scholarly journals The Role of Interest in Fostering Sixth Grade Students’ Identities As Competent Learners

2000 ◽  
Vol 30 (1) ◽  
pp. 43-70 ◽  
Author(s):  
Jean C. Mcphail ◽  
Joanne M. Pierson ◽  
John G. Freeman ◽  
Julie Goodman ◽  
Arati Ayappa
Keyword(s):  
Sixth Grade ◽  
Sixth Grade Students

scholarly journals Educación patrimonial y fotografía estereoscópica: intervención didáctica

2019 ◽  
pp. 35
Author(s):  
Jordi Ferrer-Peris ◽  
Juan Carlos Colomer-Rubio
Keyword(s):  
Educational System ◽  
Digital Technology ◽  
Digital Technologies ◽  
Sixth Grade ◽  
School Curriculum ◽  
Intangible Heritage ◽  
Sixth Grade Students ◽  
Technological Means ◽  
Research Document

The insertion of digital technology for the work of tangible and intangible heritage can become a creative tool that reinforces the role of the teacher as an educator of local heritage (in line with what is suggested in the Plan Nacional de Educación y Patrimonio (PNEyP)). In addition, this type of resources allow the development of tools that improve the interpretation of the patrimonial environments and bring them closer to the students.  Our proposal is an original didactic intervention made with sixth grade students of Primary Education is exposed in the environment of Castell de Marinyén (Benifairó de la Valldigna, Valencia) through the use of stereoscopic or spherical photography and the hypothesis of reconstruction. This activity combines research on the immediate environment, the digital technologies and the use of image as a research document, which has made it possible to propose the technological means in patrimonial education by means of updated, simple and accessible resources that allow the realization of concrete investigations and the work of contents of different areas of knowledge. In conclusion, the defects that the patrimonial education has had in its insertion in the educational system, extending its treatment in the classroom, as well as its disposition within the school curriculum.

The Critical Role of Elementary School Mathematics in Equalizing Opportunity

1981 ◽  
Vol 29 (1) ◽  
pp. 44-45
Author(s):  
Lucy W. Sells
Keyword(s):  
Grade Level ◽  
Critical Role ◽  
Sixth Grade ◽  
Proficiency Tests ◽  
Remedial Courses ◽  
Elementary School Mathematics ◽  
Job Opportunities ◽  
Sixth Grade Students ◽  
Catch Up

In many school districts across the country, students' assignment to mathematics courses in the seventh, eighth, and ninth grades is based on scores on proficiency tests given in the sixth grade. Students who are seriously below grade level on these tests get assigned to remedial courses so that they have the opportunity to catch up. Students who do not master the basic skills needed to catch up will never make it through the algebra and geometry courses required for admission to many colleges, and increasingly required for advancement in technical fields that do not require a college degree. Thus, failure to achieve mastery of arithmetic skills at grade level presents a serious barrier to job opportunities for students.

scholarly journals Adolescents’ and mothers’ temperament types and their roles in early adolescents’ socioemotional functioning

2017 ◽  
Vol 42 (5) ◽  
pp. 453-463 ◽  
Author(s):  
Riikka Hirvonen ◽  
Johanna Väänänen ◽  
Kaisa Aunola ◽  
Timo Ahonen ◽  
Noona Kiuru
Keyword(s):  
Conduct Problems ◽  
Early Adolescents ◽  
Sixth Grade ◽  
Adolescent Mother ◽  
Socioemotional Adjustment ◽  
Emotional Symptoms ◽  
Socioemotional Functioning ◽  
Latent Profile Analyses ◽  
Sixth Grade Students

The present study examined adolescents’ and mothers’ temperament types and their roles in the socioemotional functioning of early adolescents. A total of 869 sixth-grade students and 668 mothers participated in the study. The students rated their temperament and socioemotional functioning and the mothers rated their own temperament. Latent profile analyses identified four temperament types among the adolescents (resilient, reserved, average, and mixed) and three types among the mothers (resilient, average, and mixed). The results showed that the adolescents with resilient or reserved temperaments reported significantly fewer conduct problems and emotional symptoms, less hyperactivity, and higher prosociality than adolescents with a mixed temperament type. The most adaptive adolescent–mother temperament matches were between a resilient or reserved adolescent and a resilient or average mother; these adolescents reported the highest levels of socioemotional functioning. Mothers with mixed or average temperaments were related to fewer conduct problems and emotional symptoms and less hyperactivity among adolescents with a mixed temperament, while mothers with a resilient temperament type were beneficial for prosocial behavior among adolescents with a mixed temperament. These findings increase understanding of the role of temperament and the interplay between adolescents’ and mothers’ temperaments in the development of early adolescents’ socioemotional adjustment.

scholarly journals PENGARUH BIMBINGAN ORANGTUA TERHADAP PRESTASI BELAJAR IPA SISWA KELAS VI SDN 004 BONTANG

2016 ◽  
Vol 10 (1) ◽  
pp. 55
Author(s):  
Uminingsih Uminingsih
Keyword(s):  
Sixth Grade ◽  
Correlational Design ◽  
Sixth Grade Students ◽  
Parental Guidance

This study is intended to see the role of parental guidance to improve students’ achievement in IPA.  The study took place in the sixth grade students of SDN 004 Bontang Utara.  This study used correlational design. This study assigned 68 students as the respondents. Data of this study were collected from questionnaire and documents.  This study revealed that parental guidance significantly improves students’ achievement in IPA.  The higher the guidance is provided, the better the achievement in IPA the students gain.  

scholarly journals Parental Beliefs and Perceptions of the Role of Middle Schools in Student Tobacco Use Prevention Activities in Juárez, Mexico

2006 ◽  
Vol 4 (3) ◽  
pp. 103-115
Author(s):  
Yelena Bird ◽  
John Moraros ◽  
Robert W. Buckingham ◽  
Hugo Staines-Orozco ◽  
Jeffrey E. Brandon
Keyword(s):  
Socioeconomic Status ◽  
Middle Schools ◽  
School Setting ◽  
Sixth Grade ◽  
Parental Beliefs ◽  
Smoking Prevention ◽  
Sixth Grade Students ◽  
Tobacco Use Prevention ◽  
Prevention Activities

The purpose of this study was to examine parental beliefs and perceptions of the role that schools should play in implementing smoking prevention activities for their children in Juárez, Mexico. The parents were of sixth grade students from six randomly selected middle schools. Schools were classified by school setting and socioeconomic status. A total of 506 surveys were sent to the homes of the parents and 77% (N=390) responded. The majority of the parents (88%) were supportive of smoking prevention activities. Furthermore, mothers were significantly more likely than fathers to agree that the school had an important role to play in smoking prevention activities (p

scholarly journals Role of Engagement in Predicting Sixth-grade Students’ Performance in an Integrated STEM Life Sciences Unit

2020 ◽  
Author(s):  
Saira Anwar ◽  
Muhsin Menekse ◽  
Siddika Guzey ◽  
Valarie Bogan ◽  
Marla Glover ◽  
...  
Keyword(s):  
Life Sciences ◽  
Sixth Grade ◽  
Integrated Stem ◽  
Sixth Grade Students

The Role of Reading Identities and Reading Abilities in Students’ Discussions About Texts and Comprehension Strategies

2012 ◽  
Vol 44 (3) ◽  
pp. 239-272 ◽  
Author(s):  
Leigh A. Hall
Keyword(s):  
Sixth Grade ◽  
Comprehension Strategies ◽  
Reading Levels ◽  
High Performing ◽  
Reading Abilities ◽  
Sixth Grade Students ◽  
Knowledge Of Content

The present study examines how sixth grade students’ discussions about texts and comprehension strategies looked similar and/or different based on their identities as readers and their reading levels. Findings indicated that students who self-identified as high-performing readers talked about texts and strategies in ways that were different from students who self-identified as being average or low-performing readers. These differences remained regardless of students’ assessed reading levels. Students who identified as high-performing readers discussed using comprehension strategies as a way to clarify or deepen their knowledge of content and to support their interpretations of text. They also selected strategies based on what they believed would best help them address their specific comprehension problems. By comparison, students who identified as average or low-performing readers separated their talk about strategies from their talk about the texts and tended to have one or two favorite strategies that they repeatedly used regardless of their success.

Sign in / Sign up

Export Citation Format

Share Document