Tying It All Together – I’m Smarter than a Ninth Grader – The Culture of Lawfulness Model and Its Origins in the Schools

2018 ◽  
pp. 39-45
Author(s):  
Heath B. Grant
Keyword(s):  
Ninth Grader

What Counts as Literacy for the 21st Century Youth

2021 ◽  
pp. 298-315
Author(s):  
Juan J. Araujo ◽  
Dawn L. Araujo
Keyword(s):  
High School Teachers ◽  
Digital Technologies ◽  
Text Messages ◽  
Writing To Learn ◽  
Problem Solving Skills ◽  
Writing Practices ◽  
Developing Flow ◽  
Ninth Grader ◽  
Twelfth Grader ◽  
Writing Practice

The writing practices of adolescent learners are far different from those of their parents and teachers. In 2020, adolescents engage in writing bursts through text messages and chats as they play games or share stories throughout the day with friends and family. It has been challenging for high school teachers to take advantage of these literacy activities in a meaningful way to improve writing skills. In this chapter, the authors focus on two adolescents who are in different grades and hold different views of what counts as writing practice. Still, it is clear that both believe in the importance of engaging in the work of writing to learn. The findings of our case studies suggest that one adolescent, a twelfth grader, sees writing practice as integral to his life. The other, a ninth grader, reports that he only engages in writing at school through formulaic assignments that are often boring and unchallenging. The authors found in their study that storytelling and digital technologies are tools for developing flow, critical thinking, and problem-solving skills, engagement, and motivation.

Course of Marie’s Treatment

2018 ◽  
Author(s):  
Sabina E. Preter ◽  
Theodore Shapiro ◽  
Barbara Milrod
Keyword(s):  
Posttraumatic Stress Disorder ◽  
Anxiety Disorder ◽  
Turning Point ◽  
Stress Disorder ◽  
Separation Anxiety ◽  
Separation Anxiety Disorder ◽  
Case Presentation ◽  
Ninth Grader ◽  
History Of ◽  
Being Bullied

Chapter 7 concludes the manual with the case presentation of Marie’s treatment. Marie, who was introduced at the beginning of the manual, is a 14-year-old ninth-grader with anxious inhibitions arising from her history of being bullied. She presented with a two-and-a-half-year history of severe primary social anxiety disorder, with comorbid posttraumatic stress disorder, agoraphobia, and separation anxiety disorder, with episodes of dizziness and crying and inability to speak in any situation outside of her home or school classes. The authors describe how Marie’s treatment unfolded, the salient developments during the three phases of treatment, and how the particular use of understanding recurrent nightmares became a turning point in her treatment.

What Is a Good Book to a Ninth-Grader?

1936 ◽  
Vol 25 (5) ◽  
pp. 381
Author(s):  
Connie McCullough
Keyword(s):  
Good Book ◽  
Ninth Grader

An algebra program for the bright ninth grader

1956 ◽  
Vol 49 (3) ◽  
pp. 179-184
Author(s):  
Joseph J. Latino
Keyword(s):  
Ninth Grader

What to do about the bright student in the mathematics classes is always a perplexing question. Here are some suggestions for your consideration.

Circles, Polar Graphs, And A Computer—Some Unexpected Results

1982 ◽  
Vol 75 (4) ◽  
pp. 323-328
Author(s):  
William J. Wagner
Keyword(s):  
High School ◽  
Computer Graphics ◽  
Basic Program ◽  
Ninth Grader ◽  
High School Freshman ◽  
Creative Effort

What short BASIC program written by a high school freshman can produce all the displays shown in figure 1 and more? This article discusses a remarkably creative effort by two students, ninth grader Ryoji Watanabe and tenth grader Jerry Hogsett, who went as far as they did with their ideas because of their willingness to experiment. because of the availability of flexible computer graphics, and because they had not been taught the traditional ways of trigonometry.

Estimation Method of the Didactic Complexity of the School Textbooks on Various Disciplines

2020 ◽  
Vol 8 (5) ◽  
pp. 14-19
Author(s):  
Robert Mayer
Keyword(s):  
Semantic Information ◽  
Average Length ◽  
Estimation Method ◽  
Structural Complexity ◽  
Average Complexity ◽  
Ninth Grader ◽  
Semantic Complexity ◽  
Average Information Content ◽  
Average Information

The article discusses the problem of evaluating the differential didactic complexity (DDC) of educational texts, which characterizes the difficulty of their perception and assimilation by pupil. It is shown that DDC is determined by: 1) the density of semantic information, depending on the abstraction degree of the terms used and their presence in the pupil’s thesaurus; 2) the complexity level of mathematical, chemical and other formulas; 3) the structural complexity of the text, depending on the average length of its constituent words and sentences. Multiplying the DDC of the text by its volume, you can find the integral didactic complexity of the text. For the evaluation of the textbook DDC expert selects one page fragments of text randomly, identifies the key concepts, “measures” their average information content, determines the share of formulas and their average complexity. In this case, the classification of concepts according to the abstraction degree is used, which takes into account the occurrence of a particular word in the thesaurus of a preschool, fifth-grader, ninth-grader and school graduate. The structural complexity of the text is also taken into account, depending on the average length of words and sentences. The analysis of textbooks for school graduates has shown that the most difficult disciplines to understand are biology, physics, chemistry, mathematics. As a result of evaluating computer science textbooks for 3rd, 5th, 9th and 11th grades it was found that their semantic information density and differential semantic complexity monotonically increase from 5.3 to 8.1 and from 5.7 to 10.4 respectively.

Technology-Enhanced Discovery

2014 ◽  
Vol 107 (9) ◽  
pp. 660-665
Author(s):  
Chris Harrow ◽  
Lillian Chin
Keyword(s):  
Student Learning ◽  
New Technology ◽  
Conic Sections ◽  
Use Of Technology ◽  
Ninth Grader ◽  
Classroom Use ◽  
Enhance Student Learning

Exploration, innovation, proof: For students, teachers, and others who are curious, keeping your mind open and ready to investigate unusual or unexpected properties will always lead to learning something new. Technology can further this process, allowing various behaviors to be analyzed that were previously memorized or poorly understood. This article shares the adventure of one such discovery of exploration, innovation, and proof that was uncovered when a teacher tried to find a smoother way to model conic sections using dynamic technology. When an unexpected pattern regarding the locus of an ellipse's or hyperbola's foci emerged, he pitched the problem to a ninth grader as a challenge, resulting in a marvelous adventure for both teacher and student. Beginning with the evolution of the ideas that led to the discovery of the focal locus and ending with the significant student-written proof and conclusion, we hope to inspire further classroom use of technology to enhance student learning and discovery.

A Gifted Ninth Grader Tells it like it is

1990 ◽  
Vol 13 (4) ◽  
pp. 9-11
Author(s):  
Rachel Seligman
Keyword(s):  
Ninth Grader
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