The Effectiveness of Cross-Age Tutoring With Truant, Junior High School Students with Learning Disabilities

1988 ◽  
Vol 21 (4) ◽  
pp. 253-255 ◽  
Author(s):  
David B. Lazerson ◽  
Herbert L. Foster ◽  
Steven I. Brown ◽  
Jeffrey W. Hummel
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Cross Age Tutoring

scholarly journals Teachers’ Ratings of Students’ Learning Disabilities and Self-Reported Learned Helplessness of Polish Junior High School Students

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110318
Author(s):  
Piotr Alfred Gindrich
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
Junior High School ◽  
Learned Helplessness ◽  
Teaching Practice ◽  
Junior High ◽  
Junior High School Students ◽  
Three Dimensions ◽  
School Students

The purpose of this study was to examine the levels of self-assessed dimensions of learned helplessness in a Polish sample of junior high school students. To qualify the students for the learning-disabled (LD) and the nonlearning-disabled (NLD) groups, the teachers’ ratings of the students’ learning disabilities (LDs) and comorbid disorders symptoms severity were used. The subjects were compared with respect to the three areas of learned helplessness: (a) contingency, (b) cognition, and (c) behavior. The T-tests analysis yielded that the students of LD group reported higher levels of learned helplessness in each of the three dimensions compared to the NLD group. In addition, the multivariate analysis of variance (MANOVA) effects of gender and group on the levels of learned helplessness were examined. Study limitations and the implications for teaching practice were also presented.

Analysis on Reading and Writing Section of Test Items in 2009/2010 English National Final Examination (UAN) for Junior High School Students

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Musarokah Siti ◽  
Dwi Anggani Linggar Bharati
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Final Examination ◽  
School Students ◽  
Cognitive Domains ◽  
Reading And Writing ◽  
Test Items

ABSTRACT This paper attempts to analyze the test items in the English National Final Examination (UAN) for Junior High School Students in the academic year 2009/2010. This study aims at analyzing the compatibility of the test items of package A in reading and writing section of English National Final Examination for Junior High School Students with the standard of graduate competence and the cognitive domains used in the test. The data were collected by using documentary method, while in analyzing the data the writers focused on matching the compatibility of the test items with the Standard of Graduate Competence and identifying the cognitive domain used. From the analysis, it was found that the test items of package A in reading and writing section of English National Final Examination 2009/2010 were in line with the Standard of Graduate Competence (SKL) arranged by the government. The cognitive domains in reading section mostly used level of comprehension. The cognitive domains in writing section used the application and the synthesis level. ?é?á Key words: analysis, test items, national final examination

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