students were selected based on completion of first-year…

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

    Science.gov (United States)

    Mc Spirit, Stephanie; Jones, Kirk E.

    1999-01-01

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

  17. Twelfth degree spline with application to quadrature.

    Science.gov (United States)

    Mohammed, P O; Hamasalh, F K

    2016-01-01

    In this paper existence and uniqueness of twelfth degree spline is proved with application to quadrature. This formula is in the class of splines of degree 12 and continuity order [Formula: see text] that matches the derivatives up to order 6 at the knots of a uniform partition. Some mistakes in the literature are pointed out and corrected. Numerical examples are given to illustrate the applicability and efficiency of the new method.

  18. Students drop out of STEM fields due to poor grades

    Science.gov (United States)

    Balcerak, Ernie

    2013-09-01

    College students planning to major in science, technology, engineering, and mathematics (STEM) fields often drop out of those fields because of poorer than expected grades, according to a recent study. Conducted by Ralph Stinebrickner of Berea College in Kentucky and Todd Stinebrickner of the University of Western Ontario, the study is a National Bureau of Economic Research working paper published in June 2013.

  19. Understanding of Allusions Possessed by Ninth-Grade Students.

    Science.gov (United States)

    Roberts, Mary Marjorie Southard

    In this investigation, 270 ninth-grade students at Jefferson Junior High School in Columbia, Missouri, were tested to determine how well they comprehended the meanings of allusions in their required reading materials. Test results were compared with other objective data from school records to discern the extent to which the factors of sex,…

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

    Science.gov (United States)

    Bulut, Aydin

    2017-01-01

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

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

    Science.gov (United States)

    Hernthaisong, Preeyanan; Sitti, Somsong; Sonsupap, Kanyarat

    2015-01-01

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

  2. Stop Tobacco in Restaurants: Fifth Grade Students STIR City Hall

    Science.gov (United States)

    Morris, Ronald Vaughan

    2008-01-01

    This article discusses a campaign called STIR: Stop Tobacco in Restaurants, that was started by fourth and fifth grade students. The goal was to end smoking in public places, including restaurants, bowling alleys, sports bars, and pool halls. For two years they motivated their peers, coordinated an information campaign to urge kids and adults to…

  3. Differential Teacher Grading Behavior toward Female Students of Mathematics.

    Science.gov (United States)

    Duval, Concetta M.

    1980-01-01

    This study attempted to determine if teachers discriminate against female learners of mathematics. More than 1000 secondary mathematics teachers were asked to grade four geometry proofs. Student sex and ability were the independent variables. Analysis yielded no significant F ratios for either of the main effects or their interaction. (Author/MK)

  4. Determinants of Grades in Maths for Students in Economics

    DEFF Research Database (Denmark)

    Cappellari, Lorenzo; Lucifora, Claudio; Pozzoli, Dario

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

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

    Science.gov (United States)

    Hernthaisong, Preeyanan; Sitti, Somsong; Sonsupap, Kanyarat

    2015-01-01

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

  6. Discrimination Evidence for Examining Fourth Grade Students' Learning Disability Problems

    Science.gov (United States)

    Hassan, Abdulhameed S.; Al-Harthy, Ibrahim S.

    2014-01-01

    This study investigated the ability of discriminate variables (perceptual-motor, hyperactivity disorder, neurological and psychological skills) to distinguish between normal (n = 68) and students with learning disabilities (n = 72) in fourth grade. Three instruments were developed: perceptual-motor scale, hyperactivity disorder scale, skills test…

  7. Bibliography of Spanish Materials for Students, Grades Seven through Twelve.

    Science.gov (United States)

    California State Dept. of Education, Sacramento.

    This annotated bibliography of Spanish materials for students in grades seven through twelve is divided into the following categories: (1) Art, Drama, Music, and Poetry; (2) Books in Series; (3) Culture; (4) Dictionaries and Encyclopedias; (5) Literature; (6) Mathematics; (7) Physical Education, Health, and Recreation; (8) Reading and Language…

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

    Science.gov (United States)

    Yan, Yaw Kai; Subramaniam, R.

    2016-01-01

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

  9. Using Dance Therapy with High School Students: A Strategy for School Counselors

    Science.gov (United States)

    Chibbaro, Julia S.; Holland, Charleta Reshae

    2013-01-01

    Professional school counselors are challenged to meet the needs of all students and need a variety of interventions enabling them to meet those needs. High school is a time when many adolescents struggle with social, emotional, and physical issues (Gysbers & Henderson, 2006). Ninth through twelfth grades are critical years of any teenager's…

  10. The Fairness of Report Card Grading Adaptations: What Do Students with and without Learning Disabilities Think?

    Science.gov (United States)

    Bursuck, William D.; Munk, Dennis D.; Olson, Mary M.

    1999-01-01

    A study of 15 high school students with learning disabilities and 257 typical students found no grading adaptation was viewed as fair by a majority of students without disabilities. Changing the grading scale and raising grades to reflect improvement were viewed as fair adaptations by the students with disabilities. (CR)

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

    Directory of Open Access Journals (Sweden)

    Mare Codruta

    2013-07-01

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

  12. Longitudinal Investigation of Elementary Students' Science Academic Achievement in 4-8th Grades: Grade Level and Gender Differences

    Science.gov (United States)

    Bursal, Murat

    2013-01-01

    This study investigated the change of the science academic achievement by grade level and gender where 222 elementary students' science and technology course scores between the 4th and 8th grades and science success percentages in 6th and 8th grades Level Determination Exam were longitudinally analyzed. Based on the findings of this study,…

  13. PERCEPTIONS OF 8th GRADE ELEMENTARY STUDENTS ABOUT SPEAKING CONCEPT

    Directory of Open Access Journals (Sweden)

    Ahmet AKKAYA

    2011-06-01

    Full Text Available Curriculum of Elementary Turkish Lesson (Grade 6, 7, 8 consists of listening/watching, reading, writing abilities with learning grammar area. However, exercises about speaking ability are restricted. The main purpose of this study is to expose perceptions of students of elementary 8th grade about “speaking” concept by the means of metaphors. The participants for this study included 83 students from Şehit Piyade Binbaşı Zafer Kılıç Elementary School and Kanuni Sultan Süleyman Elementary School both located in Elazığ. To collect the study data, each participant was asked to complete the prompt “Speaking is like … because …” The content analysis technique was used to analyze study data. According to the results, a big amount of students (96.4% have developed metaphors about speaking; 3.6% have developed negative metaphors.

  14. Instructional Goals and Grading Practices of Graduate Students after One Semester of Teaching Experience

    CERN Document Server

    Henderson, Charles; Maries, Alexandru; Yerushalmi, Edit; Singh, Chandralekha

    2016-01-01

    Teaching assistants (TAs) are often responsible for grading student solutions. Since grading communicates instructors' expectations, TAs' grading decisions play a crucial role in forming students' approaches to problem solving (PS) in physics. We investigated the change in grading practices and considerations of 18 first-year graduate students participating in a TA professional development (PD) course. The TAs were asked to state their beliefs about the purpose of grading, to grade a set of specially designed student solutions, and to explain their grading decisions. We found that after one semester of teaching experience and participation in PD, TAs did not significantly change their goals for grading (i.e., a learning opportunity for both the student and the instructor) or their grading practice. In addition, TAs' grading practice frequently did not align with their goals. However, some TAs' perceptions of the level of explication required in a student solution did change. Our findings suggest that in order...

  15. Prevalence of cardiovascular risk factors in grade nine students.

    Science.gov (United States)

    Prentice, Dawn; Kilty, Heather Lee; Stearne, Karen; Dobbin, Stafford W

    2008-01-01

    The Niagara Schools' Healthy Heart Program (NSHHP) is a health education and intervention program offered to students enrolled in a grade nine physical education course. The program involves completion of a family history and a self-report lifestyle survey, measurements of height, weight, blood pressure, and random total cholesterol levels, a heart education class, and CPR training. The purpose of this study was to report the prevalence of cardiovascular risk for adolescents enrolled in the program. A secondary analysis was conducted using data collected by the NSHHP staff to determine the prevalence of cardiovascular risk factors in grade nine students for the school year 2006. Specific risk factors studied were smoking, body mass index, total cholesterol level and blood pressure. A total of 3,639 students from 30 schools participated. Almost 14% of students had at least one cardiovascular risk factor. Body mass index was found to be the highest risk factor (13.7%) and total random cholesterol level (5%) was found to be the lowest risk factor in this sample. There were differences in prevalence rates between male and female students for all risk factors except elevated blood pressure. Five per cent of the students were referred to a family physician for follow-up, mostly for high cholesterol readings. The findings suggest that adolescents do have cardiovascular risk factors and prevention could be targeted to this population. These risk factors were already established by the time the students reached adolescence. The findings support conducting early prevention with younger children and adolescents.

  16. Do Grades Shape Students' School Engagement? The Psychological Consequences of Report Card Grades at the Beginning of Secondary School

    Science.gov (United States)

    Poorthuis, Astrid M. G.; Juvonen, Jaana; Thomaes, Sander; Denissen, Jaap J. A.; de Castro, Bram Orobio; van Aken, Marcel A. G.

    2015-01-01

    Receiving report card grades is psychologically salient to most students and can elicit a range of affective reactions. A 3-wave longitudinal study examined how grades shape students' (N = 375; M age at Wave 1 = 12.6 years) school engagement through the affective reactions they elicit. Emotional and behavioral engagement were measured at the start…

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

    Science.gov (United States)

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

    2014-10-01

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

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

    Science.gov (United States)

    Cochrane, Donald Brian

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

  19. How Second-Grade Students Internalize Rules during Teacher-Student Transactions: A Case Study

    Science.gov (United States)

    Meard, Jacques; Bertone, Stefano; Flavier, Eric

    2008-01-01

    Background: Vygotsky's theory of the internalization of signs provided the basis for this study. Aims: This study tried to analyse the processes by which second-grade students internalize school rules. Sample: Ethnographic data were collected on 102 lessons in a second-grade class (6-8 years) during 1 year. This study focused on three lessons…

  20. The Relationship between Middle Grade Student Belonging and Middle Grade Student Performance

    Science.gov (United States)

    Faust, Phyllis B.; Ennis, Leslie S.; Hodge, William M.

    2014-01-01

    This study examined the relationship between a middle school initiative to develop student voice, interpersonal relationships, and intrapersonal relationships and students' sense of belonging. The literature indicated a strong connection between students' sense of belonging in school and positive outcomes in and out of the classroom (Deci &…

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

    Science.gov (United States)

    Colorado State Dept. of Education, Denver.

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

  2. Experiences Teaching Stoichiometry to Students in Grades 10 and 11

    Science.gov (United States)

    Bridges, Cynthia Denise

    Many students have problems learning stoichiometry, a complex mathematical chemistry concept used to determine how much product will be produced or formed from a given quantity of reactants. The problem addressed in this study was teachers' lack of understanding of how to teach stoichiometry in a Midwestern urban school district. The conceptual framework of the study was based upon constructivist theory. A qualitative narrative approach was used to obtain the perceptions of 5 high school chemistry instructors related to their experiences, successful or unsuccessful, in teaching stoichiometry to students in Grades 10 and 11. Data were gathered through face-to-face interviews, which were analyzed via an inductive approach to reveal 6 themes: a difficult subject to teach, presentation of stoichiometry, relevancy, students' reactions, barriers, and gender differences. Findings suggested the need for teachers to be knowledgeable, creative, and resourceful in their subject areas to help their students to learn stoichiometry. Findings also revealed the need for teachers to adapt their instructional strategies and modes of delivery to reflect their students' individual learning styles. Understanding how the participating teachers explained stoichiometry to their students might help other chemistry teachers to examine and adapt their own instructional styles and delivery methods of the concept. This understanding might, in term, help to improve student achievement in stoichiometry in particular and chemistry in general.

  3. The Correlation between Student/Instructor Rapport, Student Perceptions of Instructor Effectiveness, and Course Grade Expectations

    Science.gov (United States)

    Yezbick, Erin Lewis

    2016-01-01

    The researcher attempted to determine if a correlation exists between student/instructor rapport, student perceptions of instructor effectiveness, and course grade expectations for freshman general education courses at a career college in the Great Lakes Region of the United States. Previous studies have determined that rapport affects motivation…

  4. Ninth Grade Student Responses to Authentic Science Instruction

    Science.gov (United States)

    Ellison, Michael Steven

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

  5. Effects of Information and Communication Technology on Engagement and Art Production for Eighth-Grade Students

    Science.gov (United States)

    Lovin, Elizabeth; Lambeth, Dawn T.

    2015-01-01

    The purpose of this research was to explore the impact of an online-learning component incorporating peer discussion groups on art achievement, digital literacy practice, student engagement, and student attitude of an eighth-grade visual arts classroom. Participants included 30 students in two 8th-grade art classes. Students in one class received…

  6. Middle Grades Students' Situation Definitions: Development of a Knowledge-Linking Inventory

    Science.gov (United States)

    Schuh, Kathy L.; Kuo, Yi-Lung; Knupp, Tawnya L.

    2013-01-01

    The purpose of this study was to develop the Student Knowledge Linking Instrument (SKLI), an inventory for middle grades students that seeks to understand student knowledge construction processes. This study included 461 fifth and sixth grade students and follows from a series of qualitative studies that were used as a foundation for development…

  7. Producing a Documentary in the Third Grade: Reaching All Students through Movie Making

    Science.gov (United States)

    Fehn, Bruce; Heckart, Kimberly

    2013-01-01

    This article details the work of third grade teacher, co-author Kim Heckart, as she engaged her students in making historical documentaries: a project that succeeded in reaching all of her third-grade students. For the last five years, Kim has required students to make historical documentaries. As her students produced these works, Kim conversed…

  8. Reducing Test Anxiety among Third Grade Students through the Implementation of Relaxation Techniques

    Science.gov (United States)

    Larson, Heidi A.; El Ramahi, Mera K.; Conn, Steven R.; Estes, Lincoln A.; Ghibellini, Amanda B.

    2010-01-01

    The purpose of this study was to reduce the negative effects that self-perceived levels of test anxiety have on third-grade students. The participants in this study consisted of 177 third-grade students at two Midwestern public elementary schools. Students at one school were taught relaxation techniques, while students at the second school served…

  9. Teacher Tweets Improve Achievement for Eighth Grade Science Students

    Directory of Open Access Journals (Sweden)

    Carol Van Vooren

    2013-02-01

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

  10. Teacher Tweets Improve Achievement for Eighth Grade Science Students

    Directory of Open Access Journals (Sweden)

    Carol Van Vooren

    2013-02-01

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

  11. Seventh-grade students at-risk for school failure.

    Science.gov (United States)

    Stevens, R; Pihl, R O

    1987-01-01

    This study was designed to assess the effects of failure on the subsequent test performance in school of young adolescents. Fifty-one seventh-grade students, identified as at-risk for future school failure, were compared to 51 randomly selected classmates on individually administered measures of intelligence, self-concept, problem-solving ability, coping ability, attribution, and locus of control. Teachers' ratings, mathematics ability, and grades of the two groups were also compared. Students with a history of school failure, although of normal intelligence, were found to be significantly less intellectually, academically, and affectively competent than their more successful peers and were rated by their teachers as significantly less able to deal adaptively with normal school stress. A discriminant analysis separated the groups with 93% accuracy. On two equivalent mathematics tests, one given under relaxed conditions, and the other under normal school test-like conditions, approximately thirty percent of both the at-risk and the otherwise normal students got lower scores when they thought they were taking a test. Implications of these results for the understanding and remediation of stress-depressed school performance are discussed.

  12. Making the grade in a portfolio-based system: student performance and the student perspective.

    Science.gov (United States)

    Nowacki, Amy S

    2013-01-01

    Assessment is such an integral part of the educational system that we rarely reflect on its value and impact. Portfolios have gained in popularity, but much attention has emphasized the end-user and portfolio assessment. Here we focus on the portfolio creator (the student) and examine whether their educational needs are met with such an assessment method. This study aims to investigate how assessment practices influence classroom performance and the learning experience of the student in a graduate education setting. Studied were 33 medical students at the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, a program utilizing a portfolio-based system. The students may elect to simultaneously enroll in a Masters program; however, these programs employ traditional letter grades. Thus creating a unique opportunity to assess 25 portfolio only (P) students and 8 portfolio and grade (PG) students concurrently taking a course that counts for both programs. Classroom performance was measured via a comprehensive evaluation where the PG students scored modestly better (median total scores, 72% P vs. 76% PG). Additionally, a survey was conducted to gain insight into student's perspective on how assessment method impacts the learning experience. The students in the PG group (those receiving a grade) reported increased stress but greater affirmation and self-assurance regarding their knowledge and skill mastery. Incorporation of such affirmation remains a challenge for portfolio-based systems and an area for investigation and improvement.

  13. Discrimination against Students with Foreign Backgrounds: Evidence from Grading in Swedish Public High Schools

    Science.gov (United States)

    Hinnerich, Bjorn Tyrefors; Höglin, Erik; Johannesson, Magnus

    2015-01-01

    We rigorously test for discrimination against students with foreign backgrounds in high school grading in Sweden. We analyse a random sample of national tests in the Swedish language graded both non-blindly by the student's own teacher and blindly without any identifying information. The increase in the test score due to non-blind grading is…

  14. The Association of Professors' Style, Trait Anxiety, and Experience with Students' Grades.

    Science.gov (United States)

    Theodory, George C.; Day, Richard C.

    1985-01-01

    The relationship between the style, trait anxiety, and experience of professors and students' grades was investigated using Fiedler's contingency theory. Results indicated professors' trait anxiety is significant influencing student grades; professors having a high Least Preferred co-worker score assigned grades negatively correlated related with…

  15. Holding Back and Holding behind: Grade Retention and Students' Non-Academic and Academic Outcomes

    Science.gov (United States)

    Martin, Andrew J.

    2011-01-01

    The present study examined the implications of grade retention (repeating a grade) and social promotion (automatic promotion to the next grade each year) for high school students' academic and non-academic outcomes. Based on data from 3261 high school students, structural equation modeling demonstrated that, after controlling for interactions with…

  16. Discrimination against Students with Foreign Backgrounds: Evidence from Grading in Swedish Public High Schools

    Science.gov (United States)

    Hinnerich, Bjorn Tyrefors; Höglin, Erik; Johannesson, Magnus

    2015-01-01

    We rigorously test for discrimination against students with foreign backgrounds in high school grading in Sweden. We analyse a random sample of national tests in the Swedish language graded both non-blindly by the student's own teacher and blindly without any identifying information. The increase in the test score due to non-blind grading is…

  17. Twelfth Thermal and Fluids Analysis Workshop

    Science.gov (United States)

    Majumdar, Alok (Compiler)

    2002-01-01

    The Twelfth Thermal and Fluids Analysis Workshop (TFAWS 01) was held at the Bevill Center, The University of Alabama in Huntsville, Huntsville, Alabama, September 10-14, 2001. The theme for the hands-on training workshop and conference was "Engineering Excellence and Advances in the New Millenium." Forty-five technical papers were presented in four sessions: (1) Thermal Spacecraft/Payloads, (2) Thermal Propulsion/Vehicles, (3) Interdisciplinary Papers, and (4) Fluids Papers. Thirty-nine papers were published in these proceedings. The remaining six papers were not available in electronic format at the time of publication. In addition to the technical papers, there were (a) nine hands-on classes on thermal and flow analyses software, (b) thirteen short courses and product overview lectures, (c) five keynote lectures and, (d) panel discussions consisting of eight presentations. The workshop resulted in participation of 195 persons representing NASA Centers, Government agencies, aerospace industries, academia, software providers, and private corporations.

  18. Making the grade in a portfolio-based system: student performance and the student perspective

    Directory of Open Access Journals (Sweden)

    Amy S. Nowacki

    2013-04-01

    Full Text Available Assessment is such an integral part of the educational system that we rarely reflect on its value and impact. Portfolios have gained in popularity, but much attention has emphasized the end-user and portfolio assessment. Here we focus on the portfolio creator (the student and examine whether their educational needs are met with such an assessment method. This study aims to investigate how assessment practices influence classroom performance and the learning experience of the student in a graduate education setting. Studied were 33 medical students at the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, a program utilizing a portfolio-based system. The students may elect to simultaneously enroll in a Masters program; however, these programs employ traditional letter grades. Thus creating a unique opportunity to assess 25 portfolio only (P students and 8 portfolio and grade (PG students concurrently taking a course that counts for both programs. Classroom performance was measured via a comprehensive evaluation where the PG students scored modestly better (median total scores, 72% P vs. 76% PG. Additionally, a survey was conducted to gain insight into student’s perspective on how assessment method impacts the learning experience. The students in the PG group (those receiving a grade reported increased stress but greater affirmation and self-assurance regarding their knowledge and skill mastery. Incorporation of such affirmation remains a challenge for portfolio-based systems and an area for investigation and improvement.

  19. The Lazy Professor's Guide to Grading: How to Increase Student Learning while Decreasing Professor Homework

    Science.gov (United States)

    Barringer, S. A.

    2008-01-01

    The busy instructor wants to help their students learn but is often pressed for time. This article presents 6 grading techniques that help the students learn without taking a lot of time. First, not grading an assignment saves time and can still be valuable as long as the instructor carefully structures it so the students still have an incentive…

  20. Technical Assistance Paper: Third-Grade Student Progression. DPS: 2013-56

    Science.gov (United States)

    Florida Department of Education, 2013

    2013-01-01

    The purpose of this Technical Assistance Paper (TAP) is to provide school districts with updates and changes relative to third-grade student progression policies, including information on alternative assessments, promotion criteria and resources. This paper provides: (1) General Information; (2) Student Portfolios for Third-Grade Students; (3)…

  1. The Effects of Cooperative Learning Strategies on Vocabulary Skills of 4th Grade Students

    Science.gov (United States)

    Bilen, Didem; Tavil, Zekiye Müge

    2015-01-01

    This study was carried out to investigate the effects of cooperative learning strategies on the vocabulary skills of 4th grade students. The study was also designed to ascertain the attitudes of the students in the experimental group towards cooperative learning. Out of 96 4th grade students enrolled in the private school where the study took…

  2. Consent Form Return Rates for Third-Grade Urban Elementary Students

    Science.gov (United States)

    Ji, Peter; Flay, Brian R.; Phil, D.; DuBois, David L.; Brechling, Vanessa; Day, Joseph; Cantillon, Dan

    2006-01-01

    Objective: To maximize active parent consent form return rates for third-grade minority, urban students enrolled in predominantly low-income elementary schools in Chicago, Ill. Methods: Research staff used a class incentive and class visits to retrieve consent forms from students. Results: Of the 811 third-grade students, 98% returned a form and …

  3. Sensory Response Patterns of Academically Successful and Unsuccessful Ninth-grade Students of English.

    Science.gov (United States)

    LaRocque, Geraldine E.

    Testing Marshall McLuhan's thesis that the educational system favors the visually oriented student and militates against the audile-tactile youngster, this pilot study attempted to discover whether or not academically successful ninth-grade English students have a different sensory response pattern than unsuccessful ninth-grade English students.…

  4. The Effectiveness of the New 9th Grade Biology Curriculum on Students' Environmental Awareness

    Science.gov (United States)

    Cetin, Gulcan; Nisanci, Seda Hilal

    2010-01-01

    The aim of this study was to examine the effectiveness of a new 9th grade biology curriculum on students' environmental awareness. Participants included 91 ninth grade students in a high school in Balikesir during the spring semester of the 2008-2009 academic years. Two classrooms, including 22 and 24 students respectively, were randomly assigned…

  5. The Analysis of Reading Skills and Visual Perception Levels of First Grade Turkish Students

    Science.gov (United States)

    Memis, Aysel; Sivri, Diler Ayvaz

    2016-01-01

    In this study, primary school first grade students' reading skills and visual perception levels were investigated. Sample of the study, which was designed with relational scanning model, consisted of 168 first grade students studying at three public primary schools in Kozlu, Zonguldak, in 2013-2014 education year. Students' reading level, reading…

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

    Science.gov (United States)

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

    2014-01-01

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

  7. “Textile Industry Twelfth Five Year Development Plan” issued

    Institute of Scientific and Technical Information of China (English)

    2012-01-01

    Recently, the "Textile Industry Twelfth Five Year Development Plan" (hereinafter "Plan") has been issued by the Ministry of Industry and Information Technology, has been published to the public. The Plan highlights the restructuring, innovation, brand building

  8. Investigating the scientific creativity of fifth-grade students

    Science.gov (United States)

    Mohamed, Ahmed

    Previous research on the scientific creativity of children has been limited. The most salient limitations of previous literature have been: (a) narrowness of theoretical frameworks, (b) limitedness in using a variety of science process skills, (c) ignorance of the gender differences in scientific creativity, and (d) ignorance of elementary school students. The purpose of this study was to develop and validate the Scientific Creativity Test for fifth-grade students to identify scientific creativity in those students. A related purpose was to investigate the gender differences in scientific creativity. The Scientific Creativity Test consisted of three subtests: Problems and Solutions, Grouping of Flowers, and Design an Experiment. The test was administered to 138 fifth-grade students from six different elementary schools. The reliability analysis showed that the Scientific Creativity Test had a .89 coefficient as a consistency of scores. The concurrent validity analysis indicated that the Scientific Creativity Test had medium correlations with Teachers' Ratings of students' Scientific Ability (r = .42), Science Content Knowledge (r = .42), and Scientific Creativity (r = .51). The interrater reliability of the three items rated by two independent raters [1C (designing a construction about a solution), 2D (drawing a diagram about the relationships among the groups of flowers), and 3B (drawing an experiment to develop a solution for the environmental problem)], using the Consensual Assessment Technique showed medium to high correlations. The General Linear Modeling (GLM) Repeated Measures Two-Way Analysis of Variance indicated no overall significant differences between males and females. An interaction effect, however, was found. Females performed better than males in Subtest II (Grouping of Flowers) and slightly better in Subtest III (Design an Experiment). The analysis using the independent-samples t test indicated no significant differences between females and males

  9. Nutritional Preventive Behavior of Osteoporosis in Female Students: Applying Health Belief Model (HBM)

    OpenAIRE

    Zahra Hosseini; Zeynab Karimi; Siamak Mohebi*; Gholamreza Sharifirad; Ahmad Rahbar; Zabihollah Gharlipour

    2017-01-01

    BackgroundOsteoporosis is one of the most important health problems and it is of great importance to prevent this disease. This study aimed to evaluate the nutritional preventive behavior of osteoporosis using health belief model in female students in Qom city, Iran.Materials and MethodsThis cross-sectional descriptive analytical study was conducted on 265 tenth to twelfth grade female students in Qom city. The subjects were selected via multistage sampling method. To collect data, we used a ...

  10. The Relationship between the Discourse Knowledge and the Writing Performance of Elementary-Grade Students

    Science.gov (United States)

    Olinghouse, Natalie G.; Graham, Steve

    2009-01-01

    This study examined whether discourse knowledge about various forms of writing predicted young developing writers' (Grade 2 and Grade 4 students) story writing performance once 4 writing (handwriting fluency, spelling, attitude toward writing, advanced planning) and 3 nonwriting (grade, gender, basic reading skills) variables were controlled. It…

  11. Reducing the Retention Rate among Kindergarten, First, and Second Grade Students.

    Science.gov (United States)

    Turco, Angela

    An intervention project sought to lower the grade retention rates of kindergarten, first-, and second-grade students in one New Jersey school district. During three school years, 1987-1990, the retention rate was 7 percent of the total population of these grades. An exploration of causes identified several possible factors, including: (1) lack of…

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

    Directory of Open Access Journals (Sweden)

    Margot Chima

    2016-06-01

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

  13. Grading Practices and Considerations of Graduate Students at the Beginning of their Teaching Assignment

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    Yerushalmi, Edit; Maries, Alexandru; Henderson, Charles R; Singh, Chandralekha

    2016-01-01

    Research shows that expert-like approaches to problem-solving can be promoted by encouraging students to explicate their thought processes and follow a prescribed problem-solving strategy. Since grading communicates instructors' expectations, teaching assistants' grading decisions play a crucial role in forming students' approaches to problem-solving in physics. We investigated the grading practices and considerations of 43 graduate teaching assistants (TAs). The TAs were asked to grade a set of specially designed student solutions and explain their grading decisions. We found that in a quiz context, a majority of TAs noticed but did not grade on solution features which promote expert-like approaches to problem-solving. In addition, TAs graded differently in quiz and homework contexts, partly because of how they considered time limitations in a quiz. Our findings can inform professional development programs for TAs.

  14. Middle Grade Students' Responses to Canadian Realistic Fiction for Young Adults.

    Science.gov (United States)

    Latshaw, Jessica L. K.

    1991-01-01

    Student responses to Canadian realistic fiction for young adults were examined for four seventh grade girls and three seventh grade boys. Interview findings support the view that students should have a role in selecting what they read, should talk about reading informally, and should construct representations less influenced by teacher responses.…

  15. Grading New York: Accountability and Student Proficiency in America's Largest School District

    Science.gov (United States)

    Winters, Marcus A.; Cowen, Joshua M.

    2012-01-01

    This article uses a regression discontinuity approach to study the influence of New York City's school grading policy on student math and English language arts (ELA) achievement. We find evidence that students in schools receiving a failing grade realized positive effects in English in the 1st year of sanction, but we find no statistically…

  16. The Relationship between Reading Fluency and Reading Comprehension in Fifth-Grade Turkish Students

    Science.gov (United States)

    Yildiz, Mustafa; Yildirim, Kasim; Ates, Seyit; Rasinski, Timothy; Fitzgerald, Shawn; Zimmerman, Belinda

    2014-01-01

    This research study focused on the relationships among the various components of reading fluency components (word recognition accuracy, automaticity, and prosody), as well as their relationships with reading comprehension among fifth-grade students in Turkey. A total of 119 fifth-grade elementary school students participated in the study. The…

  17. Impact of Leveled Reading Books on the Fluency and Comprehension Levels of First Grade Students

    Science.gov (United States)

    Seals, Melissa Paige

    2013-01-01

    The purpose of this nonequivalent, control group, pretest-posttest design study was to evaluate the effectiveness of leveled book programs on first-grade students' oral reading fluency rates and comprehension levels. This study was conducted over a 10-week time span with four first-grade classes. All of the students in each class were given a…

  18. Middle Grade Students' Responses to Canadian Realistic Fiction for Young Adults.

    Science.gov (United States)

    Latshaw, Jessica L. K.

    1991-01-01

    Student responses to Canadian realistic fiction for young adults were examined for four seventh grade girls and three seventh grade boys. Interview findings support the view that students should have a role in selecting what they read, should talk about reading informally, and should construct representations less influenced by teacher responses.…

  19. Healthcare Students' Perceptions of Electronic Feedback through GradeMark®

    Science.gov (United States)

    Watkins, Diane; Dummer, Paul; Hawthorne, Kamila; Cousins, Judy; Emmett, Catherine; Johnson, Mike

    2014-01-01

    This paper reports on the findings from a study undertaken to explore students' perceptions of the timeliness, accessibility, consistency, and quality of feedback and grading received electronically. The system used was GradeMark®, an electronic tool available through the plagiarism software provider, Turnitin®. 296 students from the Schools of…

  20. Healthcare Students' Perceptions of Electronic Feedback through GradeMark®

    Science.gov (United States)

    Watkins, Diane; Dummer, Paul; Hawthorne, Kamila; Cousins, Judy; Emmett, Catherine; Johnson, Mike

    2014-01-01

    This paper reports on the findings from a study undertaken to explore students' perceptions of the timeliness, accessibility, consistency, and quality of feedback and grading received electronically. The system used was GradeMark®, an electronic tool available through the plagiarism software provider, Turnitin®. 296 students from the Schools of…

  1. The Effects of a Kindergarten and Second-Grade Partnership on Student Reading Skills and Attitudes

    Science.gov (United States)

    Druyor, Peggy S.

    2012-01-01

    Improving student reading skill and attitudes toward reading creates challenges in the classroom. The purpose of this research was to study the effect of reading partnerships on the reading skills and attitudes of kindergarten and second-grade students. Participants included two kindergarten and two second-grade intact classes in a pretest…

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

    Science.gov (United States)

    Smith, Jeffrey K.; Smith, Lisa F.

    2009-01-01

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

  3. The Relationship between Reading Fluency and Reading Comprehension in Fifth-Grade Turkish Students

    Science.gov (United States)

    Yildiz, Mustafa; Yildirim, Kasim; Ates, Seyit; Rasinski, Timothy; Fitzgerald, Shawn; Zimmerman, Belinda

    2014-01-01

    This research study focused on the relationships among the various components of reading fluency components (word recognition accuracy, automaticity, and prosody), as well as their relationships with reading comprehension among fifth-grade students in Turkey. A total of 119 fifth-grade elementary school students participated in the study. The…

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

    Science.gov (United States)

    Berk, Rifat Ramazan; Ünal, Emre

    2017-01-01

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

  5. Examination of the Relationship between Eighth Grade Students' Learning Styles and Attitudes towards Mathematics

    Science.gov (United States)

    Aydin, Bünyamin

    2016-01-01

    The aim of this research is to determine eighth grade students' learning styles and attitudes toward math class and to show the relationship between their learning styles and attitudes toward math class. Sample of the research consists of 100 eighth grade students having education in a school in the Central Anatolia of our country. As data…

  6. Grading and Reporting in a Standards-Based Environment: Implications for Students with Special Needs

    Science.gov (United States)

    Guskey, Thomas R.; Jung, Lee Ann

    2009-01-01

    Teachers at all levels of education today struggle in their efforts to assign fair, accurate, and meaningful grades to students with disabilities, especially those placed in general education classrooms. Lacking specific policies or recommendations, most teachers apply informal, individual grading adaptations for such students. Although these…

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

    Science.gov (United States)

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

    2016-01-01

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

  8. Grade Retention and Social Promotion in Texas, 1994-99: Academic Achievement among Elementary School Students

    Science.gov (United States)

    Lorence, Jon; Dworkin, Anthony Gary.; Toenjes, Laurence A.; Hill, Antwanette N.

    2002-01-01

    Although considerable research examines the impact of grade retention on student academic achievement, various shortcomings exhibited across these studies make it difficult to derive any concrete generalizations about the effectiveness of requiring students to repeat a grade. By utilizing data based on a cohort of all low-achieving elementary…

  9. The Relationship between Eighth Grade Primary School Students' Proportional Reasoning Skills and Success in Solving Equations

    Science.gov (United States)

    Cetin, Hatice; Ertekin, Erhan

    2011-01-01

    This study investigates the relationship between eighth grade primary school students' success levels in solving equations and proportional reasoning skills. 344 eighth grade students, who were registered at various primary schools in the central districts of Konya in the 2007-2008 educational year, participated in the research. The study had a…

  10. Grade Inflation and Student Individual Differences as Systematic Bias in Faculty Evaluations

    Science.gov (United States)

    Germain, Marie-Line; Scandura, Terri A.

    2005-01-01

    The media has recently exposed that grade inflation is a concern for higher education in North America. Grade inflation may be due to consumerism by universities that now compete for students. Keeping students happy (and paying) may have been emphasized more than learning. We review the literature on faculty evaluation and present a model that…

  11. Seventh Grade Students' Problem Solving Success Rates on Proportional Reasoning Problems

    Science.gov (United States)

    Pelen, Mustafa Serkan; Artut, Perihan Dinç

    2016-01-01

    This research was conducted to investigate 7th grade students' problem solving success rates on proportional reasoning problems and whether these success rates change with different problem types. 331 randomly selected students of grade seven participated in this study. A problem test which contains three different types of missing value (direct…

  12. Predicting Seventh Grade Students' Engagement in Science by Their Achievement Goals

    Science.gov (United States)

    Hidiroglu, Melike; Sungur, Semra

    2015-01-01

    The aim of this study was to examine how well seventh grade students' engagement in science can be predicted by their achievement goals. For the specified purpose, a correlational research design was utilized. Data were obtained from 153 seventh grade students through administration of Achievement Goal Questionnaire and Engagement Questionnaire.…

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Bowers, Alex J.

    2010-01-01

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

  16. Learning Difficulties Experienced by Grade 12 South African Students in the Chemical Representation of Phenomena

    Science.gov (United States)

    Ramnarain, Umesh; Joseph, Aleyamma

    2012-01-01

    This study investigated the learning difficulties of grade 12 South African students in a national chemistry examination. A quantitative analysis of students' performance in the examination revealed there was a significant difference between student performance in questions where students needed to execute a transformation across levels of…

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

    Science.gov (United States)

    Aird, Andrew; Tomera, Audrey

    1977-01-01

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

  18. Change and Continuity in Student Achievement from Grades 3 to 5: A Policy Dilemma

    Directory of Open Access Journals (Sweden)

    Mary McCaslin

    2005-01-01

    Full Text Available In this article, we examine student performance on mandated tests in grades 3, 4, and 5 in one state. We focus on this interval, which we term "the fourth grade window," based on our hypothesis that students in grade four are particularly vulnerable to decrements in achievement. The national focus on the third grade as the critical benchmark in student performance has distracted researchers and policy makers from recognition that the fourth grade transition is essential to our understanding of how to promote complex thinking and reasoning that are built upon a foundation of basic skills that may be necessary, but are not sufficient, for the more nuanced learning expected in subsequent grades. We hypothesized that the basic skills that define a successful third grade performance do not predict successful performance in subsequent years. We examined student performance over time using two measures of student success: the Arizona Instrument to Measure Standards (AIMS, a standards based test; and the Stanford 9 (SAT9, a norm-referenced test. Three groups of schools were included in these analyses. Schools were individually matched to the original sample of interest, which were schools serving students of poverty that received state funding to implement Comprehensive School Reform (CSR models that emphasize continuity across grade levels. The first comparison sample includes schools that also serve students of poverty but did not receive CSR funding, "nonCSR" schools. The second comparison sample includes schools individually matched on all variables except economic status. These schools, which we term "ow poverty" schools, are the wealthiest public schools in the state, with less than 10% of attending students receiving free or reduced lunch. Student test scores in math, reading, and writing (AIMS or language (SAT9 were analyzed for the years 2000-2003. These intervals allowed the analysis of two cohorts of the fourth grade window. Our results

  19. Growth of Compounding Awareness Predicts Reading Comprehension in Young Chinese Students: A Longitudinal Study from Grade 1 to Grade 2

    Science.gov (United States)

    Cheng, Yahua; Zhang, Jie; Li, Hong; Wu, Xinchun; Liu, Hongyun; Dong, Qiong; Li, Liping; Nguyen, Thi Phuong; Zheng, Minglu; Zhao, Ying; Sun, Peng

    2017-01-01

    Using a longitudinal sample of young Chinese students (fall and spring in grades 1 and 2: times 1-4, respectively) and growth curve analysis, this study examined whether the initial status and growth rates of compounding awareness from time 1 to time 4 uniquely contribute to reading comprehension at time 4 and whether word-reading efficiency at…

  20. Growth of Compounding Awareness Predicts Reading Comprehension in Young Chinese Students: A Longitudinal Study from Grade 1 to Grade 2

    Science.gov (United States)

    Cheng, Yahua; Zhang, Jie; Li, Hong; Wu, Xinchun; Liu, Hongyun; Dong, Qiong; Li, Liping; Nguyen, Thi Phuong; Zheng, Minglu; Zhao, Ying; Sun, Peng

    2017-01-01

    Using a longitudinal sample of young Chinese students (fall and spring in grades 1 and 2: times 1-4, respectively) and growth curve analysis, this study examined whether the initial status and growth rates of compounding awareness from time 1 to time 4 uniquely contribute to reading comprehension at time 4 and whether word-reading efficiency at…

  1. Understanding nursing students' perspectives on the grading of group work assessments.

    Science.gov (United States)

    Smith, Morgan; Rogers, John

    2014-03-01

    Grading group work assessments so that students perceive the grade to be fair to all group members is sometimes challenging. This is particularly important in a higher education environment that is increasingly concerned with student perceptions of teaching quality and satisfaction. This article reports on research that compared undergraduate nursing students perceptions of two different approaches to the grading of group work assessment. A survey design was used to identify students' perspectives and preferences for different group work assessment methods. Participants were undergraduate bachelor of nursing students from a large, metropolitan university in Australia. Data analysis indicated that the perceptions of students around group work assessments changed little as they progressed across the program, although students who had experienced the calculation of individual grades for a group assessment preferred this approach. Many believed the grading of group assessments penalised good students and were less reliable than individual assessments. Students maintained the belief that teamwork skills were essential for the registered nurse role. In conclusion group work assessment should only be used when it is the best assessment method to demonstrate student learning of specific objectives. The weighted mark approach is the group work assessment grading approach of choice.

  2. Spelling performance of 2nd to 5th grade students from public school.

    Science.gov (United States)

    Capellini, Simone Aparecida; Amaral, Amanda Corrêa do; Oliveira, Andrea Batista; Sampaio, Maria Nobre; Fusco, Natália; Cervera-Mérida, José Francisco; Ygual-Fernández, Amparo

    2011-09-01

    To characterize, compare and classify the performance of 2nd to 5th grade students from public schools according to the semiology of spelling errors. Participants were 120 students from 2nd to 5th grades of a public school in Marília (SP), Brazil, 30 students from each grade, who were divided into four groups: GI (2nd grade), GII (3rd grade), GIII (4th grade), and GIV (5th grade). The tasks of the Pro-Ortografia test were applied: collective version (writing of alphabet letters, randomized dictation of letters, words dictation, nonwords dictation, dictation with pictures, thematic writing induced by picture) and individual version (dictation of sentences, purposeful error, spelled dictation, orthographic lexical memory). Significant difference was found in the between-group comparison indicating better performance of students in every subsequent grade in most of the individual and collective version tasks. With the increase of grade level, the groups decreased the average of writing errors. The profile of spelling acquisition of the Portuguese writing system found in these public school students indicates normal writing development in this population.

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

    Energy Technology Data Exchange (ETDEWEB)

    Grover, Surbhi, E-mail: surbhi.grover@uphs.upenn.edu [Department of Radiation Oncology, University of Pennsylvania, Philadelphia, Pennsylvania (United States); Swisher-McClure, Samuel [Department of Radiation Oncology, University of Pennsylvania, Philadelphia, Pennsylvania (United States); Sosnowicz, Stasha [University of Pennsylvania, Philadelphia, Pennsylvania (United States); Li, Jiaqi; Mitra, Nandita [Department of Biostatistics and Epidemiology, University of Pennsylvania, Philadelphia, Pennsylvania (United States); Berman, Abigail T.; Baffic, Cordelia; Vapiwala, Neha; Freedman, Gary M. [Department of Radiation Oncology, University of Pennsylvania, Philadelphia, Pennsylvania (United States)

    2015-07-15

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

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

    Science.gov (United States)

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

    2010-01-01

    A prevention trial tested the efficacy of "INSIGHTS into Children's Temperament" as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management. Participants included 116 first and second grade students, their parents, and their 42 teachers…

  5. Is clinical competence perceived differently for student daily performance on the wards versus clerkship grading?

    Science.gov (United States)

    Wimmers, Paul F; Kanter, Steven L; Splinter, Ted A W; Schmidt, Henk G

    2008-12-01

    Clinical rotations play an important role in the medical curriculum and are considered crucial for student learning. However, competencies that should be learned can differ from those that are assessed. In order to explore which competencies are considered important for daily performance of student on the wards and to what extent clinical teachers consider the same competencies important for clerkship grading, a survey that consisted of 21 different student characteristics was administered to clinical teachers. Two independent factor analyses using structural equation modeling were conducted to abstract underlying latent relationships among the different student characteristics and to define a clinical competence profile for daily performance of students on the wards and clerkship grading. Differences between the degree of importance for student daily ward performance and clerkship grading are considered and discussed. The results of the survey indicate that the degree of importance of competencies are rated different for daily performance of students on the wards and clerkship grades. Competencies related to the diagnostic process are more important for clerkship grading, whereas interpersonal skills, professional qualities, and motivation are more important for daily ward performance. It is concluded that the components of clinical competence considered important for adequate performance are not necessarily in alignment with what is required for grading. Future research should focus on an explanation why clinical educators think differently about the importance of competencies for student examination in contrast to what is required for adequate daily performance on the wards.

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

    Science.gov (United States)

    Taboada Barber, Ana; Buehl, Michelle M.

    2013-01-01

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

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

    NARCIS (Netherlands)

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

    2012-01-01

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

  8. Presenting California State University Admission Requirements to Tenth Grade Students: A Pilot Project.

    Science.gov (United States)

    Meacham, Isabel; Bachmann, George

    In order to introduce information about the new California State University freshman admission requirements to high school students, an outreach program has been developed in the university's feeder high schools, particularly those with large numbers of minority students. A pilot project was conducted with tenth grade students in Alhambra High…

  9. An Error Analysis of Form 2 (Grade 7) Students in Simplifying Algebraic Expressions: A Descriptive Study

    Science.gov (United States)

    Lim, Kok Seng

    2010-01-01

    Introduction: This study aimed to investigate the errors made by 265 Form 2 male students in simplifying algebraic expressions. Method: A total of 265 Form 2 (Grade 7) male students were selected for this study. 10 high, medium and low ability students in each group were selected for the interviews. 40 items were administered to the respondents to…

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

    Science.gov (United States)

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

    2017-01-01

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

  11. Knowledge Types Used by Eighth Grade Gifted Students While Solving Problems

    Science.gov (United States)

    Baltaci, Serdal; Yildiz, Avni; Güven, Bülent

    2014-01-01

    This study aims to determine how primary school eighth grade (14 years old) gifted students use knowledge types while solving problems. In the context, the data were collected through clinical interviews conducted with three gifted students. The students' voice recordings during problem solving and the solutions they wrote on the paper formed the…

  12. Effects of Computer-Based Programs on Mathematical Achievement Scores for Fourth-Grade Students

    Science.gov (United States)

    Ravenel, Jessica; Lambeth, Dawn T.; Spires, Bob

    2014-01-01

    The purpose of the research study was to identify the effects of computer-based programs on mathematical achievement, perceptions, and engagement of fourth-grade students. The 31 student participants were divided into two intervention groups, as a hands-on group and a computer-based group. Student achievement was measured by comparing the pretest…

  13. Examining One Class of Third-Grade Spellers: The Diagnostic Potential of Students' Spelling

    Science.gov (United States)

    Ness, Molly K.

    2010-01-01

    The purpose of this article is to examine the developmental spelling levels of one class of 17 third-grade students. In analyzing over 600 student spelling samples, results indicate that these students spanned four spelling stages: (1) letter name, (2) within word pattern, (3) syllables and affixes, and (4) derivational relations (Bear,…

  14. The Effect of Positive Verbal Reinforcement on the Study Behavior of Eighth Grade Students.

    Science.gov (United States)

    Lake-Jones, Felicia

    This study was conducted in order to investigate the effect of verbal reinforcement on the study behavior of eighth grade students. Twelve middle school students participated. The target students were observed fifteen minutes a day, three days per week. Study behavior was noted with a check or a zero. If the subject was participating in class the…

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

    Science.gov (United States)

    Guven, Bulent

    2012-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  17. First-Year Students' Employment, Engagement, and Academic Achievement: Untangling the Relationship between Work and Grades

    Science.gov (United States)

    Pike, Gary R.; Kuh, George D.; Massa-McKinley, Ryan C.

    2008-01-01

    This study examined the relationships among first-year students' employment, engagement, and academic achievement using data from the 2004 National Survey of Student Engagement. A statistically significant negative relationship was found between working more than 20 hours per week and grades, even after controlling for students' characteristics…

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

    Science.gov (United States)

    Gerritson, Michael

    2013-01-01

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

  19. Fourth Grade Students' Drawing Interpretations of a Sport Education Soccer Unit

    Science.gov (United States)

    Mowling, Claire M.; Brock, Sheri J.; Hastie, Peter A.

    2006-01-01

    This study examined fourth grade students' representations of sport education through drawings in order to determine what students perceived as most important throughout their soccer season. The first objective was to determine whether student representations would follow the components of sport education (e.g., season, team affiliation, formal…

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

    Science.gov (United States)

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

    2015-01-01

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

  1. Poetry Performances and Academic Identity Negotiations in the Literacy Experiences of Seventh Grade Language Arts Students

    Science.gov (United States)

    Smith, Ann Marie

    2010-01-01

    This case study explores seventh grade students' experiences with writing and performing poetry. Teacher and student interviews along with class observations provide insight into how the teacher and students viewed spoken word poetry and identity. The researcher recommends practices for the teaching of critical literacy using spoken word and…

  2. Fifth-Grade Students' Knowledge about Writing Process and Writing Genres

    Science.gov (United States)

    Gillespie, Amy; Olinghouse, Natalie G.; Graham, Steve

    2013-01-01

    The purpose of this study was to determine what students know about the process of writing and the characteristics of stories, persuasive arguments, and informational reports. Participants were 50 grade 5 students. Students responded to questions about writing process and the three different types of writing, and showed a nuanced but relatively…

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

    Science.gov (United States)

    Imdat, Yarim

    2014-01-01

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

  4. Acids and Bases: The Appropriation of the Arrhenius Model by Tunisian Grade 10 Students

    Science.gov (United States)

    Ouertatani, Latifa; Dumon, Alain; Trabelsi, Malika Ayadi; Soudani, Mohamed

    2007-01-01

    In this work, we propose to identify the knowledge that Tunisian grade 10 students build up concerning acids and bases. Thus, after learning, we have proceeded by giving a paper and pencil task to students of two levels of teaching. The results obtained allow us to say that the assimilated knowledge is transitory; that the students have a worse…

  5. Reading Interventions for Students with Learning Disabilities in the Upper Elementary Grades

    Science.gov (United States)

    Wanzek, Jeanne; Kent, Shawn C.

    2012-01-01

    For students with learning disabilities, the upper elementary grades may represent a unique opportunity to provide successful remediation for lessening a reading difficulty and preventing students with learning disabilities from falling behind in other content areas. This article discusses effective reading interventions for students with learning…

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

    Science.gov (United States)

    Imdat, Yarim

    2014-01-01

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

  7. Writing to Learn in Science: Effects on Grade 4 Students' Understanding of Balance

    Science.gov (United States)

    Gillespie Rouse, Amy; Graham, Steve; Compton, Donald

    2017-01-01

    In this study, we randomly assigned 69 Grade 4 students to a writing-to-learn treatment (n = 23), comparison (n = 23), or no-treatment control (n = 23). Treatment and comparison students completed a science experiment involving balance. During the experiment, treatment students wrote four short responses and an extended response to document their…

  8. Children's Perceptions of Parental Attitude Affecting Breakfast Skipping in Primary Sixth-Grade Students

    Science.gov (United States)

    Cheng, Tereza Sy; Tse, Lap Ah; Yu, Ignatius Tak-Sun; Griffiths, Sian

    2008-01-01

    Background: Breakfast skipping is an international public health concern. This study investigated the prevalence of breakfast skipping among primary sixth-grade students in Hong Kong and the impact of students' perceptions of parental attitudes on breakfast skipping. Methods: A total of 426 students aged 10-14 years in 4 local schools participated…

  9. Grade 1 Students Meet David Wiesner's "Three Pigs."

    Science.gov (United States)

    Pantaleo, Sylvia

    2002-01-01

    Describes the oral, written, and visual arts responses of a group of Grade 1 children. Discusses first grade children's understandings of and responses to several Radical Change characteristics and metafictive techniques found in David Wiesner's "The Three Pigs" (2001), the 2002 Randolph Caldecott Medal winner. Explores the nature of the literary…

  10. Algebraic Thinking in Middle School Students at Different Grades: Conceptions about Generalization of Patterns

    Directory of Open Access Journals (Sweden)

    Dilek GİRİT

    2016-12-01

    Full Text Available Algebra is generally considered as manipulating symbols, while algebraic thinking is about generalization. Patterns can be used for generalizat ion to develop early graders’ algebraic thinking. In the generalization of pattern context, the purpose of this study is to investigate middle school students’ reasoning and strategies at different grades when their algebraic thinking begins to develop. First, 6 open-ended linear growth pattern problems as numeric, pictorial, and tabular representations were asked to 154 middle grade students. Next, two students from each grade (6th, 7th, and 8th grade were interviewed to investigate how they interpret the relationship in different represented patterns, and which strategies they use. The findings of this study showed that students tended to use algebraic symbolis m as their grade level was increased. However, the students’ conceptions about ‘variable’ were troublesome.

  11. Prevalence of Dyslexia in First to Fifth Grade Elementary Students Isfahan, Iran

    Directory of Open Access Journals (Sweden)

    Leila Sedaghati

    2011-06-01

    Full Text Available Background and Aim: Reading is undoubtedly an essential skill for everybody in these years. Reading disorders or dyslexia can cause several problems for those who suffer from them. Early assessment and diagnosis play an important role in treatment of this disorder. The main aim of this study was determining the prevalence of reading disorder in first to fifth grade elementary school students. The subbasic aim was introducing the screening Inventory Reading Test (IRT for diagnosis of the Students with reading disorder at elementary schools.Methods: A total of 200 students (boys and girls in five elementary education grades in Isfahan were selected through multi-stage random sampling method and assessed by IRT in 2008. Descriptive statistical analysis was performed using SPSS Software package version 13.0 for Windows.Results: This survey revealed the highest prevalence of reading disorder in the first grade male students (25%, and the lowest in fifth grade female students (0%. The incidence of dyslexia in all grades generally was 10%. The overall incidence was 66% for male students and 34% for female students.Conclusion: Reading disorder is more prevalent among male students than female students and the Inventory Reading Test is a satisfactory tool for rapid diagnosis of reading disorder.

  12. Effects of Classroom-Based Energizers on Primary Grade Students' Physical Activity Levels

    Science.gov (United States)

    Bailey, Catherine Goffreda; DiPerna, James Clyde

    2015-01-01

    The primary aim of this study was to determine the effects of classroom-based exercise breaks (Energizers; Mahar, Kenny, Shields, Scales, & Collins, 2006) on students' physical activity levels during the school day. A multiple baseline design across first grade (N = 3) and second grade (N = 3) classrooms was used to examine the effects of the…

  13. Predicting English Word Reading Skills for Spanish-Speaking Students in First Grade

    Science.gov (United States)

    Paez, Mariela; Rinaldi, Claudia

    2006-01-01

    This article describes the word reading skills in English and Spanish for a sample of 244 Spanish-speaking, English-learning (hence, bilingual) students in first grade and presents a predictive model for English word reading skills. The children in the study were assessed at the end of kindergarten and first grade, respectively. Data were gathered…

  14. Preschool Matters: Predicting Reading Difficulties for Spanish-Speaking Bilingual Students in First Grade

    Science.gov (United States)

    Rinaldi, Claudia; Paez, Mariela

    2008-01-01

    This article reports on a longitudinal analysis of factors that predict the word reading skills in English and Spanish for a sample of 234 Spanish-speaking students in first grade. The children were assessed at the end of preschool, kindergarten, and first grade. Data include three subtests of the Woodcock Language Proficiency Battery and a…

  15. A Comparison of High School Student Interests across Three Grade and Ability Levels.

    Science.gov (United States)

    Gill, Newell T.

    1980-01-01

    Students (Grades 9-11) in two Florida metropolitan high schools rated their interest in 28 topics, such as travel, popular music, religion, the opposite sex, war, and politics. Interests were analyzed by sex, grade, and ability track in English (Honors, Average, Basic). Findings, especially those on romantic interests, are discussed. (SJL)

  16. The Use of Fuzzy Theory in Grading of Students in Math

    Science.gov (United States)

    Bjelica, Momcilo; Rankovic, Dragica

    2010-01-01

    The development of computer science, statistics and other technological fields, give us more opportunities to improve the process of evaluation of degree of knowledge and achievements in a learning process of our students. More and more we are relying on the computer software to guide us in the grading process. An improved way of grading can help…

  17. Grade-Aligned Math Instruction for Secondary Students with Moderate Intellectual Disability

    Science.gov (United States)

    Browder, Diane M.; Jimenez, Bree A.; Trela, Katherine

    2012-01-01

    The purpose of this study was to examine the effects of grade-aligned math instruction on math skill acquisition of four middle schools with moderate intellectual disability. Teachers were trained to follow a task analysis to teach grade-aligned math to middle school students using adapted math problem stories and graphic organizers. The teacher…

  18. A Comparison of High School Student Interests across Three Grade and Ability Levels.

    Science.gov (United States)

    Gill, Newell T.

    1980-01-01

    Students (Grades 9-11) in two Florida metropolitan high schools rated their interest in 28 topics, such as travel, popular music, religion, the opposite sex, war, and politics. Interests were analyzed by sex, grade, and ability track in English (Honors, Average, Basic). Findings, especially those on romantic interests, are discussed. (SJL)

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

    Science.gov (United States)

    Warnick, Bryan R.

    2017-01-01

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

  20. Grade-Aligned Math Instruction for Secondary Students with Moderate Intellectual Disability

    Science.gov (United States)

    Browder, Diane M.; Jimenez, Bree A.; Trela, Katherine

    2012-01-01

    The purpose of this study was to examine the effects of grade-aligned math instruction on math skill acquisition of four middle schools with moderate intellectual disability. Teachers were trained to follow a task analysis to teach grade-aligned math to middle school students using adapted math problem stories and graphic organizers. The teacher…

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

    Science.gov (United States)

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

  2. Academic Performance of Nursing Students: Do Prerequisite Grades and Tutoring Make a Difference?

    Science.gov (United States)

    Potolsky, Alicia; Cohen, Jayne; Saylor, Coleen

    2003-01-01

    The academic performance of first-semester nursing students who attended 5 or more (n=18) or fewer than 5 (n=19) tutorials was compared. A significant relationship was found between grades in prerequisite science courses and first-semester performance. Those who attended fewer tutorials had higher prerequisite course grades. (Contains 17…

  3. Factors Affecting Literacy Achievement of Eighth Grade Middle School Instrumental Music Students

    Science.gov (United States)

    Kurt, Johnny T.

    2010-01-01

    The purpose of this pretest-posttest comparative efficacy study was to analyze factors affecting literacy achievement of eighth grade middle school instrumental music students (n = 38) including (a) socioeconomic status (SES), (b) gender, (c) grade point average (GPA), (d) music motivation, (e) music involvement, and (f) instrument section. The…

  4. Development of Learning Activities Using STEM Education in Mathematics for Third Grade Students

    Directory of Open Access Journals (Sweden)

    Parichart Prasertsang

    2017-03-01

    Full Text Available The objectives of this research were: 1 to develop learning activities STEM Education with the effective Criter of 75/75 and 2 to compare achievement pretest posttest by using the learning activities STEM Education of third grade students. the Samples were 28 of third grade students in the Second semester of academic year 2015 of Roi Et Rajabhat University Demonstration School, Amphoe Selaphum, Roi Et. The experiments were conducted by using research tools which were the lesson plans though the STEM Education approach and achievement test. Data were analyzed to find out the Percentage, Mean, standard deviation, and t-test. The results of this research revealed that: 1 The learning activities using STEM Education in learning mathematics of third grade students were performed at 79.73/78.69. 2 Achievement of third grade students who learned using STEM Education were higher than pretest at the statistical significance level of .05 of Statistical significance.

  5. Exploring Perceptions of University Students Pertaining to Grades over Knowledge and Skills

    Directory of Open Access Journals (Sweden)

    Asma Hasnain

    2014-12-01

    Full Text Available The aim of the research was to study the phenomenon surrounding the perspective of university students preferring grades to knowledge and skills. Three currently enrolled participants were selected from different private universities of Karachi. Participants’ interviews were examined through thematic analysis. The findings suggested that students give preference to grades and knowledge, more job oriented focus of the study and made recommendations for institutions and academicians for further probing of the issue in hand.

  6. Health behaviours, body weight and self-esteem among grade five students in Canada

    OpenAIRE

    Wu, Xiuyun; Kirk, Sara F. L.; Ohinmaa, Arto; Veugelers, Paul,

    2016-01-01

    Purpose This study sought to identify the principal components of self-esteem and the health behavioural determinants of these components among grade five students. Methods We analysed data from a population-based survey among 4918 grade five students, who are primarily 10 and 11 years of age, and their parents in the Canadian province of Nova Scotia. The survey comprised the Harvard Youth and Adolescent Questionnaire, parental reporting of students’ physical activity (PA) and time spent watc...

  7. Development of Grading Preferences in High School Students

    Science.gov (United States)

    Chansky, Norman; Shaw, Noma

    1973-01-01

    Results revealed significant differences in preferences for marking plans as well as an interaction between marking plans and grade levels. Differences in preferences were attributed to differences in evaluation needs. (Authors/CB)

  8. College students' study time: course level, time of semester, and grade earned.

    Science.gov (United States)

    Landrum, R Eric; Turrisi, Rob; Brandel, Jessica M

    2006-06-01

    The association of total study time, number of events, time per event ratio, study strategies, and course grades across the semester were examined by linking students' study logs to course performance. There were 37 upper-division and 109 lower-division participants. Students earning As and Bs studied more frequently at the end of the semester but for shorter periods of time than students earning lower grades. Results are discussed in terms of providing college students and faculty with recommendations about learning strategies and time spent studying.

  9. The benefits of pass-fail grading on stress, mood, and group cohesion in medical students.

    Science.gov (United States)

    Rohe, Daniel E; Barrier, Patricia A; Clark, Matthew M; Cook, David A; Vickers, Kristin S; Decker, Paul A

    2006-11-01

    To objectively measure the effect of a pass-fail grading system on stress, mood, group cohesion, and test anxiety in medical students. Beginning with the class of 2006, the Mayo Medical School, Rochester, Minn, changed the grading system for first-year courses from a 5-interval grading system to a pass-fail grading system. Students in the previous class of 2005, who were graded using a 5-interval system during their first year of medical school, were compared with students in the class of 2006. Using a prospective study design, the 2 groups were compared at the end of both the first year and the second year of medical school on the Perceived Stress Scale, Profile of Mood States, Perceived Cohesion Scale, Test Anxiety Inventory, and (after year 2) the United States Medical Licensing Examination Step 1. Data collection occurred in 2002 and 2003 with the class of 2005 and in 2003 and 2004 with the class of 2006. Students graded with the pass-fail system had less perceived stress (median, 15.0 vs 21.0; P-.01) and greater group cohesion (median, 34.5 vs 30.0; P=.02) at the end of their second year of coursework than their 5-interval graded peers. The pass-fail group had better mood (median, 46.5) than the graded group (median, 64.0), but this difference was not statistically significant (P=.07). No significant differences were found between the 2 groups in test-taking anxiety or in United States Medical Licensing Examination Step 1 board scores. Pass-fail grading may reduce stress and increase group cohesion in medical students compared with traditional 5-interval grading.

  10. End of Course Grades and Standardized Test Scores: Are Grades Predictive of Student Achievement?

    Science.gov (United States)

    Ricketts, Christine R.

    2010-01-01

    This study examined the extent to which end-of-course grades are predictive of Virginia Standards of Learning test scores in nine high school content areas. It also analyzed the impact of the variables school cluster attended, gender, ethnicity, disability status, Limited English Proficiency status, and socioeconomic status on the relationship…

  11. Vocabulary Learning Under New Curriculum ---Grade Nine student in a Junior high school%Vocabulary Learning Under New Curriculum ---Grade Nine student in a Junior high school

    Institute of Scientific and Technical Information of China (English)

    杨灿

    2011-01-01

    1. Introduction This thesis focuses on the real situation of vocabulary learning in a junior high school, located in countryside. First, this thesis will review some research conclusions on vocabulary learning. Then the author tries to explore the real situation of vocabulary learning in the high school, by analyzing the data collected from the questionnaire done by Grade Nine students.

  12. The impact of an integrated math and science curriculum on third grade students' measurement achievement

    Science.gov (United States)

    Adamson, Karen

    The purpose of this study was to investigate the impact of a hands-on science curriculum, which integrates mathematics and supports the development of English language skills, on third grade students' mathematics achievement---specifically the measurement subscale of the statewide assessment. The data draws from a larger 5-year research project consisting of reform-based science curriculum units and teacher workshops designed to promote effective instruction of science while integrating mathematics and supporting English language development. The third grade curriculum places a strong emphasis on developing measurement skills in the context of scientific investigations. Third grade students' performance on the measurement subscale of the statewide mathematics assessment at experimental and comparison schools were examined using a hierarchical linear model (HLM). Students participating in the treatment performed significantly higher than students at comparison schools. The results of this study provide evidence that an integrated approach to math and science instruction can benefit diverse populations of students.

  13. What happens to reading between first and third grade? Implications for students who use AAC.

    Science.gov (United States)

    Sturm, Janet M; Spadorcia, Stephanie A; Cunningham, James W; Cali, Kathleen S; Staples, Amy; Erickson, Karen; Yoder, David E; Koppenhaver, David A

    2006-03-01

    School-age students who use AAC need access to communication, reading, and writing tools that can support them to actively engage in literacy learning. They also require access to core literacy learning opportunities across grade levels that foster development of conventional literacy skills. The importance of the acquisition of conventional literacy skills for students who use AAC cannot be overemphasized. And yet, one of the critical challenges in supporting the literacy learning of students who use AAC has been a lack of knowledge about literacy curricula and supports to literacy learning for these students. Most students who use AAC do not become conventionally literate and few of those who do achieve literacy skills beyond the second grade level. This article will provide an overview of the most frequent reading instructional activities in first and third grade classrooms. To better understand the foundational experiences important to literacy learning, the results of a survey project that examined the reading activities of general education students and teachers during primary grade instruction are presented, and critical shifts in instruction that occurred between first and third grade are highlighted. The primary instructional focus of core reading activities is also examined, along with adaptations for students who use AAC.

  14. A Comparison of Print and Cursive Handwriting in Fifth and Sixth Grade Students: A Pilot Study

    Directory of Open Access Journals (Sweden)

    Anne H. Zachry

    2016-04-01

    Full Text Available Background: Handwriting is an important skill to master because handwriting demands take up a significant portion of the school day. Pediatric occupational therapists evaluate and treat children who are experiencing challenges with handwriting; therefore, it is important for practitioners to understand the performance of children using both of these writing styles. Method: A convenience sample of 36 fifth and sixth grade students participated in the study. Print and cursive handwriting samples were collected on two separate occasions, and a Wilcoxon-Mann-Whitney test was used to examine speed and legibility differences in these writing styles. Results: Speed in print writing did not differ significantly for gender between the fifth and sixth graders. Cursive writing speed improved significantly for the sixth grade female students compared to the fifth grade female students. Female print legibility scores decreased from the fifth to the sixth grade. Regardless of grade level, the female students were faster with cursive than the male students. Conclusion: The female students consistently used cursive, and their writing speed increased from one year to the next, as compared to the male students, who did not use a consistent writing style. It is important for occupational therapists to educate teachers and parents on the importance of consistent handwriting instruction and practice.

  15. Professor Age and Gender Affect Student Perceptions and Grades

    Science.gov (United States)

    Joye, Shauna W.; Wilson, Janie H.

    2015-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Heng, Chua Kah; Karpudewan, Mageswary

    2015-01-01

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

  18. Students Using Handheld Computers to Learn Collaboratively in a First Grade Classroom

    Science.gov (United States)

    Fritz, Megan Lynne

    2005-01-01

    This ethnographic study investigated how first grade students used handheld computers to learn in collaboration with others throughout the learning process. This research focused specifically on how the use of handheld computers impacts students' learning outcomes and relates to technology standards. A qualitative methodology was used to capture…

  19. Internet Use and Online Literacy among Middle Grade Students at Risk of Dropping out of School

    Science.gov (United States)

    Hutchinson, Amy; Henry, Laurie A.

    2010-01-01

    This research provides an analysis of Internet use and online literacy skill among seventh-grade students who were identified as having a high risk for school dropout. Participants (n = 1,025) included students from 12 middle schools in 9 school districts. Six of the schools were located in rural and urban districts in the Northeast United States…

  20. Which Instructional Practices Most Help First-Grade Students with and without Mathematics Difficulties?

    Science.gov (United States)

    Morgan, Paul L.; Farkas, George; Maczuga, Steve

    2015-01-01

    We used population-based, longitudinal data to investigate the relation between mathematics instructional practices used by first-grade teachers in the United States and the mathematics achievement of their students. Factor analysis identified four types of instructional activities (i.e., teacher-directed, student-centered,…

  1. Assessing Student Attitudes toward Graded Readers, MReader and the MReader Challenge

    Science.gov (United States)

    Cheetham, Catherine; Harper, Alan; Elliott, Melody; Ito, Mika

    2016-01-01

    This paper describes a pilot study conducted with English as a foreign language (EFL) students at a private university in Japan who used graded readers and the MReader website in class or independently to enhance their English reading skills. Each semester students who read 100,000 words with MReader quizzes passed enter into the "MReader…

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

    Science.gov (United States)

    Deatline-Buchman, Andria; Jitendra, Asha K.

    2006-01-01

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

  3. Thai Grade 10 and 11 Students' Understanding of Stoichiometry and Related Concepts

    Science.gov (United States)

    Dahsah, Chanyah; Coll, Richard Kevin

    2008-01-01

    The research reported in this case study explores the understanding of stoichiometry and related concepts of Thai science students in grades 10 and 11 after major national curriculum reforms. Students' conceptions and alternative conceptions were investigated using a questionnaire--the "Stoichiometry Concept Questionnaire" (SCQ) (N =…

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

    Science.gov (United States)

    Khader, Nisreen Saleh Khader

    2016-01-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

    Sungur, Gülcan; Bal, Pervin Nedim

    2016-01-01

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

  7. Fifth Grade Students' Understanding of Ratio and Proportion in an Engineering Robotics Program

    Science.gov (United States)

    Ortiz, Araceli Martinez

    2010-01-01

    The research described in this dissertation explores the impact of utilizing a LEGO-robotics integrated engineering and mathematics program to support fifth grade students' learning of ratios and proportion in an extracurricular program. The research questions guiding this research study were (1) how do students' test results compare for students…

  8. Effects of Brain Gym on Overhand Throwing in First Grade Students: A Preliminary Investigation

    Science.gov (United States)

    Maskell, Bronwen; Shapiro, Deborah R.; Ridley, Christopher

    2004-01-01

    The purpose was to examine the effect of Brain Gym on learning the overhand throw among 42 first grade students. Participants from two intact classes were randomly assigned to an experimental or control condition. Students were tested before and after a 5-week intervention using the object control subtest from the Test of Gross Motor Development-2…

  9. Space Size and Accuracy of Second and Third Grade Students' Cursive Handwriting.

    Science.gov (United States)

    Trap-Porter, Jennifer; And Others

    1983-01-01

    A study of the accuracy of letter strokes made on wide- and normal-spaced paper by students during the transition to cursive writing confirms the advantages of wide-spaced paper. Both second- and third-grade students made more accurate strokes on wide-spaced paper. (Authors/PP)

  10. Classroom Composition, Classroom Management, and the Relationship between Student Attributes and Grades

    Science.gov (United States)

    Hochweber, Jan; Hosenfeld, Ingmar; Klieme, Eckhard

    2014-01-01

    The present study examined the extent to which the relationships between student self-reported math grades and different types of student variables (standardized math test scores, interest and effort in math, parental education) are predicted by classroom composition and teachers' classroom management. Based on a representative sample of 31,038…

  11. Review of "The Misplaced Math Student: Lost in Eighth-Grade Algebra"

    Science.gov (United States)

    Burris, Carol Corbett

    2008-01-01

    The Brookings Institution report questions the efficacy of increasing the number of students who take algebra in eighth grade. Although this policy has resulted in more equitable access to advanced math study, the report argues that a subgroup of students enrolled lack the basic mathematical skills needed to succeed. The report further argues that…

  12. The Relationship between Physical Fitness and Academic Achievement in Ninth-Grade Students in Arkansas

    Science.gov (United States)

    Hanna, Shellie Lyne

    2009-01-01

    Purpose, scope, and method of study. The purpose of this study was to determine if and to what degree a relationship existed between physical fitness and the academic achievement of ninth-grade public school students in Arkansas. A sample of 152 students from four different schools participated in the study. The dependent variable was academic…

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

    Science.gov (United States)

    Ayvazo, Shiri; Ward, Phillip

    2009-01-01

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

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

    Science.gov (United States)

    Lin, Jing

    2017-01-01

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

  15. Coffee Can Speakers: Amazing Energy Transformers--Fifth-Grade Students Learn the Science behind Speakers

    Science.gov (United States)

    Wise, Kevin; Haake, Monica

    2007-01-01

    In this article, the authors describe steps on how to develop a high-impact activity in which students build, test, and improve their own "coffee can" speakers to observe firsthand how loudspeakers work to convert electrical energy to sound. The activity is appropriate for students in grades three to six and lends itself best to students…

  16. Improving Vocabulary Knowledge and Reading Attitudes in 4th Grade Students Through Direct Vocabulary Instruction.

    Science.gov (United States)

    Mosher, Deborah J.

    A program was designed and implemented to improve vocabulary knowledge and attitudes toward reading by focusing on direct vocabulary instruction. The targeted population consisted of 23 fourth grade students in a middle-class suburb north of Chicago. The community is very multicultural, so many of the students speak English as a second language.…

  17. Exploring the Relationship between Student Grades and Assessment for Learning in Norwegian Physical Education

    Science.gov (United States)

    Leirhaug, Petter E.

    2016-01-01

    The purpose of this study was to explore the relationship between student grades and assessment for learning (AfL) in physical education. In educational literature, the focus on formative assessment has grown dramatically, partly because research indicates that good AfL is one of the most effective instructional tools to drive student learning…

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

    Science.gov (United States)

    Patrick, Carol Lynn

    2011-01-01

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

  19. "It Wasn't Fair!" Educators' Recollections of Their Experiences as Students with Grading

    Science.gov (United States)

    Guskey, Thomas R.

    2006-01-01

    Few educators receive any formal training in assigning marks to students' work or in grading students' performance and achievement. As a result, when required to do so, most simply reflect back on what was done to them and then, based on those experiences, try to develop policies and practices that they believe are fair, equitable, defensible, and…

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

    Science.gov (United States)

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

    2010-01-01

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

  1. Get Them Talking! Using Student-Led Book Talks in the Primary Grades

    Science.gov (United States)

    Hudson, Alida K.

    2016-01-01

    This teaching tip details one teacher's implementation of student-led book talks in her primary-grade classroom. The author describes a simple gradual-release method that she has successfully used with her students in order to get them talking about the books that they are reading independently. She found that when used in the readers' workshop…

  2. Differentials in Mathematics Achievement among Eighth-Grade Students in Malaysia

    Science.gov (United States)

    Ismail, Noor Azina; Awang, Halimah

    2008-01-01

    This paper examines differences in mathematics achievement among eighth-grade students using a secondary analysis of the data. The students, who are from Malaysia, had participated in the Trend International Mathematics and Science Study (TIMSS) 1999. A series of school, home, demographic and socio-economic variables were used to investigate the…

  3. First- and Second-Grade Urban Students' Path to Comprehension Strategy Use: A Practitioner's Framework

    Science.gov (United States)

    Pilonieta, Paola

    2017-01-01

    This study seeks to explain what first- and second-grade African American, urban students who participated in an explicit comprehension strategy instruction (ECSI) program learned about comprehension strategies and how this knowledge supports self-regulated strategy use. The study was also designed to compare these students' knowledge with those…

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

    Heng, Chua Kah; Karpudewan, Mageswary

    2015-01-01

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

  6. Catch a Star Book! Responses of Fifth-Grade Students to Celebrity-Authored Children's Literature

    Science.gov (United States)

    Akrofi, Amma; Janisch, Carole; Button, Kathryn; Liu, Xiaoming

    2010-01-01

    Reader response theory and research on book interest underpinned a study of the appeal of celebrity-authored children's storybooks to elementary school students. We engaged fifth-grade students in selecting and reading from a set of 41 celebrity-authored books and completing reader response forms. Utilizing the survey research design and a…

  7. Assessing Student Attitudes toward Graded Readers, MReader and the MReader Challenge

    Science.gov (United States)

    Cheetham, Catherine; Harper, Alan; Elliott, Melody; Ito, Mika

    2016-01-01

    This paper describes a pilot study conducted with English as a foreign language (EFL) students at a private university in Japan who used graded readers and the MReader website in class or independently to enhance their English reading skills. Each semester students who read 100,000 words with MReader quizzes passed enter into the "MReader…

  8. The Effectiveness of Educational Games on Scientific Concepts Acquisition in First Grade Students in Science

    Science.gov (United States)

    Al-Tarawneh, Mohammad Hasan

    2016-01-01

    This study aimed at investigating the effectiveness of educational games on scientific concepts acquisition by the first grade students. The sample of the study consisted of (53) male and female students distributed into two groups: experimental group (n = 26) which taught by educational games, and control group (n = 27) which taught by…

  9. Thinking Maps: An innovative way to increase sixth-grade student achievement in social studies

    Science.gov (United States)

    Reed, Tamita

    The purpose of this quantitative study was to determine the effect of Thinking Maps on the achievement of 6th-grade social studies students in order to determine its effectiveness. The population of this study came from a suburban middle school in the state of Georgia. The quantitative data included a pretest and posttest. The study was designed to find (a) whether there is a significant difference between the mean posttest scores on the benchmark test of 6th-grade students who are taught with either Thinking Maps or traditional social studies methods, (b) whether there is a significant difference between the mean posttest scores on the benchmark test of 6th-grade male versus female social studies students, and (c) whether there is a significant interaction between 6th-grade students' type of social studies class and gender as to differentially affect their mean posttest scores on the benchmark test. To answer these questions, students' pretest and posttest were compared to determine if there was a statistically significant difference after Thinking Maps were implemented with the treatment group for 9 weeks. The results indicate that there was no significant difference in the test scores between the students who were taught with Thinking Maps and the students who were taught without Thinking Maps. However, the students taught with Thinking Maps had the higher adjusted posttest scores.

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

    Science.gov (United States)

    Lin, Jing

    2017-01-01

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

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

    Science.gov (United States)

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

    2012-01-01

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

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

    Science.gov (United States)

    Ayvazo, Shiri; Ward, Phillip

    2009-01-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

  15. Analysis of Teaching Physical Education to Second-Grade Students Using Sport Education

    Science.gov (United States)

    Layne, Todd Estel; Hastie, Peter Andrew

    2016-01-01

    The purpose of this article was to provide an account of second-grade students and teachers, as well as a non-participant observer, after they participated in a season of Sport Education. For a total of 12 lessons, students participated in a season of developing throwing and catching and kicking skills. Interviews were conducted at the conclusion…

  16. The Relationship between Physical Fitness and Academic Achievement in Ninth-Grade Students in Arkansas

    Science.gov (United States)

    Hanna, Shellie Lyne

    2009-01-01

    Purpose, scope, and method of study. The purpose of this study was to determine if and to what degree a relationship existed between physical fitness and the academic achievement of ninth-grade public school students in Arkansas. A sample of 152 students from four different schools participated in the study. The dependent variable was academic…

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

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

    2012-01-01

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

  19. Content Area Literacy: Individualizing Student Instruction in Second-Grade Science

    Science.gov (United States)

    Connor, Carol McDonald; Kaya, Sibel; Luck, Melissa; Toste, Jessica R.; Canto, Angela; Rice, Diana; Tani, Novell; Underwood, Phyllis S.

    2010-01-01

    This study describes a second-grade science curriculum designed to individualize student instruction (ISI-Science) so that students, regardless of initial science and literacy skills, gain science knowledge and reading skills. ISI-Science relies on the 5-E Learning Cycle as a framework and incorporates flexible, homogeneous, literacy skills-based…

  20. Classroom Composition, Classroom Management, and the Relationship between Student Attributes and Grades

    Science.gov (United States)

    Hochweber, Jan; Hosenfeld, Ingmar; Klieme, Eckhard

    2014-01-01

    The present study examined the extent to which the relationships between student self-reported math grades and different types of student variables (standardized math test scores, interest and effort in math, parental education) are predicted by classroom composition and teachers' classroom management. Based on a representative sample of 31,038…

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

    Science.gov (United States)

    Gaston, Alishia; Martinez, James; Martin, Ellice P.

    2016-01-01

    This action research study evaluated the effects of literacy strategies on academic achievement, motivation, and engagement of eighth-grade social studies students. Incorporating literacy strategies included teaching students to construct meaning, think critically, and build content knowledge, while stimulating their interests, using multiple…

  2. Thai Grade 10 and 11 Students' Understanding of Stoichiometry and Related Concepts

    Science.gov (United States)

    Dahsah, Chanyah; Coll, Richard Kevin

    2008-01-01

    The research reported in this case study explores the understanding of stoichiometry and related concepts of Thai science students in grades 10 and 11 after major national curriculum reforms. Students' conceptions and alternative conceptions were investigated using a questionnaire--the "Stoichiometry Concept Questionnaire" (SCQ) (N =…

  3. Thai Grade 10 and 11 Students' Conceptual Understanding and Ability to Solve Stoichiometry Problems

    Science.gov (United States)

    Dahsah, Chanyah; Coll, Richard K.

    2007-01-01

    Stoichiometry and related concepts are an important part of student learning in chemistry. In this interpretive-based inquiry, we investigated Thai Grade 10 and 11 students' conceptual understanding and ability to solve numerical problems for stoichiometry-related concepts. Ninety-seven participants completed a purpose-designed survey instrument…

  4. Depressive Symptoms in Third-Grade Teachers: Relations to Classroom Quality and Student Achievement

    Science.gov (United States)

    McLean, Leigh; Connor, Carol McDonald

    2015-01-01

    This study investigated associations among third-grade teachers' (N = 27) symptoms of depression, quality of the classroom-learning environment (CLE), and students' (N = 523, M[subscript age] = 8.6 years) math and literacy performance. teachers' depressive symptoms in the winter negatively predicted students' spring mathematics achievement. This…

  5. Seventh Grade Students' Perceptions of Using Concept Cartoons in Science and Technology Course

    Science.gov (United States)

    Ören, Fatma Sasmaz; Meriç, Gülçin

    2014-01-01

    The aim of this study is to determine the efficiency of use of concept cartoons in elementary school 7th grade students Science and Technology course according to students' perceptions. In terms of this aim, the unit of "Force and Motion" has been taught by concept cartoons and at the end of this period, semi-structured interviews were…

  6. Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students

    Science.gov (United States)

    Malone, Amelia Schneider; Fuchs, Lynn S.

    2015-01-01

    The 3 purposes of this study were to: (a) describe fraction ordering errors among at-risk 4th-grade students; (b) assess the effect of part-whole understanding and accuracy of fraction magnitude estimation on the probability of committing errors; and (c) examine the effect of students' ability to explain comparing problems on the probability of…

  7. PIZZA PLEASE: AN INTERACTIVE NUTRITION EVALUATION FOR SECOND AND THIRD GRADE STUDENTS

    Science.gov (United States)

    Pizza Please is a testing tool by which nutrition education can be evaluated in an appealing and fun way for second and third grade students. The game and situational questions are developmentally appropriate and interactive. Students are not only tested but also develop social skills by working in ...

  8. An Exploratory Study of Sixth-Grade Middle School Students Reading Achievement in Inclusive Classrooms

    Science.gov (United States)

    Johnson, Yvonne L.

    2012-01-01

    The purpose of this study was to explore the academic achievement for students with learning disabilities in reading and how to determine if their rate of progress was different from non-disabled students in a sixth-grade language arts inclusion class. The data for this research was gathered from one school district with one middle school. The…

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

    Science.gov (United States)

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

    2008-01-01

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

  10. Change in Student Beliefs about Attitudes toward Science in Grades 6-9

    Science.gov (United States)

    Akcay, Hakan; Yager, Robert E.; Iskander, Srini M.; Turgut, Halil

    2010-01-01

    The study reports on an investigation of the impact of a Science-Technology-Society (STS) approach in promoting more positive student attitudes toward science that are recommended by current reform documents. A total of 609 students from grades six through nine were selected for a survey of attitudes in two class sections assigned as either…

  11. Influenza knowledge, attitude, and behavior survey for grade school students: design and novel assessment methodology.

    Science.gov (United States)

    Koep, Tyler H; Huskins, W Charles; Clemens, Christal; Jenkins, Sarah; Pierret, Chris; Ekker, Stephen C; Enders, Felicity T

    2014-12-01

    Despite the fact infectious diseases can spread readily in grade schools, few studies have explored prevention in this setting. Additionally, we lack valid tools for students to self-report knowledge, attitudes, and behaviors. As part of an ongoing study of a curriculum intervention to promote healthy behaviors, we developed and evaluated age-appropriate surveys to determine students' understanding of influenza prevention. Surveys were adapted from adolescent and adult influenza surveys and administered to students in grades 2-5 (ages 7-11) at two Rochester public schools. We assessed student understanding by analyzing percent repeatability of 20 survey questions and compared percent "don't know" (DK) responses across grades, gender, and race. Questions thought to be ambiguous after early survey administration were investigated in student focus groups, modified as appropriate, and reassessed. The response rate across all surveys was >87%. Survey questions were well understood; 16 of 20 questions demonstrated strong pre/post repeatability (>70%). Only 1 question showed an increase in DK response for higher grades (p survey questions and improved measures of understanding in the final survey administration. Grade-school students' knowledge, attitudes and behavior toward influenza prevention can be assessed using surveys. Quantitative and qualitative analysis may be used to assess participant understanding and refine survey development for pediatric survey instruments. These methods may be used to assess the repeatability and validity of surveys to assess the impact of health education interventions in young children.

  12. Academic Freedom and Student Grading in Greek Higher Education

    Science.gov (United States)

    Papadimitriou, Antigoni

    2011-01-01

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

  13. The flexible requirement system for grading of clinical performance of undergraduate dental students.

    Science.gov (United States)

    ElBadrawy, H; Korayem, M

    2007-11-01

    A new grading system is presented for evaluating and grading dental students' clinical competence and performance in paediatric dentistry at the undergraduate level. The Flexible Requirements System is a clinical competence evaluation system designed to address some of the common deficiencies of other requirements-based performance evaluation systems, by utilising a unique method of collecting and manipulating certain measurements of student performance in various groups of clinical procedures. The system aimed to incorporate adequate flexibility in its requirements to afford students fair and equal opportunities, whilst maintaining adherence to departmental clinical competence criteria and standards.

  14. Learning Strategies Which 4th. Grade Primary School Students Using In Social Studies

    Directory of Open Access Journals (Sweden)

    Bayram TAY

    2008-12-01

    Full Text Available In this research, it was aimed to find out the learning strategies of 4th grade primary school students in social sciences studies. The data of the research collected by “learning strategies public survey” which was developed by the researcher and it was implied in face to face way. While analyzing the data in this research, Mean and Standard Deviation were used. The findings of the research could be summarized as follows: 4th grade primary school students, in social sciences studies, have always used strategies of mental rehearsal, close and open rehearsal, elaboration, retrieval and motivation. Meanwhile, those students have rarely used attention strategies, chunking strategies and organizing strategies. On the other hand, 4th grade students have never used mnemonic strategies and meta-cognitive strategies.

  15. ENGLISH ESSAY WRITING SKILLS AT FIFTH GRADE STUDENTS OF KAMPUNG BARU ELEMENTARY SCHOOL IN BULELENG

    Directory of Open Access Journals (Sweden)

    Nanda Nadya Narulita Edy Poernomo

    2015-05-01

    Full Text Available This research aims to (1 describe writing skills of description essay at student learned with contextual approach at fifth grade student in group of six buleleng districts, (2 describe writing skills of description essay at student learned with contextual at fifth grade student in group of six Buleleng district, and (3 determine significantly differences writing skills of description essay among student learned with contextual approach and student learned with convensional approach at fifth grade student in group of six Buleleng districts. This research was experiment research with Post Test Only with Non Equivalent Control Group Design. The population of this research is fifth grade student in elementary school group of VI Buleleng district. Sample of this research is Kampung Baru 1 elementary school as control class and Kampung Baru 2 Elemantary School as experiment class. Sample was chosen with random sampling technique. Writing skills of description essay data of student were collected using testing method. The data collected were analyzed by using descriptive statistics and inferential statistics. The results of research indicate that (1 writing skills of description essay of control group student have average score of 46,93 with less categories, (2 writing skills of description essay of experiment group student have average score of 81,79 with very high categories and (3 there are differences of writing skills of description essay in significantly among the group of student who learned the contextual approach and group of student who learned the convensional approach (t result = 7,28 > t table = 1,671.

  16. Twelfth night of 1917 and the Moscow art theatre Twelfth night of 1917 and the Moscow art theatre

    Directory of Open Access Journals (Sweden)

    Arkady Ostrovsky

    2008-04-01

    Full Text Available On 15 September, 1917, in a letter to Nemirovich-Danchenko, Stanislavsky renounced the stage of the Moscow Art Theatre: I cannot think about any other roles, because I will never be able to do anything, at least in the Moscow Art Theatre. Maybe in some other area or some other place I will be able to rise. Of course I do not mean in other theatres, but in the studios. Othello — free!...1 After the tragedy Stanislavsky had endured with Selo Stepanchikovo, he threw himself into Studio work. He started rehearsing Twelfth Night, a play he had put on at the Society of Art and Literature in 1897. The Studio production of Twelfth Night was played on 25 December 1917, two months to the day after the Revolution. A few months later, Nikolai Efros published a book about the First Studio. It was dedicated to The Cricket on the Hearth but the words Efros used to describe the atmosphere in which Dickens’s production had opened were equally suitable for Twelfth Night: ‘You remember what sort of days those were? On 15 September, 1917, in a letter to Nemirovich-Danchenko, Stanislavsky renounced the stage of the Moscow Art Theatre: I cannot think about any other roles, because I will never be able to do anything, at least in the Moscow Art Theatre. Maybe in some other area or some other place I will be able to rise. Of course I do not mean in other theatres, but in the studios. Othello — free!...1 After the tragedy Stanislavsky had endured with Selo Stepanchikovo, he threw himself into Studio work. He started rehearsing Twelfth Night, a play he had put on at the Society of Art and Literature in 1897. The Studio production of Twelfth Night was played on 25 December 1917, two months to the day after the Revolution. A few months later, Nikolai Efros published a book about the First Studio. It was dedicated to The Cricket on the Hearth but the words Efros used to describe the atmosphere in which Dickens’s production had opened

  17. Loneliness among students with special educational needs in mainstream seventh grade.

    Science.gov (United States)

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

    2012-01-01

    The goals of this study were twofold. The first aim was to explore loneliness prevalence in typically developing students, students with ASD and students with motor and/or sensory disabilities in mainstream 7th grade in Belgium. The second aim was to explore the relations between number of friends, friendship quality, social self-concept on the one hand and loneliness on the other for each of these three groups, and to compare them across groups. In this study, 108 students with special educational needs (SEN; i.e., 58 students with ASD and 50 students with motor and/or sensory disabilities) were matched to 108 typically developing classmates. Students with ASD reported more loneliness than typically developing students and students with motor and/or sensory disabilities. Loneliness prevalence for typically developing students and students with motor and/or sensory disabilities did not differ significantly. Factors related with loneliness differed between typically developing students and students with SEN (i.e., students with ASD and students with motor and/or sensory disabilities). For students with SEN, same-sex social self-concept was related with loneliness, but not, as for typically developing students, number of friends and opposite-sex social self-concept. Also friendship quality had a marginally significant effect on loneliness feelings for students with SEN. Implications for further research and practice are discussed.

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

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

    2011-01-01

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

  20. Growth Mindset of Gifted Seventh Grade Students in Science

    Science.gov (United States)

    Esparza, Julie; Shumow, Lee; Schmidt, Jennifer A.

    2014-01-01

    Through secondary analysis of data collected in middle school science classrooms, this study (a) compared gifted and regular students' beliefs about the malleability of intelligence in science; (b) investigated whether teaching gifted and talented middle-school students about malleability of the brain and study skills helped them to develop a…

  1. The Effect of Changing Grading Criteria on Student Writing

    Science.gov (United States)

    Crone-Todd, Darlene E.; Eyre, Heidi L.; Hutchens, Scott A.; Jones, J. Reid; Pear, Joseph J.

    2007-01-01

    Students enrolled in a senior-level psychology course used a computer-aided personalized system of instruction (CAPSI) to write tests, and give and receive feedback on their writing at a mastery level. Weekly measures of the number of unit tests requested, the number of unit tests cancelled, and informal student feedback all indicate that a change…

  2. Physical Activity Preferences of Overweight Fourth and Fifth Grade Students

    Science.gov (United States)

    Larson, Anne; Galvan, Christine; Hsu, Yun; Giron, Kim

    2017-01-01

    The purpose of this research was to contribute to the childhood obesity mitigation literature by determining the PA preferences of obese/overweight (o/o) elementary students who participated in Club Fit!, a school-based PA program designed to engage the students in developmentally appropriate, moderate-vigorous PA and enhance their regard for PA…

  3. Medicine Use among Warsaw Ninth-Grade Students

    Science.gov (United States)

    Pisarska, Agnieszka; Ostaszewski, Krzysztof

    2011-01-01

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

  4. Medicine Use among Warsaw Ninth-Grade Students

    Science.gov (United States)

    Pisarska, Agnieszka; Ostaszewski, Krzysztof

    2011-01-01

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

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

    Science.gov (United States)

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

    2011-01-01

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

  6. Vocabulary Teaching in English Reading for Grade 5-6 Students

    Institute of Scientific and Technical Information of China (English)

    SUN Na

    2015-01-01

    Vocabulary is an important component in English reading for Grade 5-6 students. Efficient vocabulary teaching is good for students to master this language better. In fact, inefficient and time-consuming phenomena in English vocabulary teach⁃ing are still obvious in primary schools. In order to make students acquire vocabulary effectively, some useful vocabulary teaching techniques will be introduced in this thesis to help teachers teach vocabulary effectively.

  7. The effects of interactive (TIPS) homework on family involvement and science achievement of middle grade students

    Science.gov (United States)

    van Voorhis, Frances Landis

    The purpose of the study was to investigate the effects of interactive and non-interactive science homework assignments on family involvement in homework, homework completion and accuracy, student science achievement, and student and parent attitudes about science. Most previous research on homework has examined what parental involvement results naturally, without prompts or instruction from teachers. In contrast, this study experimentally examined the effects of teacher prompts to parents for involvement in their children's homework. Two hundred and fifty-three students from 10 classes of sixth and eighth grade students participated in the study that lasted 18 weeks of the school year. Six classes of students completed the TIPS (Teachers Involve Parents In Schoolwork) interactive homework assignments, and four classes completed the non-interactive assignments that contained the same content and questions as the TIPS assignments. TIPS students received instructions to involve a parent or other family partner in certain sections of the homework assignment. ATIPS students received the same assignment with no instruction to involve another person. Results indicated that TIPS students more often involved parents in their science homework assignments than ATIPS students. However, TIPS science students reported no more parental involvement in homework than ATIPS students in subjects not assigning interactive homework. Therefore, the TIPS instructions elicited more parental involvement in homework than the ATIPS assignments. TIPS students did not differ from ATIPS students in the percent of homework returned or accuracy. Students who rated the homework more positively and involved families regularly returned more homework assignments than students who did not do so. TIPS students did earn significantly higher science report card grades than ATIPS students after controlling for background variables, teacher effects, and percent of homework returned. Exploratory analyses of

  8. The Effects of Background Music in the Classroom on the Productivity, Motivation, and Behavior of Fourth Grade Students

    Science.gov (United States)

    White, Kevin N.

    2007-01-01

    Many students in a fourth grade classroom at Logan Elementary School are expressing numerous types of negative behaviors, are not motivated to learn, and do not stay on-task. In an effort to change these students, an action research study was conducted that implemented background music in the classroom. There were ten fourth grade students who…

  9. Grading Students' Classroom Writing: Issues and Strategies. ASHE-ERIC Higher Education Report, Volume 27, Number 3.

    Science.gov (United States)

    Speck, Bruce W.

    This book offers detailed and complex guidance, and the necessary techniques, for grading college students' writing. It examines why it is important to integrate grading into the writing process; the need for effective writing assignments; ensuring fair professorial judgments; promoting student learning; helping students learn how to respond…

  10. Metacognition and Learning to Read: An Examination of the Metacognitive Strategies Fifth Grade Students Use Before, During, and after Reading

    Science.gov (United States)

    Keck, Dana Ann

    2012-01-01

    Students who have the ability of working through text, while at the same time comprehending what they read, increase the likelihood of school success and lifelong learning (Johnson, 2006). In primary grades, teachers understand that students are learning how to read and in intermediate grades, students are reading to learn new knowledge about a…

  11. The Classification of the Probability Unit Ability Levels of the Eleventh Grade Turkish Students by Cluster Analysis

    Science.gov (United States)

    Ozyurt, Ozcan

    2014-01-01

    In this study, the probability unit ability levels of the eleventh grade Turkish students were classified through cluster analysis. The study was carried out in a high school located in Trabzon, Turkey during the fall semester of the 2011-2012 academic years. A total of 84 eleventh grade students participated. Students were taught about…

  12. Matching of Learning Styles and Teaching Styles: Advantage and Disadvantage on Ninth-Grade Students' Academic Achievements

    Science.gov (United States)

    Damrongpanit, Suntonrapot; Reungtragul, Auyporn

    2013-01-01

    The purposes of this study were to identify learning styles of ninth-grade students, to identify teaching styles of four subject teachers, and to compare four academic achievements between different matching conditions of students' learning styles and teachers' teaching styles. The research participants comprised of 3,382 ninth-grade students and,…

  13. ACHIEVEMENT AND INTEGRATION OF STUDENTS WITH AND WITHOUT SPECIAL EDUCATIONAL NEEDS (SEN IN THE FIFTH GRADE

    Directory of Open Access Journals (Sweden)

    Markus GEBHARDT

    2012-09-01

    Full Text Available In Styria 77.3% of all students with special needs are educated in integrated classrooms. Currently, it is not known much either about the school performance nor the active class participation of these students. This study examined 230 fifth grade students – 43 with and 187 students without special educational needs (SEN. Moreover, it is important to acknowledge that the available data for this study represents the first wave of larger longitudinal study. The school performance of the students with SEN ranged one standard deviation below the level of the students without SEN. All students felt emotionally well integrated in the school settings, but the differences in the degree of social integration were evident. In fact, the students with SEN mentioned that they got along well with their classmates less frequently than the students without SEN.

  14. Physical activity during school in urban minority kindergarten and first-grade students.

    Science.gov (United States)

    Reznik, Marina; Wylie-Rosett, Judith; Kim, Mimi; Ozuah, Philip O

    2013-01-01

    To determine if physical activity (PA) during the school day varied by school, grade level, gender, weight status, and physical education (PE) and recess participation among urban kindergarten and first-grade students. Cross-sectional study at 4 Bronx, NY, schools. Student PA was measured by a Yamax Digi-Walker pedometer, an objective and validated measure of PA in children. Each student wore a sealed pedometer during school for 5 consecutive days. Hierarchical models were fit to identify variables predictive of PA. A total of 916 had valid pedometer data (53% male, 70% Hispanic, mean age 5.98 years [SD 0.66], 45% overweight). PA varied by school (P < .0001). First-grade students took a significantly greater mean number of steps during school than kindergarten students. Overall, students took an average of 2479.7 (SD 961.8) steps/school day. PA did not differ by BMI status. Students took on average 724 more steps on PE days than on non-PE days and 490 more steps on days with outdoor recess than nonrecess days (P < .05 for both). Fewer than 1% of all students achieved lower cut points for previously published mean range of steps/school day for boys and girls. Multivariable analysis revealed higher grade level, participation in PE class, and outdoor recess as independent predictors of PA. PA levels were low in kindergarten and first-grade students. Future interventions incorporating classroom-based PA and outdoor recess may increase PA in resource-poor urban schools with limited PE facilities.

  15. Does Fitness Make the Grade? The Relationship between Elementary Students' Physical Fitness and Academic Grades

    Science.gov (United States)

    Lorenz, Kent A.; Stylianou, Michalis; Moore, Shannon; Kulinna, Pamela Hodges

    2017-01-01

    Background and Objective: Increased emphasis on academic outcomes has reduced the amount of time spent in physical education and other school physical activity opportunities in many schools in the USA. However, physical fitness is a positive predictor of academic performance on standardised tests, and students who perform better on fitness…

  16. The Effects of Student and Text Characteristics on the Oral Reading Fluency of Middle-Grade Students.

    Science.gov (United States)

    Barth, Amy E; Tolar, Tammy D; Fletcher, Jack M; Francis, David

    2014-02-01

    We evaluated the effects of student characteristics (sight word reading efficiency, phonological decoding, verbal knowledge, level of reading ability, grade, gender) and text features (passage difficulty, length, genre, and language and discourse attributes) on the oral reading fluency of a sample of middle-school students in Grades 6-8 (N = 1,794). Students who were struggling (n = 704) and typically developing readers (n = 1,028) were randomly assigned to read five 1-min passages from each of 5 Lexile bands (within student range of 550 Lexiles). A series of multilevel analyses showed that student and text characteristics contributed uniquely to oral reading fluency rates. Student characteristics involving sight word reading efficiency and level of decoding ability accounted for more variability than reader type and verbal knowledge, with small, but statistically significant effects of grade and gender. The most significant text feature was passage difficulty level. Interactions involving student text characteristics, especially attributes involving overall ability level and difficulty of the text, were also apparent. These results support views of the development of oral reading fluency that involve interactions of student and text characteristics and highlight the importance of scaling for passage difficulty level in assessing individual differences in oral reading fluency.

  17. common difficulties experienced by grade 12 students in learning ...

    African Journals Online (AJOL)

    Temechegn

    What common difficulties do students experience in learning chemistry in Ebinat .... in learning chemistry were due to lack of proper learning materials in school. .... strategies, large class size, over loaded teachers, wide chemistry syllabus, ...

  18. Archery Instruction for Students in Grades 7-12.

    Science.gov (United States)

    Nebraska State Dept. of Education, Lincoln.

    Designed for the archery novice, this booklet details teaching methods, safety precautions, skills, equipment, and facilities used for teaching high school students. Archery games, a list of instructional resources, and a bibliography follow the text. (CJ)

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

    African Journals Online (AJOL)

    Preferred Customer

    matter, physical state of matter, distinguishing differences of chemical and physical changes, phase changes and stoichiometry) and to examine the relevance and ..... Only intermolecular forces break during evaporation (18% of students).

  20. 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...

  1. Middle school science curriculum design and 8th grade student achievement in Massachusetts public schools

    Science.gov (United States)

    Clifford, Betsey A.

    The Massachusetts Department of Elementary and Secondary Education (DESE) released proposed Science and Technology/Engineering standards in 2013 outlining the concepts that should be taught at each grade level. Previously, standards were in grade spans and each district determined the method of implementation. There are two different methods used teaching middle school science: integrated and discipline-based. In the proposed standards, the Massachusetts DESE uses grade-by-grade standards using an integrated approach. It was not known if there is a statistically significant difference in student achievement on the 8th grade science MCAS assessment for students taught with an integrated or discipline-based approach. The results on the 8th grade science MCAS test from six public school districts from 2010 -- 2013 were collected and analyzed. The methodology used was quantitative. Results of an ANOVA showed that there was no statistically significant difference in overall student achievement between the two curriculum models. Furthermore, there was no statistically significant difference for the various domains: Earth and Space Science, Life Science, Physical Science, and Technology/Engineering. This information is useful for districts hesitant to make the change from a discipline-based approach to an integrated approach. More research should be conducted on this topic with a larger sample size to better support the results.

  2. Could non-grade based selection improve medical student socio-demographic diversity?

    DEFF Research Database (Denmark)

    O'Neill, Lotte Dyhrberg

    2013-01-01

    Introduction: Students with lower socioeconomic backgrounds have been found to be underrepresented in medical education. There is little evidence as to whether the type of student admission strategy used could make a difference to diversity of medical students. The aim of this paper was to examine...... if selection strategy made a difference to the diversity of admitted medical students. Method: The study design was a prospective cohort study. The population was 1074 medical students admitted between the years 2002-2007 at one medical school. Of these, 454 was admitted by grade-based selection and 620 were...... selected with a non-grade-based or ’non-cognitive’ admission program. The two admission groups were compared on seven social indices (doctor parent, ethnic origin, father’s education, mother’s education, parenthood, parents live together, parent on benefit). Result: Selection strategy made no difference...

  3. Enhancing nursing as a career choice with fifth-grade students.

    Science.gov (United States)

    Turner, Pamela L

    2011-01-01

    The purpose of this study was to explore the influence of a career education program on children's interest in nursing as a career choice, especially related to gender in fifth-grade students. A within-subjects design compared interest in nursing as a career of 70 fifth-grade students before and after participation in a 4-week career education program about nursing. There was a 61% (N = 70, p career after participating in the career education program. This positive effect was discovered among both male and female students. Further results provided a pre and post-career assessment of the students' development that was congruent with findings from previous vocational studies. The results underscore the positive effect career education can have on children's career interests and substantiate the importance of exposing students to practicing nurses as a key strategy to stimulate interest in nursing to help maintain a steady recruitment of young people into the future nursing workforce.

  4. Effects of a Nutrition Education Program on the Dietary Behavior and Nutrition Knowledge of Second-Grade and Third-Grade Students

    Science.gov (United States)

    Powers, Alicia Raby; Struempler, Barbara J.; Guarino, Anthony; Parmer, Sondra M.

    2005-01-01

    This research investigated the effects of a nutrition education program on dietary behavior and nutrition knowledge among elementary school-aged children participating in a Social Cognitive Theory-based nutrition education program. Participants included 1100 second-grade and third-grade students selected by convenience-type sampling from public…

  5. Fourth and eighth grade students' conceptions of energy flow through ecosystems

    Science.gov (United States)

    Arkwright, Ashlie Beals

    This mixed methods status study examined 32 fourth grade students' conceptual understandings of energy flow through ecosystems prior to instruction and 40 eighth grade students' conceptual understandings of the same topic after five years of daily standards-based instruction in science. Specific ecological concepts assessed related to: 1) roles of organisms; 2) the sun as the original energy source for most ecosystems; and 3) interdependency of organisms. Fourth and eighth grade students were assessed using the same three-tiered forced-choice instrument, with accompanying tasks for students to defend their forced-choice selections and rate their level of confidence in making the selections. The instrument was developed for the study by a team of researchers and was based on similar tasks presented in the research literature. Distractor options were embedded in each assessment task using common non-scientific ideas also reported in the research literature. Cronbach's alpha values at or greater than .992 for each task indicated interrater consistency of task answers, and Rasch analysis was employed to establish the reliability of the instrument. Qualitative and quantitative analyses were employed to assess the data. Constant comparative methods were employed to analyze students' written responses, which were coded and grouped into emerging themes. These themes were further developed to characterize students' conceptual understandings. Student open responses also were scored and coded by a team of researchers using a rubric to identify level of scientific understanding. Quantitative analyses included Rasch analysis used to normalize survey data. Independent samples t-tests were then employed to compare students' forced-choice responses to their written responses and to the confidence ratings, as well as to compare fourth and eighth grade students' responses. Findings indicated that eighth grade students generally outperformed the fourth grade on both the forced

  6. Aerobic Jogging Instruction for Students in Grades 7-12.

    Science.gov (United States)

    Nebraska State Dept. of Education, Lincoln.

    Jogging, a form of aerobic exercise, is the act of running at a slow trot. This guide describes an instructional program for high school students to jog progressively longer distances. The emphasis is on participation and gradual improvement. Training principles, teaching methods, common jogging problems, and safety precautions are listed to aid…

  7. Thinking pattern of first grade students towards edentulous replacement

    Directory of Open Access Journals (Sweden)

    Eri H. Jubhari

    2007-06-01

    Full Text Available Many people ignore their oral hygiene and do not use denture after extraction. This may caused by their thinking pattern. Thinking pattern indicates the degree of comprehension to solve a problem. This research aims to find out the thinking pattern of first year students towards edentulous replacement. The questionnaire was filled in by students. The oral cavity state of students who have edentulous was inspected. The study finds that only 3 men and 27 women had edentulous, all of them did not use denture. However, more than 96% of the edentulous and not-edentulous groups said that edentulous need denture, due to aesthetic factor. The reasons for not using denture are, for example, not enough time, not disturbed by the absence of denture, and its cost. It can be concluded that the 2005 batch students of Faculty of Dentistry (FKG UNHAS had shown a good understanding about edentulous replacement. Their views on the profits and detriments using denture are the main reasons to determine whether they will use denture.

  8. Grade and Gender Differences in Gifted Students' Self-Concepts

    Science.gov (United States)

    Rudasill, Kathleen Moritz; Capper, Marla Read; Foust, Regan Clark; Callahan, Carolyn M.; Albaugh, Susan B.

    2009-01-01

    Gifted adolescents are poised to make important decisions that will determine the trajectory of their futures. A positive self-concept may lead to higher educational and career aspirations, whereas a poorer self-concept may negatively influence choices and outcomes. Research points to self-concept differences among gifted students of different…

  9. Introduction to Marketing for 9th Grade Students.

    Science.gov (United States)

    Krotosky, Paul; Johnson, Jeannie G.

    Designed to enable students to develop knowledge of personal strengths and weaknesses and to be able to understand the relationship of these characteristics to educational and vocational choices, this guide presents an introductory program on vocations using a thematic interdisciplinary approach to career awareness. It is suggested that the…

  10. The Impact of Student Attendance, Socio-Economic Status and Mobility on Student Achievement of Third Grade Students in Title I Schools

    OpenAIRE

    Jones, Doris Jean

    2006-01-01

    THE IMPACT OF STUDENT ATTENDANCE SOCIO-ECONOMIC STATUS AND MOBILITY ON STUDENT ACHIEVEMENT OF THIRD GRADE STUDENTS IN TITLE I SCHOOLS By D. Jean Jones Abstract Today, regular school attendance is an important factor in school success (Rothman, 2001). Research has shown a direct correlation between good attendance and student achievement (Dekalb, 1999). Poor attendance has been linked to poor academic achievement (Ziegler, 1972). With the increase in accountability for school distr...

  11. Improving Listening Skill of The Seventh Grade Students Using Games at MTsN Mojokerto

    Directory of Open Access Journals (Sweden)

    Hanna Andyani

    2016-12-01

    Full Text Available Based on the study conducted on research at MTsN Mojokerto, the researcher found that there are some problems with teaching English especially for listening of seventh grade students at MTsN Mojokerto, those are: 1 most of the students’ scores on listening test are still under the minimum of standard score (KKM of 79; 2 most students are not attracted to follow the listening activities; 3 students are difficult to understand the native speech in a tape recorder.The main purpose of the study is to improve listening skill of seventh grade students using games. Research design for this study was Classroom Action Research and the researcher used listening tests and observation checklists as instruments.The criteria of success was successfully achieved in Cycle 2 with the percentage of 74%.

  12. Comparative Evaluation of the Environmental Culture of 8th Grade Students in Bulgaria and Turkey

    Directory of Open Access Journals (Sweden)

    Z. Kostova

    2008-06-01

    Full Text Available The article reports the results from an investigation of the ecological and general scientific knowledge of students in the upper grade of elementary school (8th grade, 15 year old in Bulgaria and Turkey with the aid of a questionnaire, containing 40 terms from ecology, geography, biology, chemistry, nature conservation, health and nutrition. It has allowed us to investigate the effects of several factors such as the students` social status (Turkey, the science education in school, school entrance exams in biology (Bulgaria, the interrelation between environmental and scientific knowledge, evaluation and self-evaluation, analysis and self-analysis. On the basis of the results and the conclusions of their analysis the students` achievements in respect to the state educational standards have been evaluated. Furthermore, adequate measures are recommended to teachers in order to overcome the deficiencies and shortcomings in students` knowledge and understanding. The research identifies several problems for future investigation

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

    Directory of Open Access Journals (Sweden)

    Alishia Gaston

    2016-05-01

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

  14. Grade Point Average Differences between Dual and Nondual Credit College Students

    Directory of Open Access Journals (Sweden)

    Robert D. Young

    2013-01-01

    Full Text Available We examined the first and final term grade point averages (GPA for a class of students at a Texas community college to determine how dual enrollment credit influenced GPA. Five statistically significant differences, albeit small effect sizes, were present by gender and by ethnic membership. Dual credit students had higher GPAs than did nondual credit students. Interestingly, dual enrollment did not have a statistically significant influence on GPAs for Asian students or for students after two years at this community college. As such, this study is the first research investigation of which we are aware in which student GPA in the first college semester and at the end of the second year was compared between dual credit and nondual credit students. Implications of our findings and suggestions for future research are provided.

  15. Personal and professional values grading among midwifery students.

    Science.gov (United States)

    Özcan, Müesser; Akpinar, Aslihan; Ergin, Ayla B

    2012-05-01

    The purpose of this study was to determine the professional and personal values among midwifery students in Turkey and to identify whether the years of study affected these values. A total of 192 participants were asked to prioritize 16 professional and 36 personal values. The relationship between the year of study and value ranking was analyzed by Kruskal-Wallis test. The first three of the professional values were justice, equality, and human dignity. Equality ranked sixth among the personal terminal values, and it increased with the years of study. Of personal instrumental values, responsibility and cleanliness ranked second and fifth, which are of central importance for the profession of midwifery. However, the other two important values, privacy and preventing unnecessary suffering, ranked lower when the years of study increased, in other words when the students confront clinics. Since these values are important for midwifery, ethics courses should be given throughout the midwifery education to prepare students for the challenges they face in the clinical environment.

  16. Interests of 5th through 10th Grade Students Regarding Enviromental Protection Issues

    OpenAIRE

    Erten, Sinan

    2015-01-01

    This study investigates the extent of interest among middle and high school students in environmental protection issues along with the sources of their interests and factors that impact their interests, namely people with whom they interact and courses that they take related to the environment, science and technology. In addition, it is confirmed that the greater the grade and the age of the students, the more their interest towards the protection of the environment diminishes. According to t...

  17. Exploring Third-Grade Student Model-Based Explanations about Plant Relationships within an Ecosystem

    Science.gov (United States)

    Zangori, Laura; Forbes, Cory T.

    2015-12-01

    Elementary students should have opportunities to develop scientific models to reason and build understanding about how and why plants depend on relationships within an ecosystem for growth and survival. However, scientific modeling practices are rarely included within elementary science learning environments and disciplinary content is often treated as discrete pieces separate from scientific practice. Elementary students have few, if any, opportunities to reason about how individual organisms, such as plants, hold critical relationships with their surrounding environment. The purpose of this design-based research study is to build a learning performance to identify and explore the third-grade students' baseline understanding of and their reasoning about plant-ecosystem relationships when engaged in the practices of modeling. The developed learning performance integrated scientific content and core scientific activity to identify and measure how students build knowledge about the role of plants in ecosystems through the practices of modeling. Our findings indicate that the third-grade students' ideas about plant growth include abiotic and biotic relationships. Further, they used their models to reason about how and why these relationships were necessary to maintain plant stasis. However, while the majority of the third-grade students were able to identify and reason about plant-abiotic relationships, a much smaller group reasoned about plant-abiotic-animal relationships. Implications from the study suggest that modeling serves as a tool to support elementary students in reasoning about system relationships, but they require greater curricular and instructional support in conceptualizing how and why ecosystem relationships are necessary for plant growth and development. This paper is based on data from a doctoral dissertation. An earlier version of this paper was presented at the 2015 international conference for the National Association for Research in Science

  18. 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…

  19. Twelfth annual US DOE low-level waste management conference

    Energy Technology Data Exchange (ETDEWEB)

    1990-01-01

    The papers in this document comprise the proceedings of the Department of Energy's Twelfth Annual Low-Level Radioactive Waste Management Conference, which was held in Chicago, Illinois, on August 28 and 29, 1990. General subjects addressed during the conference included: mixed waste, low-level radioactive waste tracking and transportation, public involvement, performance assessment, waste stabilization, financial assurance, waste minimization, licensing and environmental documentation, below-regulatory-concern waste, low-level radioactive waste temporary storage, current challenges, and challenges beyond 1990.

  20. Twelfth cranial nerve involvement in Guillian Barre syndrome

    Directory of Open Access Journals (Sweden)

    Subrat Kumar Nanda

    2013-01-01

    Full Text Available Guillian Barre Syndrome (GBS is associated with cranial nerve involvement. Commonest cranial nerves involved were the facial and bulbar (IXth and Xth. Involvement of twelfth cranial nerve is rare in GBS. We present a case of GBS in a thirteen years old boy who developed severe tongue weakness and wasting at two weeks after the onset of GBS. The wasting and weakness of tongue improved at three months of follow up. Brief review of the literature about XIIth cranial nerve involvement in GBS is discussed.

  1. Factors Influencing Mathematic Problem-Solving Ability of Sixth Grade Students

    Directory of Open Access Journals (Sweden)

    Sakorn Pimta

    2009-01-01

    Full Text Available Problem statement: This study aims to investigate factors influencing mathematic problem-solving ability of sixth grade students. One thousand and twenty eight of sixth grade students, studying in the second semester of academic year 2007 were sampled by stratified random sampling technique. Approach: The research instruments used in the study included mathematic problem-solving ability test and questionnaires. Data was analyzed by Path Analysis. Results: Factors influencing mathematic problem-solving ability were represented as following: (1 direct factors influencing mathematic problem-solving ability were described that direct and indirect factors influencing mathematic problem-solving ability were attitude towards mathematics, self-esteem and teachers’ teaching behavior. Indirect factors influencing mathematic problem-solving ability were motivation and self-efficacy (2 factor models influencing mathematic problem-solving ability of sixth grade students was associated with visual data (3 The developed model could describe variance of skill in mathematic problem-solving at 63.00 % (R2 = 0.63. Conclusion: Teacher’s behaviors took both direct and indirect effects on the students’ mathematic problem solving. The teachers are supposed to study the methods to develop this ability deeply and then bring them to manage the activities in class that encourage students to be enthusiastic to learn and have good attitude toward mathematic learning or to get students’ concentration.

  2. Examining Reliability of Reading Comprehension Ratings of Fifth Grade Students' Oral Retellings

    Science.gov (United States)

    Bernfeld, L. Elizabeth Shirley; Morrison, Timothy G.; Sudweeks, Richard R.; Wilcox, Brad

    2013-01-01

    The purpose of this study was to rate oral retellings of fifth graders to determine how passages, raters, and rating occasions affect those ratings, and to identify what combination of those elements produce reliable retelling ratings. A group of 36 fifth grade students read and orally retold three contemporary realistic fiction passages. Two…

  3. A Synthesis of Morphology Interventions and Effects on Reading Outcomes for Students in Grades K-12

    Science.gov (United States)

    Reed, Deborah K.

    2008-01-01

    This article synthesized the morphology intervention studies conducted in English with students in kindergarten through 12th grade between 1986 and 2006. Seven studies were identified as focusing primarily on morphology instruction, including roots and affixes, and measuring one or more reading-related outcomes (e.g., word identification,…

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

    Science.gov (United States)

    Johnson, La-Trice

    2013-01-01

    A K-12 school district located in southern California was faced with overcrowding at 1of its middle schools for the 2011-2012 school year. This project study was designed to explore if an elementary or middle school campus was best in supporting students' academics while they were in transition to 6th grade middle school. Maslow's hierarchy of…

  5. Effects of Ability Grouping on Math Achievement of Third Grade Students

    Science.gov (United States)

    Thomas, Emily; Feng, Jay

    2014-01-01

    The purpose of this study was to examine the effects of heterogeneous and homogeneous grouping on the mathematical achievement of students in third grade. Participants were 16 third graders in a self-contained classroom, assigned to either small homogeneous or heterogeneous group for math instruction for 7 weeks. Pretest-posttest scores and growth…

  6. Evaluation of a School-Based Sex Education Programme Delivered to Grade Nine Students in Canada

    Science.gov (United States)

    Smylie, Lisa; Maticka-Tyndale, Eleanor; Boyd, Dana

    2008-01-01

    The effectiveness of a multidimensional Canadian sex education programme was evaluated using 240 Grade Nine students. The intervention was offered by representatives from various community groups and involved instructional classes on anatomy/physiology of the reproductive system and sexually transmitted infections, a video and group discussion on…

  7. The Linguistic Profiles of Spelling Errors in Fourth, Fifth, and Seventh Grade Students

    Science.gov (United States)

    Wu, Yi-Chieh

    2013-01-01

    The purpose of this study was to investigate the use of linguistic knowledge in spelling by analyzing spelling errors made by 220 students in the fourth, fifth, and seventh grades. A 25-word researcher-designed spelling test with considerations of word frequency, word familiarity, and word type (based on morphological complexity) was administered.…

  8. 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…

  9. Relationships among Perceived Stress, Coping, and Grade Point Average in University Students

    Science.gov (United States)

    Kewallal, Rajendra David

    2013-01-01

    This study explored the relationships among perceived stress, coping style, and academic performance in 210 students from a mid-sized public university and a small private college. Study participants were asked to complete the Perceived Stress Scale, the Brief COPE Questionnaire, and a demographic survey asking about their age, gender, grade point…

  10. Raising Cultural Awareness of Second Grade African American Students Using Mexican American Children's Literature

    Science.gov (United States)

    Pugh, Sandra Lyniece

    2009-01-01

    An increase in the Mexican American population within the predominantly African American community and school was the basis of this qualitative study. The purpose of the study was to introduce African American second grade students to authentic Mexican and Mexican American children's literature. Interactive read-alouds of nonfiction and realistic…

  11. The impact of a technology-rich intervention on grade 7 students' skills in initial algebra

    NARCIS (Netherlands)

    Jupri, Al; Drijvers, Paul; van den Heuvel - Panhuizen, Marja

    2014-01-01

    This paper describes a classroom experiment on the use of digital technology in initial algebra. Indonesian grade seven students of 12-13 year-old took part in a four session teaching sequence on beginning algebra enriched with digital technology, and in particular applets embedded in the Digital Ma

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

    Science.gov (United States)

    Ergin, Serap

    2016-01-01

    In this study, the effect of group work and traditional method on 9th grade students' misconceptions about Newton Laws was investigated. The study was conducted in three classes in an Anatolian Vocational High School in Ankara/Turkey in the second term of the 2014-2015 academic year. Two of these classes were chosen as the experimental group and…

  13. Exploring How Experience with Planning Impacts First Grade Students' Planning and Solutions to Engineering Design Problems

    Science.gov (United States)

    Portsmore, Merredith D.

    2010-01-01

    This dissertation presents research that investigated how first grade students' ability to construct solutions and to plan through drawing for engineering design problems is related to their participation in a LEGO-based engineering curriculum with two variations on the instruction for planning. The quasi-experimental design engaged two first…

  14. Enhancing Interest in Nursing as a Career Choice with Fifth-Grade Students

    Science.gov (United States)

    Turner, Pamela Lee

    2008-01-01

    This research was designed to provide information on the career development of fifth-grade students and to explore the influence of an education program on children's interest in nursing as a career choice, especially related to gender. Interest in nursing is conceptualized as interest, competence perception, and desire to help other people. A…

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

    Science.gov (United States)

    Bennett-Conroy, Waveline

    2012-01-01

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

  16. THE USE OF FUZZY THEORY IN GRADING OF STUDENTS IN MATH

    Directory of Open Access Journals (Sweden)

    Momcilo BJELICA

    2010-01-01

    Full Text Available The development of computer science, statistics and other technological fields, give us more opportunities to improve the process of evaluation of degree of knowledge and achievements in a learning process of our students. More and more we are relying on the computer software to guide us in the grading process. An improved way of grading can help overcome some limitations of the educational process, that have caused problems, and had as a consequence a lower degree of success. With the combination of old, traditional way of evaluation of students knowledge and success, and the application of “fuzzy logic” and “the theory of fuzzy sets”, “the method of ponderous areas”, and other new computer and scientific technologies, we are getting a complex formula , that is also, friendly to constant changes, depending on developments in the schooling process. The new grading system is very user friendly, and can be applied in primary-middle schools as well as in high schools. It takes into account all the students activities and achievements, raises the quality of a teacher’s performance and can be updated with new computer technologies. This model is, also, a great support program in grading of students involved in “distance learning“systems.

  17. The Effectiveness of an Early-Grade Literacy Intervention on the Cognitive Achievement of Brazilian Students

    Science.gov (United States)

    Costa, Leandro Oliveira; Carnoy, Martin

    2015-01-01

    Beginning in 2007, the Literacy Program at the Right Age (Pacto pela Alfabetização na Idade Certa [PAIC]) in Brazil's Ceará state required municipal schools to implement a tiered, whole-school early-grade literacy intervention. This intervention was complemented by other policies to help municipalities improve student achievement. The present…

  18. Effects of Integrating Multimedia into the Third Grade Mathematics Curriculum to Improve Student Learning

    Science.gov (United States)

    Liu, Yuliang

    2012-01-01

    This project was designed to test Mayer's multimedia theory in an elementary school to improve students' mathematics learning for low-income children. The study designed and developed two multimedia mathematics experiments in 3rd grade: 9's multiplication experiment and geometric solids experiment. The two experimental lessons were implemented in…

  19. The Effect of Project Based Learning on the Statistical Literacy Levels of Student 8th Grade

    Science.gov (United States)

    Koparan, Timur; Güven, Bülent

    2014-01-01

    This study examines the effect of project based learning on 8th grade students' statistical literacy levels. A performance test was developed for this aim. Quasi-experimental research model was used in this article. In this context, the statistics were taught with traditional method in the control group and it was taught using project based…

  20. The Effect on the 8th Grade Students' Attitude towards Statistics of Project Based Learning

    Science.gov (United States)

    Koparan, Timur; Güven, Bülent

    2014-01-01

    This study investigates the effect of the project based learning approach on 8th grade students' attitude towards statistics. With this aim, an attitude scale towards statistics was developed. Quasi-experimental research model was used in this study. Following this model in the control group the traditional method was applied to teach statistics…

  1. Spatial Visualization as Mediating between Mathematics Learning Strategy and Mathematics Achievement among 8th Grade Students

    Science.gov (United States)

    Rabab'h, Belal; Veloo, Arsaythamby

    2015-01-01

    Jordanian 8th grade students revealed low achievement in mathematics through four periods (1999, 2003, 2007 & 2011) of Trends in International Mathematics and Science Study (TIMSS). This study aimed to determine whether spatial visualization mediates the affect of Mathematics Learning Strategies (MLS) factors namely mathematics attitude,…

  2. The Use of Retelling Stories Technique in Developing English Speaking Ability of Grade 9 Students

    Science.gov (United States)

    Praneetponkrang, Sasitorn; Phaiboonnugulkij, Malinee

    2014-01-01

    This article aims to advocate retelling stories technique for developing speaking ability of grade 9 students in Thailand. Morrow's theory (1981) and other scholars in retelling stories technique are presented. This technique is integrated in the lesson plans following Morrow's framework. Narrative text of short stories which refer to daily life…

  3. Action Research and Differentiating Reading Instruction in Mississippi: Fourth-Grade Students' Reading Success

    Science.gov (United States)

    Mims, Wyn, M.; Lockley, Jeannie

    2017-01-01

    A fourth-grade teacher utilized action research in order to make data-driven decisions about reading interventions with her students. The teacher decided on a broad intervention, which was differentiating reading instruction, implemented differentiated instruction, collected data and continuously adjusted interventions based on monitoring data.…

  4. A Comparison of Students' Choices of 9th Grade Physical Education Activities by Ethnicity

    Science.gov (United States)

    Hill, Grant M.; Cleven, Brian

    2006-01-01

    The purposes of this study were to determine physical education activity preferences of 9th grade students in a southern California school district and to compare preferences by ethnicity. Results indicated that basketball, football, bowling, softball/baseball, swimming, and volleyball were the most preferred activities. These preferences may be…

  5. Analysis of the Design of Grade 9 Listening Lessons in the Student's ...

    African Journals Online (AJOL)

    Analysis of the Design of Grade 9 Listening Lessons in the Student's Book and Teacher's Guide of English for Ethiopia. ... The study employed a descriptive research design using both qualitative and quantitative approaches. ... The finding also showed that the input sources and the text types were not proportionally treated ...

  6. The Effect of Project Based Learning on Seventh Grade Students' Academic Achievement

    Science.gov (United States)

    Kizkapan, Oktay; Bektas, Oktay

    2017-01-01

    The purpose of this study is to investigate whether there is a significant effect of project based learning approach on seventh grade students' academic achievement in the structure and properties of matter. In the study, according to the characteristics of quantitative research methods, pretest-posttest control group quasi-experimental design was…

  7. Examining Reliability of Reading Comprehension Ratings of Fifth Grade Students' Oral Retellings

    Science.gov (United States)

    Bernfeld, L. Elizabeth Shirley; Morrison, Timothy G.; Sudweeks, Richard R.; Wilcox, Brad

    2013-01-01

    The purpose of this study was to rate oral retellings of fifth graders to determine how passages, raters, and rating occasions affect those ratings, and to identify what combination of those elements produce reliable retelling ratings. A group of 36 fifth grade students read and orally retold three contemporary realistic fiction passages. Two…

  8. Underachievement in Primary Grade Students: A Review of Kindergarten Enrollment and DIBELS Scores

    Science.gov (United States)

    Rice, Shawnik Marie

    2013-01-01

    Student underachievement in kindergarten through Grade 3 continues to be a challenge in the Philadelphia School District. The purpose of this quantitative descriptive correlation study was to examine, using record archives from one Philadelphia school, whether there is a relationship between (a) reading achievement scores for the Dynamic…

  9. The Relationships among Language Ability, Emotion Regulation and Social Competence in Second-Grade Students

    Science.gov (United States)

    Monopoli, W. John; Kingston, Sharon

    2012-01-01

    Relationships exist between language ability, emotion regulation, and social competence in preschool children. This study examines how these relationships function in elementary school children, and explores whether language ability partially mediates the relationship between emotion regulation and social competence. Second-grade students (N = 67)…

  10. Measuring Knowledge, Attitudes and Behaviours Concerning Sustainable Development among Tenth Grade Students in Manitoba

    Science.gov (United States)

    Michalos, Alex C.; Creech, Heather; Swayze, Natalie; Kahlke, P. Maurine; Buckler, Carolee; Rempel, Karen

    2012-01-01

    In this paper we present standardized measures of tenth grade students' knowledge, attitudes and behaviours concerning sustainable development as those concepts are understood in the United Nations Educational, Scientific and Cultural Organization, and we test the hypothesis that knowledge and favourable attitudes toward SD lead to favourable…

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

    Science.gov (United States)

    Mokhtari, Kouider; Niederhauser, Dale S.

    2013-01-01

    In this study, we examined 5th grade students' levels of vocabulary knowledge and syntactic awareness relative to their reading comprehension performance. The aim was to explore the contributions of vocabulary and syntactic awareness as potential sources of reading comprehension difficulty for these readers. Overall, we found that both vocabulary…

  12. An Investigation of Learning Styles Influencing Mathematics Achievement of Seventh-Grade Students

    Science.gov (United States)

    Sriphai, Sunan; Damrongpanit, Suntonrapot; Sakulku, Jaruwan

    2011-01-01

    This study aims to investigate the effect of learning styles, as well as compare the effect of two different variable structure models of learning styles on factors influencing mathematics achievement. The research sample was made up of 508 seventh-grade students. The findings were that the model including learning styles as factors influencing…

  13. Linking the Organizational Health of Middle Grades Schools to Student Achievement

    Science.gov (United States)

    Roney, Kathleen; Coleman, Howard; Schlichting, Kathleen A.

    2007-01-01

    The purpose of this study was to examine the relationship between student reading achievement and the organizational health of five middle grades schools in North Carolina. The theoretical framework was based upon Hoy and Feldman's definition of organizational health, which links healthy school climates to improved learning environments and…

  14. Effect of Computer-Aided Instruction on Attitude and Achievement of Fifth Grade Math Students

    Science.gov (United States)

    Shoemaker, Traci L.

    2013-01-01

    The purpose of this quasi-experimental non-equivalent control group study was to test theories of constructivism and motivation, along with research-based teaching practices of differentiating instruction and instructing within a child's Zone of Proximal Development, in measuring the effect of computer-aided instruction on fifth grade students'…

  15. Raising Cultural Awareness of Second Grade African American Students Using Mexican American Children's Literature

    Science.gov (United States)

    Pugh, Sandra Lyniece

    2009-01-01

    An increase in the Mexican American population within the predominantly African American community and school was the basis of this qualitative study. The purpose of the study was to introduce African American second grade students to authentic Mexican and Mexican American children's literature. Interactive read-alouds of nonfiction and realistic…

  16. Problem Solving vs. Troubleshooting Tasks: The Case of Sixth-Grade Students Studying Simple Electric Circuits

    Science.gov (United States)

    Safadi, Rafi'; Yerushalmi, Edit

    2014-01-01

    We compared the materialization of knowledge integration processes in class discussions that followed troubleshooting (TS) and problem-solving (PS) tasks and examined the impact of these tasks on students' conceptual understanding. The study was conducted in two sixth-grade classes taught by the same teacher, in six lessons that constituted a…

  17. Factors Mediating the Effect of Gender on Ninth-Grade Turkish Students' Misconceptions Concerning Electric Circuits

    Science.gov (United States)

    Sencar, Selen; Eryilmaz, Ali

    2004-01-01

    This study was designed to identify and analyze possible factors that mediate the effect of gender on ninth-grade Turkish students' misconceptions concerning electric circuits. A Simple Electric Circuit Concept Test (SECCT), including items with both practical and theoretical contexts, and an Interest-Experience Questionnaire about Electricity…

  18. Geometry-Related Children's Literature Improves the Geometry Achievement and Attitudes of Second-Grade Students

    Science.gov (United States)

    McAndrew, Erica M.; Morris, Wendy L.; Fennell, Francis

    2017-01-01

    Use of mathematics-related literature can engage students' interest and increase their understanding of mathematical concepts. A quasi-experimental study of two second-grade classrooms assessed whether daily inclusion of geometry-related literature in the classroom improved attitudes toward geometry and achievement in geometry. Consistent with the…

  19. Linking the Organizational Health of Middle Grades Schools to Student Achievement

    Science.gov (United States)

    Roney, Kathleen; Coleman, Howard; Schlichting, Kathleen A.

    2007-01-01

    The purpose of this study was to examine the relationship between student reading achievement and the organizational health of five middle grades schools in North Carolina. The theoretical framework was based upon Hoy and Feldman's definition of organizational health, which links healthy school climates to improved learning environments and…

  20. Teacher-Student Relationship and Peer Disliking and Liking across Grades 1-4

    Science.gov (United States)

    Hughes, Jan N.; Im, Myung H.

    2016-01-01

    Between-child and within-child effects of teacher-student warmth and conflict on children's peer-nominated disliking and liking across Grades 1-4 (ages 6-10) were investigated in a sample of 746 ethnically diverse and academically at-risk children in Texas. Multilevel modeling controlled for time-invariant between-child differences while modeling…

  1. A Meta-Analysis of Writing Instruction for Students in the Elementary Grades

    Science.gov (United States)

    Graham, Steve; McKeown, Debra; Kiuhara, Sharlene; Harris, Karen R.

    2012-01-01

    In an effort to identify effective instructional practices for teaching writing to elementary grade students, we conducted a meta-analysis of the writing intervention literature, focusing our efforts on true and quasi-experiments. We located 115 documents that included the statistics for computing an effect size (ES). We calculated an average…

  2. A Structural Equation Model Explaining 8th Grade Students' Mathematics Achievements

    Science.gov (United States)

    Yurt, Eyüp; Sünbül, Ali Murat

    2014-01-01

    The purpose of this study is to investigate, via a model, the explanatory and predictive relationships among the following variables: Mathematical Problem Solving and Reasoning Skills, Sources of Mathematics Self-Efficacy, Spatial Ability, and Mathematics Achievements of Secondary School 8th Grade Students. The sample group of the study, itself…

  3. Accelerated Mathematics and High-Ability Students' Math Achievement in Grades Three and Four

    Science.gov (United States)

    Stanley, Ashley M.

    2011-01-01

    The purpose of this study was to explore the relationship between the use of a computer-managed integrated learning system entitled Accelerated Math (AM) as a supplement to traditional mathematics instruction on achievement as measured by TerraNova achievement tests of third and fourth grade high-ability students. Gender, socioeconomic status, and…

  4. Development of an Instrument to Assess Fourth and Fifth Grade Students' Attitudes toward Physical Education

    Science.gov (United States)

    Phillips, Sharon R.; Silverman, Stephen

    2012-01-01

    The purpose of the authors in this study was to develop an instrument to assess fourth and fifth grade students' attitudes toward physical education. The methods for validation included (a) an elicitation study and instrument question development, (b) a pilot study, and (c) a series of analyses to assess, construct, and content validity and to…

  5. Enhancing On-Task Behavior in Fourth-Grade Students Using a Modified Color Wheel System

    Science.gov (United States)

    Blondin, Carolyn; Skinner, Christopher; Parkhurst, John; Wood, Allison; Snyder, Jamie

    2012-01-01

    The authors used a withdrawal design to evaluate the effects of a modified Color Wheel System (M-CWS) on the on-task behavior of 7 students enrolled in the 4th grade. Standard CWS procedures were modified to include a 4th set of rules designed to set behavioral expectation for cooperative learning activities. Mean data showed that immediately…

  6. Opinions of 7th Grade Students about Enriched Educational Practices in the Scope of Science Course

    Science.gov (United States)

    Idin, Sahin; Aydogdu, Cemil

    2016-01-01

    The purpose of this research was to determine the opinions of the students about 7th grade science courses carried out with enriched educational practices. The research was conducted throughout fall semester of 2014-2015 academic year in the scope of Systems within our Body Unit (SBU), Force and Motion Unit (FMU), and Electric within our Lives…

  7. Science Achievement of Costa Rican Sixth Grade Students and Its Relationship with Selected Variables.

    Science.gov (United States)

    Esquivel-Alfaro, Juan Manuel; Diaz-Solis, Sofia Maria

    This study had three purposes. First, to develop and validate a criterion-referenced test to measure science knowledge of students who finished the second cycle of the Basic General Education (6th grade). Second, to assess the performance of the entire Costa Rican population of sixth graders and, third, to analyze the results according to some…

  8. Student Groupings and Instructional Strategies of Kindergarten and First-Grade Teachers.

    Science.gov (United States)

    Lawler, S. Dianne

    Examined were differences between 36 Tennessee kindergarten and first-grade teachers' us of student groupings and instructional time. Teachers were observed twice at the beginning of the school year and once again approximately 8 weeks later. Eight observers collected data using the Stallings Observation Instrument, a measure consisting of: (1) a…

  9. Multimodal Representations: A Fifth-Grade Teacher Influences Students' Design and Production

    Science.gov (United States)

    Shanahan, Lynn E.

    2013-01-01

    The purpose of this interpretive case study is to explore--through a close analysis of one fifth-grade class project--teacher's scaffolding and students' use of visual and linguistic modes when composing multimodally. Using Kress and van Leeuwen's multimodal theory of communication as a framework, this case study examines why teachers, whose…

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

    Science.gov (United States)

    Briede, Liene

    2016-01-01

    The aim of the study is to investigate the relationship between the teaching approach adopted by mathematics teachers and their 9th grade students' mathematical self. The study searched for the answers on three research questions, namely, about 1) the approaches prevailing in mathematics teachers' beliefs about effective teaching and self-reports…

  11. Model Drawing Strategy for Fraction Word Problem Solving of Fourth-Grade Students with Learning Disabilities

    Science.gov (United States)

    Sharp, Emily; Shih Dennis, Minyi

    2017-01-01

    This study used a multiple probe across participants design to examine the effects of a model drawing strategy (MDS) intervention package on fraction comparing and ordering word problem-solving performance of three Grade 4 students. MDS is a form of cognitive strategy instruction for teaching word problem solving that includes explicit instruction…

  12. Parent Engagement in Science with Ninth Graders and with Students in Higher Grades

    Science.gov (United States)

    Shumow, Lee; Schmidt, Jennifer A.

    2014-01-01

    By high school, parent engagement is likely to differ not only by grade, but by subject. This study surveyed students enrolled in high school science classes and found that parents of freshmen (9th graders) are more involved at home, less involved at school, and equally involved in educational planning compared to parents of high school students…

  13. Exploring Seventh-Grade Students' and Pre-Service Science Teachers' Misconceptions in Astronomical Concepts

    Science.gov (United States)

    Korur, Fikret

    2015-01-01

    Pre-service science teachers' conceptual understanding of astronomical concepts and their misconceptions in these concepts is crucial to study since they will teach these subjects in middle schools after becoming teachers. This study aimed to explore both seventh-grade students' and the science teachers' understanding of astronomical concepts and…

  14. The Impact of High-Speed Internet Connectivity at Home on Eighth-Grade Student Achievement

    Science.gov (United States)

    Kingston, Kent J.

    2013-01-01

    In the fall of 2008 Westside Community Schools - District 66, in Omaha, Nebraska implemented a one-to-one notebook computer take home model for all eighth-grade students. The purpose of this study was to determine the effect of a required yearlong one-to-one notebook computer program supported by high-speed Internet connectivity at school on (a)…

  15. Geometry-Related Children's Literature Improves the Geometry Achievement and Attitudes of Second-Grade Students

    Science.gov (United States)

    McAndrew, Erica M.; Morris, Wendy L.; Fennell, Francis

    2017-01-01

    Use of mathematics-related literature can engage students' interest and increase their understanding of mathematical concepts. A quasi-experimental study of two second-grade classrooms assessed whether daily inclusion of geometry-related literature in the classroom improved attitudes toward geometry and achievement in geometry. Consistent with the…

  16. A Comparative Analysis of Preschool Attendance and Reading Achievement among Second-Grade Students

    Science.gov (United States)

    Burton, Kelly Latham

    2011-01-01

    Preschool attendance is considered an important factor for predicting later success in literacy achievement. This quantitative ex-post facto study examined whether attendance of public prekindergarten is related to improved reading achievement in 2nd grade students in a rural, southeastern school district. The learning theories of Piaget, Bandura,…

  17. The Effects of a Classroom Management Teacher Training Primary Prevention Program on Fifth-Grade Students.

    Science.gov (United States)

    Moskowitz, Joel M.; And Others

    Effective Classroom Management II-Elementary (ECM), an in-service teacher training course, was evaluated. Grade 5 teachers were taught techniques in communication, classroom management, and self-esteem enhancement. The goals were to make classroom environments more responsive to students' affective and cognitive needs, thereby fostering positive…

  18. A Multi-Sensory Approach to Teaching Poetry to Sixth Grade Students.

    Science.gov (United States)

    Huettenmueller, Elizabeth Renee

    This study investigated the influence of two approaches to teaching poetry, an aural-visual discussion program and an aural discussion program, on the understanding of and attitudes toward poetry among sixth grade students. The schools, teachers, and 10 classrooms (divided into 20 experimental treatment groups and 5 control groups) were selected…

  19. Students' Level of Boredom, Boredom Coping Strategies, Epistemic Curiosity, and Graded Performance

    Science.gov (United States)

    Eren, Altay; Coskun, Hamit

    2016-01-01

    The authors examined the relationships among students' levels of boredom, boredom coping strategies, epistemic curiosity, and graded performance regarding mathematics lessons, with the intention to explore the mediating roles of boredom coping strategies and epistemic curiosity in the relationship between the level of boredom and graded…

  20. Mixed-Method Research on Learning Vocabulary through Technology Reveals Vocabulary Growth in Second-Grade Students

    Science.gov (United States)

    Huang, SuHua

    2015-01-01

    A mixed-method embedded research design was employed to investigate the effectiveness of the integration of technology for second-grade students' vocabulary development and learning. Two second-grade classes with a total of 40 students (21 boys and 19 girls) were randomly selected to participate in this study for the course of a semester. One…

  1. Mixed-Method Research on Learning Vocabulary through Technology Reveals Vocabulary Growth in Second-Grade Students

    Science.gov (United States)

    Huang, SuHua

    2015-01-01

    A mixed-method embedded research design was employed to investigate the effectiveness of the integration of technology for second-grade students' vocabulary development and learning. Two second-grade classes with a total of 40 students (21 boys and 19 girls) were randomly selected to participate in this study for the course of a semester. One…

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

    Science.gov (United States)

    Acat, M. Bahaddin; Demiral, Hilmi; Kaya, Mehmet Fatih

    2016-01-01

    The main purpose of this study is to measure listening comprehension skills of 5th grade school students with the help of web based system. This study was conducted on 5th grade students studying at the primary schools of Eskisehir. The scale used in the process of the study is "Web Based Listening Scale". In the process of the study,…

  3. Story Telling: Research and Action to Improve 6th Grade Students' Views about Certain Aspects of Nature of Science

    Science.gov (United States)

    Kahraman, Feray; Karatas, Faik Özgür

    2015-01-01

    This study is a four-week section of ongoing attempts that aim to improve 6th grade students' understandings of the nature of science. The study was carried out in a sixth grade science and technology class at a rural middle school with 15 students on the basis of action research methodology. During the study, four different stories based on the…

  4. Correlations of Students' Grades, Expectations, Epistemological Beliefs and Demographics in a Problem-Based Introductory Physics Course

    Science.gov (United States)

    Sahin, Mehmet

    2009-01-01

    The purpose of this study was to determine the predictors of student grades in introductory physics courses utilizing problem-based learning (PBL) approach and traditional lecturing. The study employed correlational/predictive methods to investigate and describe/explain relationships of students' physics grades with their expectations, attitudes,…

  5. The Effect of Using the Story-Mapping Technique on Developing Tenth Grade Students' Short Story Writing Skills in EFL

    Science.gov (United States)

    Ibnian, Salem Saleh Khalaf

    2010-01-01

    The current study aimed at investigating the effect of using the story-mapping technique on developing tenth grade students' short story writing skills in EFL. The study attempted to answer the following questions: (1) What are the short story writing skills needed for tenth grade students in EFL?; and (2) What is the effect of the using the…

  6. Behind the Final Grade in Hybrid v. Traditional Courses: Comparing Student Performance by Assessment Type, Core Competency, and Course Objective

    Science.gov (United States)

    Bain, Lisa Z.

    2012-01-01

    There are many different delivery methods used by institutions of higher education. These include traditional, hybrid, and online course offerings. The comparisons of these typically use final grade as the measure of student performance. This research study looks behind the final grade and compares student performance by assessment type, core…

  7. The Relationship between Students' Reading Performance on Diagnostic Assessments and the Third Grade Reading Achievement Test in Ohio

    Science.gov (United States)

    Hollinger, Jamie L.

    2009-01-01

    The purpose of this correlational study was twofold: to examine the relationship of students' reading performance on six different diagnostic reading assessments and the third grade Ohio Reading Achievement Test; and to assist educators in choosing the diagnostic assessments that best identify students at risk of failing the third grade Ohio…

  8. The Analysis of Fourth Grade Primary Students' Reader Self-Perceptions in Terms of Gender and Preschool Educational Background

    Science.gov (United States)

    Sagirli, Muhittin; Okur, Burçin

    2017-01-01

    The aim of this study was to analyse perceptions of fourth grade primary school students on their reading ability. In study, screening model was used as a quantitative research method. The sample of this research was selected by convenience sampling. The sample consisted of 556 fourth grade students who received education in 8 public schools in…

  9. Emergent Gender Roles within Tween Popular Culture: Perspectives from Mexican American Students in a Fifth-Grade Classroom

    Science.gov (United States)

    Godina, Heriberto; Soto-Ramirez, Cynthia

    2017-01-01

    This study examines fifth-grade Mexican American students' beliefs about emergent gender roles. We used participant-observation methodology to conduct research on six focal-student participants selected from the general fifth-grade population at an elementary school located in the Southwestern United States. Collected data included focal-student…

  10. The Effect of Using Computer Games in Teaching Mathematics on Developing the Number Sense of Fourth Grade Students

    Science.gov (United States)

    Nejem, Khamis Mousa; Muhanna, Wafa

    2013-01-01

    The purpose of this study was to investigate the effect of using computer games in teaching mathematics on developing the number sense of fourth grade students. To achieve this purpose a study sample of (81) students was selected from the fourth grade. This sample was divided into two groups. One group was randomly chosen to be the experimental…

  11. Trail Blazers: Fourth-Grade Students Create Digital Field Guides for Visitors to the School's Nature Trail

    Science.gov (United States)

    Connors, Lisa Marie

    2011-01-01

    As a fourth-grade science teacher, the author wanted a project that was (a) yearlong in scope, (b) got her students outside more, and (c) laid the groundwork for a learning progression. In this article, she describes a project in which her fourth-grade students created digital field guides for visitors to their school's nature trail. In the…

  12. Gender Differences in Sense of Justice about Grades: A Comparative Study of High School Students in Israel and Germany

    Science.gov (United States)

    Resh, Nura; Dalbert, Claudia

    2007-01-01

    Assessing students' aptitude and educational performance and grading them on a hierarchical scale is a universal feature of the schooling process. In light of grades' instrumental, motivational, and symbolic saliency in students' school experience, it is not surprising they are highly "valued goods," and the process of their fair or…

  13. A Case Study on the Spatial Conceptualization Abilities for Sixth Grade Elementary Students from Urban, Suburban and Remote Schools

    Science.gov (United States)

    Chao, Jen Yi; Liu, Chuan Hsi

    2017-01-01

    The main objective of this study was to investigate and compare the spatial conceptualization performance for sixth grade elementary school students from urban, suburban and remote schools in Taiwan. This study involved 27, 25, and 26 sixth grade students from one remote indigenous school in eastern Taiwan, one suburban indigenous school in…

  14. Multidimensional Computerized Adaptive Scholastic Aptitude Test Program Used for Grade 9 Students under Different Reviewing Test Conditions

    Science.gov (United States)

    Khunkrai, Naruemon; Sawangboon, Tatsirin; Ketchatturat, Jatuphum

    2015-01-01

    The aim of this research is to study the accurate prediction of comparing test information and evaluation result by multidimensional computerized adaptive scholastic aptitude test program used for grade 9 students under different reviewing test conditions. Grade 9 students of the Secondary Educational Service Area Office in the North-east of…

  15. Trail Blazers: Fourth-Grade Students Create Digital Field Guides for Visitors to the School's Nature Trail

    Science.gov (United States)

    Connors, Lisa Marie

    2011-01-01

    As a fourth-grade science teacher, the author wanted a project that was (a) yearlong in scope, (b) got her students outside more, and (c) laid the groundwork for a learning progression. In this article, she describes a project in which her fourth-grade students created digital field guides for visitors to their school's nature trail. In the…

  16. Story Telling: Research and Action to Improve 6th Grade Students' Views about Certain Aspects of Nature of Science

    Science.gov (United States)

    Kahraman, Feray; Karatas, Faik Özgür

    2015-01-01

    This study is a four-week section of ongoing attempts that aim to improve 6th grade students' understandings of the nature of science. The study was carried out in a sixth grade science and technology class at a rural middle school with 15 students on the basis of action research methodology. During the study, four different stories based on the…

  17. A Study of the Correlation of the Improvement of Teaching Evaluation Scores Based on Student Performance Grades

    Science.gov (United States)

    Chen, Chi Yuan; Wang, Shu-Yin; Yang, Yi-Fang

    2017-01-01

    The purpose of the study is to explore the influence of teaching evaluations on teachers in that they might try to please their students by giving higher grades in order to get higher teaching evaluation scores. To achieve this purpose, the study analyzed the correlations between teaching evaluation scores, student's final grades and course fail…

  18. Questioning Strategies of Literature Teachers among Grade 8 Filipino Students

    Directory of Open Access Journals (Sweden)

    Magdalena M. Ocbian

    2015-11-01

    Full Text Available Questioning is a useful and relevant tool to facilitate classroom discussion in a literature class. This study identified the levels of questions teachers use in their literature class, determined the different question strategies they utilized and proposed activities to enhance the questioning strategies of literature teachers. Video analysis was the main instrument used. These videos were provided during the conduct of class observations by the researchers. There were eight respondents in the study selected through total enumeration. They are teachers from Gubat Cluster of secondary schools of Sorsogon Province. To identify the levels of questions and questioning strategies, question tally form and percentage were used. Results revealed that knowledge was the most used level of questions followed by comprehension, application, analysis, synthesis and evaluation. The most used question technique is the participation, followed by proving, sequencing, wait time, balance and student questions. It was recommended that literature teachers vary their level of questions when discussing literary pieces. They may utilize different question techniques to develop critical thinking skills of their students. The use of the proposed activities may enhance the questioning strategies of literature teachers. Likewise, school heads and program supervisors may utilize video analysis technique as a mode for classroom observation.

  19. Students' perceptions of being graded as a group in the college classroom: relations among students' age, employment, and perceived group satisfaction.

    Science.gov (United States)

    Barfield, Rufus L

    2002-12-01

    This investigation compared and measured for different age groups of students, hours of employment, and previous grading experiences of one student cohort in relation to their perceived overall satisfaction with being graded as a group. A cohort of 230 students from a large southern metropolitan university enrolled in sections of two undergraduate classes. Group Interaction and Decision Making and Conflict Management, participated. Analysis indicated that (a) older students (28-47 years) were more likely to be dissatisfied with a group grade experience than middle (23-27 years) and younger (18-22 years) students. (b) Older students working part time were significantly more dissatisfied with the overall group experience than the younger part-time working students. (c) Older part-time working students were significantly more dissatisfied with the overall experience of working and being graded as a group than the middle part-time and middle full-time working students. Differences were noted between the older and younger students, which supported older students' overall dissatisfaction with their experience of being graded as a group. Common complaints by older students were that younger students were immature, irresponsible, lacked "real-life" experience, and had misplaced priorities. Common complaints by younger students were that older students were too serious and rigid. It is recommended that this work be extended to include other comparison groups, graduate students, and other disciplines.

  20. 78 FR 8684 - Twelfth Meeting: RTCA Special Committee 222, Inmarsat AMS(R)S

    Science.gov (United States)

    2013-02-06

    ... Federal Aviation Administration Twelfth Meeting: RTCA Special Committee 222, Inmarsat AMS(R)S AGENCY... RTCA Special Committee 222, Inmarsat AMS(R)S. SUMMARY: The FAA is issuing this notice to advise the public of the twelfth meeting of the RTCA Special Committee 222, Inmarsat AMS(R)S. DATES: The...

  1. Twelfth nerve paresis induced by an unusual posterior fossa arachnoid cyst: case report and literature review.

    Science.gov (United States)

    Tarantino, Roberto; Marruzzo, Daniele; Colistra, Davide; Mancarella, Cristina; Delfini, Roberto

    2014-08-01

    There are only three cases of arachnoid cysts inducing twelfth nerve paresis described in English medical literature. We herein report one more instance. Six weeks after surgery, the patient has almost fully recovered. This case underlines the importance of considering the arachnoid cyst as a possible cause of twelfth nerve paresis.

  2. The Effects of Differentiated Instruction on Motivation and Engagement in Fifth-Grade Gifted Math and Music Students

    Science.gov (United States)

    Martin, Merissa R.; Pickett, Matt T.

    2013-01-01

    The purpose of this action research project report was to increase student motivation and engagement. There seemed to be an increasing disconnect between student potential and performance, especially among gifted math and beginning music students. Two teacher researchers carried out this research with 25 fifth-grade students at two different sites…

  3. Interest of Grade Ten Students toward Physics among Other Science Subjects, Case of Wolaita Soddo Town Governmental Secondary Schools, Ethiopia

    Science.gov (United States)

    Hamelo, Shewangzaw

    2016-01-01

    This paper has proposed to investigate the interest in students towards physics among other science subjects. The investigation was carried out with 490 samples of grade ten students in Wolaita Soddo town governmental schools. Thus, overall result indicates that the interest in students towards physics is low and students hate to learn physics in…

  4. The Effects of a School-Wide Positive Behavior Intervention Support Program on the Intrinsic Motivation of Third Grade Students

    Science.gov (United States)

    Amis, Sarah Anne

    2013-01-01

    This research project sought to determine the effects of a School-Wide Positive Behavior Intervention Support program (SWPBIS) on the intrinsic motivation of third grade students in regard to student achievement, student behavior, and teacher perception. Students of two intermediate schools served as the treatment group and control group, and were…

  5. Effects of story mapping on third-grade students with Attention Deficit Hyperactivity Disorder

    Directory of Open Access Journals (Sweden)

    Chavez Jaime N.

    2015-06-01

    Full Text Available The purpose of this study was to examine the effects of story mapping on the reading comprehension scores, on-task behaviors, and attitudes of third- -grade students (N = 6 with ADHD. Students’ reading grade equivalencies were assessed before and after the study. The teacher-researcher compared two other achievement measures before and during story mapping to assess growth. The practical difference in scores as calculated with Cohen’s d revealed that story mapping was successful in improving students’ comprehension. On tests from the reading basal, students’ scores improved an average of 16.00%, while tests from a computerized reading program improved 20.00%. Students exhibited on-task behavior 79.33% of the time and positive attitudes 82.33% of the time during the intervention. The implications of this study are important in determining effective instructional strategies to promote the active engagement of students and combat the core symptoms of ADHD.

  6. Why Good Teaching Evaluations May Reward Bad Teaching: On Grade Inflation and Other Unintended Consequences of Student Evaluations.

    Science.gov (United States)

    Stroebe, Wolfgang

    2016-11-01

    In this article, I address the paradox that university grade point averages have increased for decades, whereas the time students invest in their studies has decreased. I argue that one major contributor to this paradox is grading leniency, encouraged by the practice of university administrators to base important personnel decisions on student evaluations of teaching. Grading leniency creates strong incentives for instructors to teach in ways that would result in good student evaluations. Because many instructors believe that the average student prefers courses that are entertaining, require little work, and result in high grades, they feel under pressure to conform to those expectations. Evidence is presented that the positive association between student grades and their evaluation of teaching reflects a bias rather than teaching effectiveness. If good teaching evaluations reflected improved student learning due to effective teaching, they should be positively related to the grades received in subsequent courses that build on knowledge gained in the previous course. Findings that teaching evaluations of concurrent courses, though positively correlated with concurrent grades, are negatively related to student performance in subsequent courses are more consistent with the assumption that concurrent evaluations are the result of lenient grading rather than effective teaching. Policy implications are discussed.

  7. The impact of environmental education on sixth-grade students' science achievement

    Science.gov (United States)

    Clavijo, Katherine Gillespie

    This study investigated the relationship between student involvement in environmental education (EE) and science achievement. The performance of students engaged in fifth and sixth grade classrooms identified as incorporating environmental education into science instruction was compared to that of students from similar classrooms that use traditional science instruction. Data from 4655 sixth grade students were analyzed using hierarchical multiple regression model to determine if environmental education improves prediction of science achievement beyond that afforded by differences in socioeconomic status and previous science achievement. The results indicated that environmental education, when integrated into science instruction, does not improve prediction of CTBS science scores beyond that afforded by differences in previous achievement in science and socioeconomic status. Previous achievement and socioeconomic status were the only two variables that predicted CTBS science subtest scores. The variable previous achievement (Score on fourth grade KIRIS test) explained 27.6% of the variance in CTBS test scores. The variable socioeconomic status (participation in free and reduced lunch program) explained 7.1% of the variance in CTBS science test scores. Participation in a fifth, sixth or both grades environmental education classroom did not add to the prediction of CTBS scores. This study illustrates that environmental education, while not correlated with high science achievement, does not correlate with low science achievement. Environmental education research may benefit from similar studies, which utilize alternative forms of student assessment. This study has implications for researchers interested in examining the impact of environmental education on science achievement, as it provides evidence for the importance of including background characteristics, such as socioeconomic status and previous achievement, in research models. This study provides an example of

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

    Science.gov (United States)

    Crim, Sharan R.

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

  9. The Effect of Co-Teaching on Student Achievement in Ninth Grade Physical Science Classrooms

    Science.gov (United States)

    LaFever, Karen M.

    Co-teaching is a method that is increasing within schools across the US as educators strive to leave no child behind. It is a costly method, having two paid instructors in one classroom, with an average of 24 students shared between them. If it significantly increases the achievement of all students, it is well worth the costs involved. However, few studies have analyzed the effectiveness of this method on student achievement. This research follows the academic accomplishments of students in a ninth grade physical science course. Nine sections of the course "Force and Motion" were taught with a single teacher, and two additional sections were co-taught, one led by a science-certified and special educator, and another co-taught by two science certified teachers. Subgroup achievement performance was analyzed to determine whether significant differences exist between students with or without IEPs, as well as other factors such as free and reduced lunch status or gender. The results show significance with the presence of a co-teacher, while there is minimal effect size of co-teaching in this study for students with IEPs. The benefactors in these ninth grade co-taught classes were the students without IEPs, an unintended result of co-teaching.

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

    Science.gov (United States)

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

    2010-03-01

    A prevention trial tested the efficacy of INSIGHTS into Children's Temperament as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management. Participants included 116 first and second grade students, their parents, and their 42 teachers in six inner city schools. Teachers completed the Sutter-Eyberg Student Behavior Inventory (SESBI) and the Teacher's Rating Scale of Child's Actual Competence and Social Acceptance (TRS) at baseline and again upon completion of the intervention. Boys participating in INSIGHTS, compared with those in the Read Aloud program, showed a significant decline in attentional difficulties and overt aggression toward others. Teachers in INSIGHTS, compared to those in the attention control condition, reported significantly fewer problems managing the emotional-oppositional behavior, attentional difficulties, and covert disruptive behavior of their male students. They also perceived the boys as significantly more cognitively and physically competent.

  11. Supporting students' strategic competence: a case of a sixth-grade mathematics classroom

    Science.gov (United States)

    Özdemir, İ. Elif Yetkin; Pape, Stephen J.

    2012-06-01

    Mathematics education research has documented several classroom practices that might influence student self-regulation. We know little, however, about the ways these classroom practices could be structured in real classroom settings. In this exploratory case study, we purposefully selected a sixth-grade mathematics teacher who had participated in a professional development program focussed on NCTM standards and SRL in the mathematics classroom for extensive classroom observation. The purpose was to explore how and to what extend she structured classroom practices to support strategic competence in her students. Four features of classroom practices were found as evidence for how strategic competence was potentially supported in this classroom: (a) allowing autonomy and shared responsibility during the early stages of learning, (b) focusing on student understanding, (c) creating contexts for students to learn about strategic learning and to exercise strategic behaviour, and (d) helping students to personalise strategies by recognising their ideas and strategic behaviours.

  12. 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 ...

  13. 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...

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

    Directory of Open Access Journals (Sweden)

    Luana Santos Vital Alves Coelho

    Full Text Available Objective.To evaluate the effects of educational software to improve first grade school students' knowledge about prevention of overweight and obesity. Methods. This non-controlled trial with a before-and-after evaluation was carried out in an school located in the municipality of Divinópolis (Brazil among 71 students aged 6 to 10 years. The educational software about prevention of overweight and obesity was designed and then validated. The educational intervention comprised the use of the software. Before and after of the intervention we applied a questionnaire based on the Ten Steps to Healthy Eating for Children, proposed by the Brazilian Ministry of Health. Results. Comparing the times before and after application of the educational software, we observed statistically significant differences in proportion of questions answered correctly by first grade school students, mainly concerning daily eating of healthy and unhealthy food, adequate preparation of food and importance of exercise. Conclusion. This study highlights the importance of educational actions using software to build knowledge of first grade school students about prevention of overweight and obesity.

  15. Are Student Ratings of Communication Instructors Due to "Easy" Grading Practices? An Analysis of Teacher Credibility and Student-Reported Performance Levels.

    Science.gov (United States)

    Beatty, Michael J.; Zahn, Christopher J.

    1990-01-01

    Investigates the empirical relationships between student ratings of teachers and student-reported performance. Finds that students discriminate between sociability and qualification-related aspects of teacher performance and that student ratings were not the product of "easy" grading practices. (SR)

  16. Effects of multisensory resources on the achievement and science attitudes of seventh-grade suburban students taught science concepts on and above grade level

    Science.gov (United States)

    Roberts, Patrice Helen

    This research was designed to determine the relationships among students' achievement scores on grade-level science content, on science content that was three years above-grade level, on attitudes toward instructional approaches, and learning-styles perceptual preferences when instructional approaches were multisensory versus traditional. The dependent variables for this investigation were scores on achievement posttests and scores on the attitude survey. The independent variables were the instructional strategy and students' perceptual preferences. The sample consisted of 74 educationally oriented seventh-grade students. The Learning Styles Inventory (LSI) (Dunn, Dunn, & Price, 1990) was administered to determine perceptual preferences. The control group was taught seventh-grade and tenth-grade science units using a traditional approach and the experimental group was instructed on the same units using multisensory instructional resources. The Semantic Differential Scale (SDS) (Pizzo, 1981) was administered to reveal attitudinal differences. The traditional unit included oral reading from the textbook, completing outlines, labeling diagrams, and correcting the outlines and diagrams as a class. The multisensory unit included five instructional stations established in different sections of the classroom to allow students to learn by: (a) manipulating Flip Chutes, (b) using Electroboards, (c) assembling Task Cards, (d) playing a kinesthetic Floor Game, and (e) reading an individual Programmed Learning Sequence. Audio tapes and scripts were provided at each location. Students circulated in groups of four from station to station. The data subjected to statistical analyses supported the use of a multisensory, rather than a traditional approach, for teaching science content that is above-grade level. T-tests revealed a positive and significant impact on achievement scores (p < 0.0007). No significance was detected on grade-level achievement nor on the perceptual

  17. Evaluation of Writing in Ontario: Grades 8, 12, and 13: Analysis and Comparison of Writing Performance of Grade 8 Students in the 1977 Ontario Institute for Studies in Education Intermediate Evaluation Project and of Grades 12 and 13 Students in the Interface Study, 1976. Review and Evaluation Bulletins, Volume 1, Number 2, 1979.

    Science.gov (United States)

    Evans, Peter J. A.

    This condensation of an original report of the same title describes an analysis and comparison of writing performances of students in two studies: grade 8 students in the 1977 Ontario Institute for Studies in Education (OISE) Intermediate Evaluation Project and grade 12 and 13 students in the Interface Study, 1976. The chapters give the purposes…

  18. Student explanations of their science teachers' assessments, grading practices and how they learn science

    Science.gov (United States)

    del Carmen Gomez, María

    2016-08-01

    The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers' assessment practices in an upper-secondary school in Sweden. During group interviews students were asked about their conceptions of what were the assessment priority of teachers, why the students were silent during lecturing and their experiences regarding peer- and self-assessments. The research design and analysis of the findings derives from what students told us about their assessments and learning sciences experiences. Students related that besides the results of the written test, they do not know what else teachers assessed and used to determine their grades. It was also found that students did not participate in the discussion on science because of peer-pressure and a fear of disappointing their peers. Student silence is also linked with student conceptions of science learning and student experiences with methodologies of teaching and learning sciences.

  19. Developing seventh grade students' systems thinking skills in the context of the human circulatory system.

    Science.gov (United States)

    Raved, Lena; Yarden, Anat

    2014-01-01

    Developing systems thinking skills in school can provide useful tools to deal with a vast amount of medical and health information that may help learners in decision making in their future lives as citizen. Thus, there is a need to develop effective tools that will allow learners to analyze biological systems and organize their knowledge. Here, we examine junior high school students' systems thinking skills in the context of the human circulatory system. A model was formulated for developing teaching and learning materials and for characterizing students' systems thinking skills. Specifically, we asked whether seventh grade students, who studied about the human circulatory system, acquired systems thinking skills, and what are the characteristics of those skills? Concept maps were used to characterize students' systems thinking components and examine possible changes in the students' knowledge structure. These maps were composed by the students before and following the learning process. The study findings indicate a significant improvement in the students' ability to recognize the system components and the processes that occur within the system, as well as the relationships between different levels of organization of the system, following the learning process. Thus, following learning students were able to organize the systems' components and its processes within a framework of relationships, namely the students' systems thinking skills were improved in the course of learning using the teaching and learning materials.

  20. Fifth-grade students' perspectives of learning through a constructivist approach

    Science.gov (United States)

    Harling, Frederick Jibran

    The purpose of this study was to examine elementary students' perspectives of a constructivist approach to enhance their knowledge about stress. Participants were fifth grade students in an elementary school in the northeast. Data collection included a pretest-posttest, teacher reflective journal and student interviews. A multiple choice pre-test was administered to students to obtain information about students' knowledge of stress. The pre-test was followed by a four day unit that focused on the concept of stress employing a constructivist approach. The four day unit was monitored in two ways. First, a daily reflective journal was recorded by the teacher about each lesson. Second, students were interviewed at the end of the unit regarding their perceptions of learning through a constructivist approach. A post-test was administered to evaluate students' knowledge. Data analysis for the pre-test consisted of descriptive statistics. The teaching reflective journal and students' interviews were analyzed using constant-comparison. An overview of the results of the study indicates that students reported increased self awareness, appreciation, and understanding of the feelings of others, and enhanced appreciation of human relations from the unit. Other findings indicate that the females scored higher on the pre and post test than the males. Both the individual groups of males and females improved as a result of the unit. The implications of this study may provide educators with insights into the possible effectiveness of a constructivist approach to teaching various health concepts.

  1. Emotional intelligence: an admission criterion alternative to cumulative grade point averages for prelicensure students.

    Science.gov (United States)

    Jones-Schenk, Jan; Harper, Mary G

    2014-03-01

    Predicting potential student success is of great interest to nursing educators and academic administrators alike. Cumulative grade point average (CGPA) has traditionally been used to screen nursing program candidates, but CGPA itself has shown to have no statistically significant predictive value and may in fact screen out individuals who possess social intelligence attributes that are essential for success in nursing practice. The purpose of this study is to determine if students whose emotional intelligence characteristics meet or exceed those of successful staff nurses are more likely to be successful in a baccalaureate nursing program. A descriptive, correlational design was used to compare the emotional intelligence attributes of 116 potential nursing students and 42 successful staff nurses using the Emotional Quotient Inventory (EQ-i). Nursing students who remained in the nursing program were found to have significantly higher levels of total emotional intelligence, interpersonal capacity, and stress tolerance. Students who dropped from the nursing program were not significantly different from successful staff nurses in terms of emotional intelligence. Emotional intelligence presents a compelling adjunct to current selection criteria for nursing students. However, the lack of research prevents widespread adoption of this criterion. This study suggests that students with higher levels of emotional intelligence, particularly intrapersonal capacity and stress tolerance, are more likely to be successful in a baccalaureate nursing program than students with lower levels. Further research is needed to determine the usefulness of EI as a predictor of student success in nursing programs. Copyright © 2013 Elsevier Ltd. All rights reserved.

  2. Participation in School Food and Nutrition Activities among Grade 6-8 Students in Vancouver.

    Science.gov (United States)

    Stephens, Teya A; Black, Jennifer L; Chapman, Gwen E; Velazquez, Cayley E; Rojas, Alejandro

    2016-09-01

    This study examined student-reported participation in school food and nutrition activities in Vancouver, British Columbia (BC), and whether engagement differed by gender and between elementary and secondary school students. A cross-sectional survey of grade 6-8 public school students (n = 937) from 20 elementary and 6 secondary schools assessed student-reported participation in a range of food and nutrition activities. Statistical analyses included descriptive statistics and multilevel logistic regression to examine associations between participation with gender and school type. Overall, students reported engaging in most of the food and nutrition activities examined in the 2011-2012 school year, including: food preparation (36%), choosing/tasting healthy foods (27%), learning about Canada's Food Guide (CFG) (45%), learning about foods grown in BC (35%), gardening (21%), composting (32%), and recycling (51%). Females were more likely to report recycling and learning about CFG and BC-grown foods (P students were more likely to report activities focused on working with or learning about food/nutrition (P students in food and nutrition experiences, participation in most activities remains relatively low, with few students exposed to multiple activities. Continued advocacy is needed from the dietetics community to improve student engagement in food and nutrition activities.

  3. Problem Solving, metacognition and epistemological beliefs in 6th, 7th and 8th grade students

    OpenAIRE

    Ayten İflazoğlu Saban; Sibel Güzel Yüce

    2012-01-01

    The aim of this study is to determine the problem solving skills (self confidence related to problem solving skill, self-control in problem solving, avoidance of problem solving), the epistemological beliefs (source of knowing, certainty of knowledge, development of knowledge, justification for knowing) and the metacognition of the 6th, 7th and 8th grade students and to establish the relationships among them. The study sample consists of the 13 public and private elementary schools in the cen...

  4. Math Games 180 Reproducible Activities to Motivate, Excite, and Challenge Students, Grades 6-12

    CERN Document Server

    Muschla, Judith A

    2011-01-01

    Math Games offers a dynamic collection of 180 reproducible activity sheets to stimulate and challenge your students in all areas of math - from whole numbers to data analysis - while emphasizing problem solving, critical thinking, and the use of technology for today's curriculum! Each of the book's activities can help you teach students in grades 6 through 12 how to think with numbers, recognize relationships, and make connections between mathematical concepts. You pick the activity appropriate for their needs . . . encourage the use of a calculator . . . or provide further challenges with act

  5. How do third-grade students and their teachers construe each other?

    OpenAIRE

    Sanberk, İsmail; Semiha BAĞIŞ

    2016-01-01

    This study aims to identify teachers’ personal constructs about students and students’ personal constructs about teachers and to reveal to what extent they see each other as ideal. The study is descriptive and multiple-case in nature. In this regard, it was conducted with 6 third-grade students with different mean scores and 6 teachers who instructed them in a private school. Teachers’ and students’ views towards each other were identified through a repertory grid technique, which is a semi-s...

  6. School Climate and the Relationship to Student Learning of Hispanic 10th Grade Students in Arizona Schools

    Directory of Open Access Journals (Sweden)

    Mauricio Nava Delgado

    2014-01-01

    Full Text Available This study provided an analysis of Hispanic 10th grade student academic achievement in the areas of mathematics, reading and writing as measured by the Arizona’s Instrument to Measure Standards. The study is based on data of 163 school districts and 25,103 (95% students in the state of Arizona as published by the Arizona Department of Education.  In the study, the quantitative correlations of four independent school climate-related variables with student learning (dependent variable were analyzed.  The independent variables were the following: teachers’ years of experience, teachers’ academic preparation, Limited English Proficiency (LEP student population and economically disadvantaged student population. The study sought to inform principals and the discipline of Education Administration about the complex school climate issues that relate to student learning in Arizona high schools among the Hispanic student population.  In so doing, the study offered informed arguments regarding the complex issue of narrowing the achievement gap of Hispanic students.

  7. Weekly Formative Exams and Creative Grading Enhance Student Learning in an Introductory Biology Course

    Science.gov (United States)

    Bailey, E. G.; Jensen, J.; Nelson, J.; Wiberg, H. K.; Bell, J. D.

    2017-01-01

    First-year students often become discouraged during introductory biology courses when repeated attempts to understand concepts nevertheless result in poor test scores. This challenge is exacerbated by traditional course structures that impose premature judgments on students’ achievements. Repeated testing has been shown to benefit student ability to recognize and recall information, but an effective means to similarly facilitate skill with higher-order problems in introductory courses is needed. Here, we show that an innovative format that uses a creative grading scheme together with weekly formative midterm exams produced significant gains in student success with difficult items requiring analysis and interpretation. This format is designed to promote tenacity and avoid discouragement by providing multiple opportunities to attempt demanding problems on exams, detailed immediate feedback, and strong incentives to retain hope and improve. Analysis of individual performance trajectories with heat maps reveals the diversity of learning patterns and provides rational means for advising students. PMID:28130269

  8. Effects of a kinesthetic cursive handwriting intervention for grade 4-6 students.

    Science.gov (United States)

    Roberts, Gwenyth I; Siever, Jodi E; Mair, Judith A

    2010-01-01

    We studied whether Grade 4-6 students who participated in a kinesthetic writing intervention improved in legibility, speed, and personal satisfaction with cursive handwriting. Small groups of students with handwriting difficulties were seen weekly for 7 wk using a kinesthetic writing system. A repeated measures design was used to evaluate change in global legibility, individual letter formation, specific features of handwriting, and personal satisfaction. Analysis revealed (1) a significant increase in ratings of global legibility (p <.01; clinically significant improvements in 39% of students); (2) significant improvements in letter formation and legibility features of baseline, closure, and line quality (all p < .05); (3) increased handwriting speed (p < .05; not clinically significant); and (4) significant increase in measures with personal satisfaction of handwriting (p < .01). CONCLUSION. A kinesthetic handwriting intervention may be effective in improving the skills of students with handwriting challenges.

  9. Getting Better or Worse? General Health Status of 9th Grade Students in Orhangazi, Bursa, Turkey

    Directory of Open Access Journals (Sweden)

    Zuleyha Alper

    2008-01-01

    Full Text Available Adolescence is a transition phase from childhood to adulthood. In this period, rapid changes and development in their physical, biological, psychological, and social lives take place. While adolescents have to acquire many qualifications, they are faced with many problems, especially those that risk their health. In Turkey, one of the most important issues contributing to risky behaviors is the 1st Phase Nationwide High School Exam. Students must pass this phase in order to be in good high schools and to then pass the 2nd Phase University Exam. Most of their time is spent studying in school or in private teaching institutions, and less time is spent with their families or participating in social activities. In order to examine the effects on 9th grade students after the 1st Phase exams, we conducted this study with 1192 students in Bursa, Orhangazi. Data to evaluate students by socioeconomic status, body mass index (BMI, dietary, smoking, and physical activity behaviors and psychological status were collected via classroom questionnaires. We aimed to determine and evaluate the general characteristics and physical examination findings, to some extent, in a nationally representative sample of 9th grade students a year following the Nationwide High School Exam.

  10. New Observatory Outreach Programs for Students in Grades 3-12

    Science.gov (United States)

    Moorthy, Bhasker K.; Kabbes, J.; Page, K. A.; Cole, K.

    2013-06-01

    The Henize Observatory at Harper College, a community college in suburban Chicago, has conducted biweekly public viewing sessions from March to November for over ten years. Recently, we developed two complementary public education programs for primary and secondary school students. The Cosmic Explorers program allows students in Grades 3-6 to observe and identify night sky objects and receive small rewards for completing four “seasons” of observing in their Night Sky Passport. The Henize Docent program gives students in Grades 7-12 the opportunity to assist with observatory operations, including the Cosmic Explorers program, and learn about astronomy and nature interpretation methods. Together, these two programs have rejuvenated our public viewing sessions and generated a real excitement in the community. The success of these programs has presented new challenges for the observatory. Innovative solutions for crowd control and expanded training for volunteer staff were necessary to support the increased visitor load. Students in the docent program have been highly motivated and require training and challenges to keep them engaged. One unexpected benefit was increased interest in Harper College's Astronomy Club as students, particularly those in education, participate in these informal education opportunities. Both programs can be adapted to any venue with night time observing and access to telescopes. We will discuss the programs, their costs, program materials and marketing, challenges and solutions, and future plans. This work is supported by a Harper College Resource for Excellence Grant.

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

    Science.gov (United States)

    Wang, Ya-Ling; Tsai, Chin-Chung

    2017-08-01

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

  12. Exploration of a Blended Learning Approach to Reading Instruction for Low SES Students in Early Elementary Grades

    Science.gov (United States)

    Schechter, Rachel; Macaruso, Paul; Kazakoff, Elizabeth R.; Brooke, Elizabeth

    2015-01-01

    This study investigated the potential benefits of a blended learning approach on the reading skills of low socioeconomic status students in Grades 1 and 2. Treatment students received English language arts instruction that was both teacher-led and technology-based. Comparisons were made with control students who received the same English language…

  13. The Influence of Mathematics Vocabulary Instruction Embedded within Addition Tutoring for First-Grade Students with Mathematics Difficulty

    Science.gov (United States)

    Powell, Sarah R.; Driver, Melissa K.

    2015-01-01

    Researchers and practitioners indicate students require explicit instruction on mathematics vocabulary terms, yet no study has examined the effects of an embedded vocabulary component within mathematics tutoring for early elementary students. First-grade students with mathematics difficulty (MD; n = 98) were randomly assigned to addition tutoring…

  14. Progress in International Reading Literacy Study 2006 (PIRLS): Pedagogical Correlates of Fourth-Grade Students in Hong Kong

    Science.gov (United States)

    Cheung, Wai Ming; Tse, Shek Kam; Lam, Joseph W. I.; Ka Yee Loh, Elizabeth

    2009-01-01

    Reading literacy of fourth-grade students in Hong Kong showed a remarkable improvement from 2001 to 2006 as shown by international PIRLS studies. This study identified various aspects of the teacher factor contributing to the significant improvement among students. A total of 4,712 students and 144 teachers from 144 schools were randomly selected…

  15. Hong Kong Grade 6 Students' Performance and Mathematical Reasoning in Decimals Tasks: Procedurally Based or Conceptually Based?

    Science.gov (United States)

    Lai, Mun Yee; Murray, Sara

    2015-01-01

    Most studies of students' understanding of decimals have been conducted within Western cultural settings. The broad aim of the present research was to gain insight into Chinese Hong Kong grade 6 students' general performance on a variety of decimals tasks. More specifically, the study aimed to explore students' mathematical reasoning for their use…

  16. Teachers' Motivating Methods to Support Thai Ninth Grade Students' Levels of Motivation and Learning in Mathematics Classrooms

    Science.gov (United States)

    Nenthien, Sansanee; Loima, Jyrki

    2016-01-01

    The aims of this qualitative research were to investigate the level of motivation and learning of ninth grade students in mathematics classrooms in Thailand and to reveal how the teachers supported students' levels of motivation and learning. The participants were 333 students and 12 teachers in 12 mathematics classrooms from four regions of…

  17. Ten-Structure as Strategy of Addition 1-20 by Involving Spatial Structuring Ability for First Grade Students

    Science.gov (United States)

    Salmah, Ummy; Putri, Ratu Ilma Indra; Somakim

    2015-01-01

    The aim of this study is to design learning activities that can support students to develop strategies for the addition of number 1 to 20 in the first grade by involving students' spatial structuring ability. This study was conducted in Indonesia by involving 27 students. In this paper, one of three activities is discussed namely ten-box activity.…

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

    Science.gov (United States)

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

    2016-01-01

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

  19. Exploration of a Blended Learning Approach to Reading Instruction for Low SES Students in Early Elementary Grades

    Science.gov (United States)

    Schechter, Rachel; Macaruso, Paul; Kazakoff, Elizabeth R.; Brooke, Elizabeth

    2015-01-01

    This study investigated the potential benefits of a blended learning approach on the reading skills of low socioeconomic status students in Grades 1 and 2. Treatment students received English language arts instruction that was both teacher-led and technology-based. Comparisons were made with control students who received the same English language…

  20. The Correlation between Academic Achievements, Self-Esteem and Motivation of Female Seventh Grade Students: A Mixed Methods Approach

    Science.gov (United States)

    Henman, Karen

    2010-01-01

    During the early grades, female students generally display enthusiasm for learning science. As these same students go though school, however, their level of motivation changes. Once female students reach high school, many lack the confidence to take chemistry and physics. Then, in college they lack the background necessary to major in chemistry,…

  1. An Interaction of Learning and Teaching Styles Influencing Mathematic Achievements of Ninth-Grade Students: A Multilevel Approach

    Science.gov (United States)

    Damrongpanit, Suntonrapot; Reungtragul, Auyporn

    2014-01-01

    The purposes of this study were to explore students' learning styles and teachers' teaching styles and study the effects and interaction effects of learning styles and teaching styles on mathematics achievements. The subjects were 3,382 ninth-grade students and 110 mathematic teachers. The main results revealed that most students were…

  2. Environmental Attitudes of the 6th Grade Students from Rural and Urban Areas: A Case Study for Ankara

    Science.gov (United States)

    Tuncer, Gaye; Sungur, Semra; Tekkaya, Ceren; Ertepinar, Hamide

    2004-01-01

    This study investigated environmental attitude of 6th grade students living in rural and urban areas in Ankara. Hundred and thirty-eight students were selected from four schools located in these areas. A 45-item questionnaire consisting of four dimensions was used to measure students' environmental attitude. Results of the study revealed that,…

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

    Science.gov (United States)

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

    2016-01-01

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

  4. An Interaction of Learning and Teaching Styles Influencing Mathematic Achievements of Ninth-Grade Students: A Multilevel Approach

    Science.gov (United States)

    Damrongpanit, Suntonrapot; Reungtragul, Auyporn

    2014-01-01

    The purposes of this study were to explore students' learning styles and teachers' teaching styles and study the effects and interaction effects of learning styles and teaching styles on mathematics achievements. The subjects were 3,382 ninth-grade students and 110 mathematic teachers. The main results revealed that most students were categorized…

  5. An Interaction of Learning and Teaching Styles Influencing Mathematic Achievements of Ninth-Grade Students: A Multilevel Approach

    Science.gov (United States)

    Damrongpanit, Suntonrapot; Reungtragul, Auyporn

    2014-01-01

    The purposes of this study were to explore students' learning styles and teachers' teaching styles and study the effects and interaction effects of learning styles and teaching styles on mathematics achievements. The subjects were 3,382 ninth-grade students and 110 mathematic teachers. The main results revealed that most students were categorized…

  6. Assessment of 6th Grade Elementary School Students, Their Parents' and Branch Teachers' Perspective on Physical Education Classes

    Science.gov (United States)

    Boyraz, Sirin; Ozbar, Nurper; Yetgin, Meral Kucuk; Koksalan, Burke

    2015-01-01

    A total of 437 volunteers including 54 teachers, 218 6th grade students and 102 parents from Beykoz Elementary Schools participated in this study to understand the perspectives of students, families and teachers on Physical Education classes. The perspectives of students, families and teachers of other branches are identified by survey method.…

  7. Attitudes toward Science among Grades 3 through 12 Arab Students in Qatar: Findings from a Cross-Sectional National Study

    Science.gov (United States)

    Said, Ziad; Summers, Ryan; Abd-El-Khalick, Fouad; Wang, Shuai

    2016-01-01

    This study assessed students' attitudes toward science in Qatar. A cross-sectional, nationwide probability sample representing all students enrolled in grades 3 through 12 in the various types of schools in Qatar completed the "Arabic Speaking Students' Attitudes toward Science Survey" (ASSASS). The validity and reliability of the…

  8. Mathematics achievement based on gender among eight grade school students in Jordan

    Science.gov (United States)

    Rabab'h, Belal Sadiq Hamed; Veloo, Arsaythamby; Perumal, Selvan

    2015-05-01

    The purpose of this study is to identify the differences in gender base on numbers, algebra, geometry and mathematics achievement among Jordanian 8th grade school students. The respondent of this study were 337 students from eight public secondary schools in Alkoura district and selected by using stratified random sampling. The study comprised of 179 (53%) males and 158 (47%) females students. The mathematics test comprises of 30 items which has eight items for numbers, 14 items for algebra and eight items for geometry. Finding from independent sample t-test shows that female student score higher than male students in numbers, algebra, mathematics achievement and spatial visualization. There is no significant difference in geometry base for gender. This study also indicates that numbers, algebra and mathematics achievement favorable to female and bias to male students. The main recommendations from this study are for teachers and other educational professionals to focus on the numbers and algebra for male students to improve the learning of mathematics, and feeding program through benefiting from tutorial classes to avoid of weakness in different aspects of mathematics achievement. Gender differences in mathematics in secondary school students in Jordan continue to exist and these differences may influence future educational and occupational pathways.

  9. Le mythe comme détour dans Twelfth Night The Myth as a Diversion in Twelfth Night

    Directory of Open Access Journals (Sweden)

    Cécile Mauré

    2009-06-01

    Full Text Available Being only rarely mentioned in the text, the myth might seem an anecdotal and trivial detail. The study of the myth of Echo and Narcissus in Twelfth Night shows us however that it is a decisive element in the reading and the understanding of the play. The references are numerous and often implicit. The characters themselves alternately play the roles of Echo and Narcissus. The play is structured as if it were a mirror in which the characters endlessly duplicate each other and echo their own words. Shakespeare plays with the different versions of the myth that he often blends with subtlety. For the sake of comedy, he dares to parody and demythologize Ovid’s story. The myth seems to divert our attention from the direction of the text but closer analysis suggests the reverse and invites us to find the meaning of the play which can be seen as a real labyrinth.

  10. Fourth and fifth grade Latino(a) students making meaning of scientific informational texts

    Science.gov (United States)

    Croce, Keri-Anne

    Using a socio-psycholinguistic perspective of literacy and a social-semiotic analysis of texts, this study investigates how six students made meaning of informational texts. The students came to school from a variety of English and Spanish language backgrounds. The research question being asked was 'How do Latino(a) fourth and fifth grade students make meaning of English informational texts?' Miscue analysis was used as a tool to investigate how students who have been labeled non-struggling readers by their classroom teacher and are from various language backgrounds approached five informational texts. In order to investigate students' responses to the nature of informational texts, this dissertation draws on commonly occurring structures within texts. Primary data collected included read alouds and retellings of five texts, retrospective miscue analysis, and interviews with six participant students. Two of these participants are discussed within this dissertation. Secondary data included classroom observations and teacher interviews. This study proposes that non-native speakers may use scientific concept placeholders as they transact with informational texts. The use of scientific concept placeholders by a reader indicates that the reader is engaged in the meaning making process and possesses evolving scientific knowledge about a phenomenon. The findings suggest that Latino(a) students' understandings of English informational texts is influenced not only by a student's language development but also (1) the nature of the text; (2) the reading strategies that a student uses, such as the use of placeholders; (3) the influence of the researcher during the aided retelling. This study contributes methodological tools to assess English language learners' reading. The conclusions presented within this study also support the idea that students from a variety of language backgrounds slightly altered their reliance on certain cuing systems as they encountered various sub

  11. Field experience in science for fifth grade students---a mixed methods study of learning environments

    Science.gov (United States)

    Patterson, Barbara E.

    The purpose of this research is to compare students' perceptions of the learning environment in a traditional science classroom and a field study classroom. This mixed methods study used a sequential explanatory design. Phase one was the quantitative phase using two survey tools. A modified version of the "What is happening in this Classroom Survey" (WIHIC) (Fraser et al., 1996) and the "Test of Science Related Attitudes" (TOSRA) (Fraser, 1982) was administered to 60 fifth grade students from one school. Data was then disaggregated by socioeconomic class and ethnicity. Results from Phase one showed that students prefer the classroom for investigation and prefer the field environment for enjoyment of science. Differences in ethnicity and class were small but Hispanic students prefer the field for investigation and equity. Students that are low socio-economic class rank cooperation in the field higher than the classroom and students that do not qualify for free or reduced lunch prefer the field environment for enjoyment of science. Finally, there are strong correlations for the variables of cooperation, investigation, equity and enjoyment of science in both the classroom and the field environment. Questions raised from the analysis of the survey data were further explored through qualitative data collection methods in phase two. Student responses to three questions were coded using template analysis to provide answers to the "how and why" field experience effects students' attitudes toward science. Three themes emerged from the coding of the results. These results showed that students are physically engaged, develop a sense of place and learn skills in the field that reinforce concepts learned in the classroom. This information will help teachers in developing quality and meaningful experiences for all students. "Closing the gaps among minority groups while improving achievement of all students constitutes the dual goals of education in the nation" (Lee et al., 2004

  12. Group Differences in Student Performance in the Selection to Higher Education: Tests vs Grades

    Directory of Open Access Journals (Sweden)

    Christina Wikström

    2017-08-01

    Full Text Available Student selection in the Swedish admission to higher education system is based on two fundamentally different performance measures: their criterion-referenced upper secondary grade point average (GPA and their score on a norm-referenced and multiple-choice admissions test [Swedish admissions test (SweSAT]. Several student characteristics are known to affect rankings in such assessments. The objectives of this study are to assess main and interactive effects of several variables that influence rankings obtained from these measures in greater detail than previously attempted and assess the findings from a fairness perspective. The data consist of test scores, upper secondary grades, and background information for SweSAT participants aged 19–25 years, who took the test in the autumn of 2011 (N = 23,214 or spring of 2012 (N = 27,075. The data were analyzed through correlation and regression analyses. The results support previous findings that gender, parents’ education, and immigration status are all influential. Males obtain better SweSAT scores than females, while females obtain better GPAs, in accordance with previous findings regarding gender-related variations in rankings provided by similar instruments. Moreover, we found the same pattern in scores for specific components of the test and grades in specific subjects, suggesting that the test and GPA measure different, gender-related, things. In addition, students with an immigrant background seem to be more highly ranked by grades than by the SweSAT, largely due to differences in assessments of their verbal skills.

  13. Energy Tracking in Classrooms - A Real Time Experiment with Grade 5 Students

    Science.gov (United States)

    Lam, H. M.; Ho, F.

    2015-12-01

    ISF Academy, a K-G12 school in Hong Kong with over 1500 students and currently spanning 3 buildings, is retrofitting the school with an energy tracking system in three phases. The first phase during the fall of 2015 will include retrofitting eight Grade 5 classrooms. This new program will show the daily energy usage data from these classrooms. The Grade 5 students receive feedback on their energy use in real time as they compete over two months in their homeroom classes to lower their electrical use, and subsequently their carbon footprint. This competition style initiative will teach the 180 Grade 5 students about their energy usage in a fun and informative manner. ISF Academy has over 400 air-conditioners and we have already determined that the air conditioners are the largest single use of energy in the school. The energy tracking system installed and maintained by from Global Design Corporation utilizes uniquely identified current detectors attached to circuit breakers, to monitor electrical use of individual circuits. These detectors will also monitor the energy used for classroom lighting, fans and plugs, as well as the air conditioners. The system has been installed and the Grade 5 classrooms averaged between 40 kWh and 120 kWh of usage in May 2015. This data will be used as the baseline for the competition. Further analysis can also be done with the data, such as calculating the carbon emissions reduction throughout the school year, providing possible class learning activities and also aiding in future energy use and carbon footprint predictions. The data collected will help refine phase 2 and 3 of the installation, expanding the system to more buildings and also giving insight to the rollout of the system to the whole school when the systems are fully in place.

  14. Making Their Voices Count: Using Students' Perspectives to Inform Literacy Instruction for Striving Middle Grade Readers with Academic Difficulties

    Science.gov (United States)

    Groff, Carolyn

    2014-01-01

    The consequences of lack of reading and poor reading skills are problematic for all students, regardless of background; however, for middle grade striving readers with academic difficulties these problems can lead to lower self-efficacy and motivation to engage in literacy tasks. Using the perspectives of urban, middle grade special education…

  15. An Analysis of the Influence of Gender, Grade Level, and Teacher on the Selection of Mathematics Software by Intermediate Students

    Science.gov (United States)

    Ferguson-Pabst, Donna; Persichitte, Kay; Lohr, Linda; Pearman, Betsy

    2003-01-01

    The purpose of this study was to investigate the relationships between gender, grade level, teachers, and the selection of mathematics software as measured by the type of mathematics software chosen, and time-on-task. Research data were collected from 202 third, fourth, and fifth grade students in a single elementary school located in northeastern…

  16. The Prediction of Reading Levels between Second and Third Grade Limited English Proficient Students in a Bilingual Program

    Science.gov (United States)

    Moses, Britani Creel

    2010-01-01

    The purpose of this study was to predict the third grade English reading TAKS scores while considering the same students' native language, Spanish, reading level as assessed by a state-approved reading assessment, the Evaluacion del desarrollo de la lectura (EDL), from the end of the second grade year. In addition, this study was been designed to…

  17. A Study of the Effects of Individualized Programmed Mathematics Experiments on Achievement and Attitudes of Seventh Grade Students.

    Science.gov (United States)

    Creswell, John L.; Hudson, Charles

    An analysis of the cognitive and affective outcomes of individualized programmed experiments (IPE) on seventh-grade pupils was performed. Based on the theory that student attitudes towards mathematics are largely shaped during the period of time spanned between fourth through eighth grade, researchers investigated the effectiveness of nonlecture…

  18. Going beyond the Fab Five: Helping Students Cope with the Unique Linguistic Challenges of Expository Reading in Intermediate Grades

    Science.gov (United States)

    Fang, Zhihui

    2008-01-01

    As students transition from primary to intermediate grades, the kind of materials that they are expected to read and write become more heavily dominated by expository texts. Expository texts contain grammatical patterns that are distinct from those used in primary-grade storybooks. These linguistic features pose new comprehension challenges for…

  19. Quit It! A Teacher's Guide on Teasing and Bullying for Use with Students in Grades K-3.

    Science.gov (United States)

    Froschl, Merle; Sprung, Barbara; Mullin-Rindler, Nancy

    Noting that in elementary schools teasing and bullying are daily occurrences that negatively affect instruction and that students want adults to become more involved in resolving teasing and bullying, this guide was written to address teachers' concerns and to provide teachers in grades kindergarten through third grade with a proactive,…

  20. Effects of Grading Leniency and Low Workload on Students' Evaluations of Teaching: Popular Myth, Bias, Validity, or Innocent Bystanders?

    Science.gov (United States)

    Marsh, Herbert W.; Roche, Lawrence A.

    2000-01-01

    Discusses two studies that debunk the popular myths that student evaluations of teaching (SETs) are substantially biased by low workload and grading leniency. Results imply teaching effects were related to SETs. Contrary to predictions workload, expected grades, and their relations to SETs were stable over 12 years. (Author/MKA)

  1. The Prediction of Reading Levels between Second and Third Grade Limited English Proficient Students in a Bilingual Program

    Science.gov (United States)

    Moses, Britani Creel

    2010-01-01

    The purpose of this study was to predict the third grade English reading TAKS scores while considering the same students' native language, Spanish, reading level as assessed by a state-approved reading assessment, the Evaluacion del desarrollo de la lectura (EDL), from the end of the second grade year. In addition, this study was been designed to…

  2. Students' Perception of Frequent Assessments and Its Relation to Motivation and Grades in a Statistics Course: A Pilot Study

    Science.gov (United States)

    Vaessen, Bram E.; van den Beemt, Antoine; van de Watering, Gerard; van Meeuwen, Ludo W.; Lemmens, Lex; den Brok, Perry

    2017-01-01

    This pilot study measures university students' perceptions of graded frequent assessments in an obligatory statistics course using a novel questionnaire. Relations between perceptions of frequent assessments, intrinsic motivation and grades were also investigated. A factor analysis of the questionnaire revealed four factors, which were labelled…

  3. The Effects of Word Walls and Word Wall Activities on the Reading Fluency of First Grade Students

    National Research Council Canada - National Science Library

    Joanne Jasmine; Pamela Schiesl

    2009-01-01

    .... This article describes an action research project designed to improve reading fluency of first grade students by investigating the use of word walls and word wall activities during station time over a four-week period...

  4. 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.

  5. A Teaching Model for Scaffolding 4th Grade Students' Scientific Explanation Writing

    Science.gov (United States)

    Yang, Hsiu-Ting; Wang, Kuo-Hua

    2014-08-01

    Improving students scientific explanations is one major goal of science education. Both writing activities and concept mapping are reported as effective strategies for enhancing student learning of science. The purpose of this study was to examine the effect of a teaching model, named the DCI model, which integrates a Descriptive explanation writing activity, Concept mapping, and an Interpretive explanation writing activity, is introduced in a 4th grade science class to see if it would improve students' scientific explanations and understanding. A quasi-experimental design, including a non-randomized comparison group and a pre- and post-test design, was adopted for this study. An experimental group of 25 students were taught using the DCI teaching model, while a comparison group received a traditional lecture teaching. A rubric and content analysis was used to assess students' scientific explanations. The independent sample t test was used to measure difference in conceptual understanding between the two groups, before and after instruction. Then, the paired t test analysis was used to understand the promotion of the DCI teaching model. The results showed that students in the experimental group performed better than students in the comparison group, both in scientific concept understanding and explanation. Suggestions for using concept mapping and writing activities (the DCI teaching model) in science classes are provided in this study.

  6. Achieving fruit, juice, and vegetable recipe preparation goals influences consumption by 4th grade students

    Directory of Open Access Journals (Sweden)

    Baranowski Tom

    2007-06-01

    Full Text Available Abstract Background Including children in food preparation activities has long been recommended as a method to encourage children's consumption, but has not been evaluated. Goal setting is also a common component of behavior change programs. This study assessed the impact of attaining goals to prepare fruit-juice or vegetable recipes on student fruit and vegetable consumption as part of a 10-week fruit and vegetable intervention for fourth grade students. Methods At six of the 10 sessions, students (n = 671 selected a fruit-juice or vegetable recipe to prepare at home before the next session. Students returned parent-signed notes reporting their child's goal attainment. Baseline and post consumption were assessed with up to four days of dietary recalls. Analyses included regression models predicting post consumption from the number of fruit-juice or vegetable recipe preparation goals attained, controlling for baseline consumption. Results In general, girls and Hispanic students achieved the most recipe preparation goals. For students with highest baseline fruit-juice consumption, post fruit-juice consumption was higher by about 1.0 serving for those achieving 2 or 3 fruit-juice recipe preparation goals. Post vegetable consumption was highest for students reporting the highest baseline vegetable consumption and who achieved two or three vegetable recipe preparation goals. In general, recipe goal setting was a useful procedure primarily for those with high baseline consumption. Conclusion This is one of the first reports demonstrating that home recipe preparation was correlated with dietary change among children.

  7. Effects of Engineering Design-Based Science on Elementary School Science Students' Engineering Identity Development across Gender and Grade

    Science.gov (United States)

    Capobianco, Brenda M.; Yu, Ji H.; French, Brian F.

    2015-04-01

    The integration of engineering concepts and practices into elementary science education has become an emerging concern for science educators and practitioners, alike. Moreover, how children, specifically preadolescents (grades 1-5), engage in engineering design-based learning activities may help science educators and researchers learn more about children's earliest identification with engineering. The purpose of this study was to examine the extent to which engineering identity differed among preadolescents across gender and grade, when exposing students to engineering design-based science learning activities. Five hundred fifty preadolescent participants completed the Engineering Identity Development Scale (EIDS), a recently developed measure with validity evidence that characterizes children's conceptions of engineering and potential career aspirations. Data analyses of variance among four factors (i.e., gender, grade, and group) indicated that elementary school students who engaged in the engineering design-based science learning activities demonstrated greater improvements on the EIDS subscales compared to those in the comparison group. Specifically, students in the lower grade levels showed substantial increases, while students in the higher grade levels showed decreases. Girls, regardless of grade level and participation in the engineering learning activities, showed higher scores in the academic subscale compared to boys. These findings suggest that the integration of engineering practices in the science classroom as early as grade one shows potential in fostering and sustaining student interest, participation, and self-concept in engineering and science.

  8. Dual processing and discourse space: Exploring fifth grade students' language, reasoning, and understanding through writing

    Science.gov (United States)

    Yoon, Sae Yeol

    The purpose of this study was to explore the development of students' understanding through writing while immersed in an environment where there was a strong emphasis on a language-based argument inquiry approach. Additionally, this study explored students' spoken discourse to gain a better understanding of what role(s) talking plays in the development of understanding through writing. Finally, the study proposed a new concept of Discourse Space, which enabled researchers to improve their understanding of the characteristics of the development of student cognition through writing, and of the roles talking plays in cognitive development through writing. This study was guided by the research question: What patterns of the development of fifth grade students' cognition over time emerge in their private and public negotiations under a teacher who is ranked as a low-level implementer of the SWH approach? This question was divided into two sub-questions: (a) Throughout a unit, Ecosystems, what patterns emerge regarding the development of six fifth grade students' understanding through writing, and b) What patterns of the development of Discourse Space emerge through talking in three different contexts. In order to answer these questions, this qualitative research employed a generic qualitative study. Twenty-one fifth grade students participated in this study, and six students were purposefully selected through which to further investigate the development of an understanding of science through private negotiation while immersed in a language-based argument inquiry approach. Major data sources included students' writing samples, informal conversations with the teacher, researcher's field notes, and classroom videos. Additionally, the teacher's modified RTOP scores and semi-structured interviews were used to deepen the contextual understanding of the learning environment and the teacher's instructional performance. The data analysis was conducted by utilizing discourse

  9. Graduation Outcomes of Students Who Entered New York City Public Schools in Grade 5 or 6 as English Learner Students. REL 2017-237

    Science.gov (United States)

    Kieffer, Michael J.; Parker, Caroline E.

    2017-01-01

    This longitudinal study analyzes high school graduation outcomes of students who entered New York City public schools in grade 5 or 6 as English learner students. It extends the work of Kieffer and Parker (2016) by investigating the high school graduation rates and the types of diploma earned by the 1,734 students who entered New York City public…

  10. The Value of Supplementing Science Education with Outdoor Instruction for Sixth Grade Students

    Science.gov (United States)

    Jackson, Devin Joseph Guilford

    Science education is moving away from memorization of facts to inquiry based learning. Adding outdoor instruction can be an effective way to promote this exploratory method of learning. The limited number of empirical studies available have shown significant increase in attitudes and learning with outdoor science instruction. An eight-week quasi-experimental teacher research study was conducted to further this research and assess the value of schoolyard science instruction on student engagement and learning. Participants were 60 students in two sixth grade middle school Earth Science classes. A crossover study design was used with two classes alternating as experimental and control groups. NASA Global Precipitation Measurement mission curriculum was used (NASA/GPM, 2011). While the results did not show a clear increase in student engagement and content knowledge, the study adds to the body of knowledge on outdoor instruction and identifies limitations to consider in future studies.

  11. Key courses of academic curriculum uncovered by data mining of students' grades

    CERN Document Server

    Gajewski, Łukasz; Hołyst, Janusz

    2016-01-01

    Learning is a complex cognitive process that depends not only on an individual capability of knowledge absorption but it can be also influenced by various group interactions and by the structure of an academic curriculum. We have applied methods of statistical analyses and data mining (Principal Component Analysis and Maximal Spanning Tree) for anonymized students' scores at Faculty of Physics, Warsaw University of Technology. A slight negative linear correlation exists between mean and variance of course grades, i.e. courses with higher mean scores tend to possess a lower scores variance. There are courses playing a central role, e.g. their scores are highly correlated to other scores and they are in the centre of corresponding Maximal Spanning Trees. Other courses contribute significantly to students' score variance as well to the first principal component and they are responsible for differentiation of students' scores. Correlations of the first principal component to courses' mean scores and scores varian...

  12. Developing and Validating a Science Notebook Rubric for Fifth-Grade Non-Mainstream Students

    Science.gov (United States)

    Huerta, Margarita; Lara-Alecio, Rafael; Tong, Fuhui; Irby, Beverly J.

    2014-07-01

    We present the development and validation of a science notebook rubric intended to measure the academic language and conceptual understanding of non-mainstream students, specifically fifth-grade male and female economically disadvantaged Hispanic English language learner (ELL) and African-American or Hispanic native English-speaking students. The science notebook rubric is based on two main constructs: academic language and conceptual understanding. The constructs are grounded in second-language acquisition theory and theories of writing and conceptual understanding. We established content validity and calculated reliability measures using G theory and percent agreement (for comparison) with a sample of approximately 144 unique science notebook entries and 432 data points. Results reveal sufficient reliability estimates, indicating that the instrument is promising for use in future research studies including science notebooks in classrooms with populations of economically disadvantaged Hispanic ELL and African-American or Hispanic native English-speaking students.

  13. PRIMARY SCHOOL FIFTH GRADE STUDENTS IN MATH ARE DONE TO COMPREHEND TOPICS TEACHING SMART BOARD APPLICATIONS FOR STUDENT FEEDBACK

    Directory of Open Access Journals (Sweden)

    Fatma Nur KIRALI

    2013-01-01

    Full Text Available The purpose of this study in teaching primary fifth grade students in math are done to comprehend topics is to their views about the smart boards applications.Research Working Group has established, in the education year 2012-2013,on 111 students in an primary school studying in Istanbul,Fatih. The scanning model was used in the research. In this application, aritmatik mean and standard deviation values were used in the distribution of the students view. In the students views about Smart Board Practices in math lesson,’ttest’ was used to determine if there is a meaningful difference in gender thinking. According to the research findings, through the use of the smart board in the course of mathematics, students told that they had better understood the phrase the lesson,had been getting the increase in their interest and wasn’t bored in the lesson. Another result obtained in research, students opinions has not been significantly different according to gender

  14. The Impact of Hidden Grades on Student Decision-Making and Academic Performance: An Examination of a Policy Change at MIT

    Science.gov (United States)

    Harris, Gregory A.

    2011-01-01

    Colleges and universities work hard to create environments that encourage student learning, and they develop grading policies, in part, to motivate their students to perform well. Grades provide two kinds of information about a student's abilities and learned knowledge: "internal" information that informs the students themselves about the…

  15. What Teachers Say About Student Difficulties Solving Mathematical Word Problems in Grades 2-5

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    Daniel L. Pearce, Faye Bruun, Kimberly Skinner, & Claricia Lopez-Mohler

    2013-02-01

    Full Text Available Close This study investigated teachers' perspectives of difficulties students have solving mathematical word problems and causes of those difficulties. Classroom practices and strategies teachers used in their attempts to foster student problem solving success were also studied. Participants were 70 second-fifth grade teachers from 42 different schools in a south central region of the United States. Data included analyses of interview transcriptions of teachers' responses. Findings from teachers' responses showed students' abilities to read and understand the problem was the most frequently cited difficulty; standardized testing and text difficulties were the most cited causes of those difficulties. Examination of teachers' responses to practices and strategies used in the classroom revealed the most cited practice was working the problem independently and the most cited strategy taught to students was to identify key words. This study revealed the significant role reading plays in teachers' perspectives of students' difficulties solving mathematical word problems and provided insight into practices and strategies teachers reported using to teach word problems. With attention to teacher-reported causes of difficulties and importance of this ability for students, this study also showed the impact state mandated testing has on instruction of mathematical word problems

  16. How do third-grade students and their teachers construe each other?

    Directory of Open Access Journals (Sweden)

    İsmail SANBERK

    2016-06-01

    Full Text Available This study aims to identify teachers’ personal constructs about students and students’ personal constructs about teachers and to reveal to what extent they see each other as ideal. The study is descriptive and multiple-case in nature. In this regard, it was conducted with 6 third-grade students with different mean scores and 6 teachers who instructed them in a private school. Teachers’ and students’ views towards each other were identified through a repertory grid technique, which is a semi-structured interviewing method. Teachers’ and students’ constructs towards each other are reciprocal. Students who were represented with successful and positive personal constructs, and thus who were placed closely to the ideal student profile, tended to see their teachers as ideal teachers. Similarly, students who were represented with unsuccessful and negative personal constructs by their teachers, and thus were placed as distant from the ideal student profile, tended to evaluate the teachers who had those representations negatively. Findings of the study were discussed in terms of the expectancy effect model and the transactional model.

  17. Sixth Grade Students' Content-Specific Competencies and Challenges in Learning the Seasons Through Modeling

    Science.gov (United States)

    Sung, Ji Young; Oh, Phil Seok

    2017-06-01

    Recent science education reform initiatives suggest that learning in science should be organized on the basis of scientists' actual practices including the development and use of models. In line with this, the current study adapted three types of modeling practices to teach two Korean 6th grade science classes the causes of the Earth's seasons. Specifically, the study aimed to identify the students' content-specific competencies and challenges based on fine-grained descriptions and analyses of two target groups' cases. Data included digital recordings of modeling-based science lessons in the two classes, the teacher's and students' artifacts, and interviews with the students. These multiple types of data were analyzed complementarily and qualitatively. It was revealed that the students had a competency in constructing models to generate the desired phenomenon (i.e., seasons). They had difficulty, however, in considering the tilt of the Earth's rotation axis as a cause of the seasons and in finding a proper way of representing the Sun's meridian altitude on a globe. But, when the students were helped and guided by the teacher and peers' interventions, they were able to revise their models in alignment with the scientific understanding of the seasons. Based on these findings, the teacher's pedagogical roles, which include using student competencies as resources, asking physical questions, and explicit guidance on experimentation skills, were recommended to support successful incorporations of modeling practices in the science classroom.

  18. The effect of grading incentive on student discourse in Peer Instruction

    Science.gov (United States)

    James, Mark C.

    2006-08-01

    The use of Peer Instruction to enhance lectures in large enrollment introductory college science courses has become widespread. In this technique, learner responses to multiple choice questions posed by the instructor during lecture are recorded and displayed in real time by an electronic classroom response system (CRS). Peer Instruction takes place when learners are given time to discuss ideas with their neighbors before registering individual responses. Although much research has been done to study the impact of Peer Instruction on student learning and engagement, little is known about the dynamics of the peer discussions that occur just before students register responses to questions. The results of this study suggest that the grading incentive instructors adopt for incorrect question responses impacts the nature and quality of the peer discussions that take place. Two large enrollment college astronomy classes employing contrasting assessment strategies for CRS scores were observed. In the high stakes classroom where students received little credit for incorrect CRS responses, it was found that conversation partners with greater knowledge tended to dominate peer discussions and partners with less knowledge were more passive. In the low stakes classroom where students received full credit for incorrect responses, it was found that students engaged in a more even examination of ideas from both partners. Conversation partners in the low stakes classroom were also far more likely to register dissimilar responses, suggesting that question response statistics in low stakes classrooms more accurately reflect current student understanding and therefore act as a better diagnostic tool for instructors.

  19. Grading by Category: A simple method for providing students with meaningful feedback on exams in large courses

    CERN Document Server

    Paul, Cassandra; Weiss, Brenda

    2013-01-01

    Many instructors choose to assess their students using open-ended written exam items that require students to show their understanding of physics by solving a problem and/or explaining a concept. Grading these items is fairly time consuming, and in large courses time constraints prohibit providing significant individualized feedback on students' exams. Instructors typically cross out areas of the response that are incorrect and write the total points awarded or subtracted. Sometimes, instructors will also write a word or two to indicate the error. This paper describes a grading method that provides greater individualized feedback, clearly communicates to students expected performance levels, takes no more time than traditional grading methods for open-ended responses, and seems to encourage more students to take advantage of the feedback provided.

  20. Making the Grade and Staying Engaged: The Influence of Student Management Teams on Student Classroom Outcomes

    Science.gov (United States)

    Troisi, Jordan D.

    2014-01-01

    The use of student management teams (SMTs) is a relatively new teaching technique designed to increase the quality of college courses and student performance and engagement within those courses. However, to date, little systematic, empirical research has validated the effectiveness of using SMTs. To test the effectiveness of this technique, the…