The Relationship Between Content Area General Outcome Measurement and Statewide Testing in Sixth-Grade World History

2010 ◽  
Vol 35 (3) ◽  
pp. 148-158 ◽  
Author(s):  
Paul Mooney ◽  
Kevin S. McCarter ◽  
Jodie Schraven ◽  
Beth Haydel
Keyword(s):  
Outcome Measurement ◽  
World History ◽  
Sixth Grade ◽  
Content Area ◽  
Statewide Testing ◽  
General Outcome ◽  
The Relationship

14. The Greek Crisis: The Internet as the Historians Tool

2018 ◽  
Author(s):  
Andrew Marubashi
Keyword(s):  
Debt Crisis ◽  
World History ◽  
Primary Source ◽  
Historical Study ◽  
The Internet ◽  
Recent Event ◽  
Historical Information ◽  
Greek Crisis ◽  
Online Newspaper ◽  
The Relationship

It has been rightly observed that it will take decades for historians to actually make sense of what happened in world history in 2011. Ultimately, the recentness of any event will determine when a process can be historically analyzed. Even more, there is a lot of discussion on the relationship between history and the Internet, and on histories 'impact' capacity, i.e. its ability to connect with the developments in the wider society. Historians, unlike other disciplines have not utilized the net to service historical study. This research examined the foreign response to the Greek Debt Crisis through looking at the net as a primary source of historical information; looking at the net as a tool in generating further historical information (similar to Oral History). This was achieved through analyzing blogs, online newspaper articles, embassy websites, online journals and other websites that the Internet had to offer. The findings of the research facilitated the creation of multiple timelines based on threats, projections, and a general history. In addition, the research also served as a methodological experiment. Fundamentally, the research concluded that the Internet could be used as a primary source as well as a supplementary source in dealing with a recent event. Moreover it pushed the boundaries of historical distance in historiography.

Waltzing on Rooftops and Cobblestones

2021 ◽  
Vol 2 (3) ◽  
pp. 34-55
Author(s):  
Ailbhe Warde-Brown
Keyword(s):  
Video Games ◽  
Video Game ◽  
Real World ◽  
World History ◽  
Interaction Model ◽  
Virtual Space ◽  
Open World ◽  
Integrated Approaches ◽  
The Relationship

The relationship between music, sound, space, and time plays a crucial role in attempts to define the concept of “immersion” in video games. Isabella van Elferen’s ALI (affect-literacy-interaction) model for video game musical immersion offers one of the most integrated approaches to reading connections between sonic cues and the “magic circle” of gameplay. There are challenges, however, in systematically applying this primarily event-focused model to particular aspects of the “open-world” genre. Most notable is the dampening of narrative and ludic restrictions afforded by more intricately layered textual elements, alongside open-ended in-game environments that allow for instances of more nonlinear, exploratory gameplay. This article addresses these challenges through synthesizing the ALI model with more spatially focused elements of Gordon Calleja’s player involvement model, exploring sonic immersion in greater depth via the notion of spatiotemporal involvement. This presents a theoretical framework that broadens analysis beyond a simple focus on the immediate narrative or ludic sequence. Ubisoft’s open-world action-adventure franchise Assassin’s Creed is a particularly useful case study for the application of this concept. This is primarily because of its characteristic focus on blending elements of the historical game and the open-world game through its use of real-world history and geography. Together, the series’s various diegetic and nondiegetic sonic elements invite variable degrees of participation in “historical experiences of virtual space.” The outcome of this research intends to put such intermingled expressions of space, place, and time at the forefront of a ludomusicological approach to immersion in the open-world genre.

Fine-tuning the Relationship between Religion and Intellectual Humility

2018 ◽  
Vol 46 (4) ◽  
pp. 305-314 ◽  
Author(s):  
Everett L. Worthington
Keyword(s):  
Religious Belief ◽  
The Self ◽  
Content Area ◽  
Fine Tuning ◽  
Epistemic Status ◽  
Intellectual Humility ◽  
The Core ◽  
Definition Of ◽  
Meaning System ◽  
The Relationship

I examine religious humility, which is one content area of intellectual humility. Intellectual humility is the subtype of humility that involves taking a humble stance in sharing ideas, especially when one is challenged or when an idea is threatening. I position religious humility within the context of general humility, spiritual humility, and relational humility, and thus arrive at several propositions. People who are intensely spiritually humble can hold dogmatic beliefs and believe themselves to be religiously humble, yet be perceived by others of different persuasions as religiously dogmatic and even arrogant. For such people to be truly religiously humble, they must feel that the religious belief is core to their meaning system. This requires discernment of which of the person’s beliefs are truly at the core. But also the religiously humble person must fulfill the definition of general humility, accurately perceiving the strengths and limitations of the self, being teachable to correct weaknesses, presenting oneself modestly, and being positively other-oriented. Humility thus involves (1) beliefs, values, and attitudes and (2) an interpersonal presentational style. Therefore, intellectually humble people must track the positive epistemic status of their beliefs and also must present with convicted civility.

scholarly journals Adolescents’ Intuitive Appraisal, Attributions and Emotions for their Relationships with their Parents

2012 ◽  
Vol 2 (6) ◽  
pp. 22
Author(s):  
Georgia Stephanou ◽  
Georgios Gkavras
Keyword(s):  
Relative Strength ◽  
Related Factors ◽  
Parent Relationships ◽  
General Outcome ◽  
Controllable Factors ◽  
Adolescent Parent ◽  
Parent Relationship ◽  
The Impact ◽  
The Relationship

This study study aimed to examine (a) adolescents’ attributions and emotions for their subjectively perceived good and bad relationships with their parents, (b) the association of the intuitive and attributional appraisals of the adolescent-parent relationship with the subsequent emotions, and (c) the role of the perceived importance of the good adolescent-parent relationship in the generation of attributions and emotions, and in the impact of attributions on emotions. The sample comprised 670 adolescents, both genders, aged 14-17 years old, representing various parental socioeconomic levels. The results showed that: (a) It was extremely important for the adolescents to have good relationships with their parents, (b) the perceived good adolescent-parent relationships were attributed to internal, stable and personal controllable factors, along with parent- and self-parent interactive- related factors, while the estimated as bad relationships were attributed to external, stable, personal uncontrollable and external controllable factors (parents’ negative properties), (c) the adolescents experienced intense positive and negative emotions (mainly, general / outcome- dependent) for the perceived good and bad relationships with their parents, respectively, (d) both intuitive and attributional appraisals of the relationship were associated with the emotions, particularly in the perceived bad adolescent-parent relationship, and (e) the relative strength of the association of the attributional dimensions with the emotions varied between the perceived good and bad adolescent-parent relationship and across the various emotions. Keywords: Adolescent-Parent Relationship, Attributions, Emotions, Intuitive Appraisal.

Clarifying the Relationship between Academic Success and Overt Classroom Behavior

1969 ◽  
Vol 36 (2) ◽  
pp. 99-104 ◽  
Author(s):  
Marshall S. Swift ◽  
George Spivack
Keyword(s):  
Academic Success ◽  
Classroom Behavior ◽  
Rating Scale ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Classroom Behaviors ◽  
School Behavior ◽  
Behavior Rating Scale ◽  
Overt Behavior ◽  
The Relationship

Using the Devereux Elementary School Behavior Rating Scale, a device developed to identify achievement related classroom behaviors in kindergarten through sixth grade, 298 ratings were made of children designated as achievers and underachievers at the fifth grade level. Achievement criteria were subtest scores on a group test and teacher assigned report card marks. The analysis of the relationship between classroom behavior and the achievement criteria indicates that when a child is underachieving, this is evident not only in the grade or test scores he receives but also in his broader functioning in the classroom. In addition to the poor achievement scores they receive, underachievers are clearly different, in terms of maladaptive overt behavior, from their achieving peers. This is particularly true when the achievement criterion is the teacher's judgment of the quality of the child's efforts.

scholarly journals The Shock of the New: The Origin of the Age of Aquarius and the 2012 Phenomenon

2011 ◽  
Vol 15 (01) ◽  
pp. 11-27
Author(s):  
Nicholas Campion
Keyword(s):  
Golden Age ◽  
World History ◽  
Age Of Aquarius ◽  
The Relationship ◽  
Recent Attention

The recent attention paid to the prophecy that December 2012 was to be a pivotal moment in world history has renewed interest in the relationship between astronomy and apocalyptic ideas. This paper examines the background to the ‘2012 Phenomenon’ by exploring the origins of the idea of the Age of Aquarius. It concludes that the Age is best understood as a means of objectifying the prediction of a future golden age by reference to measurable astronomical certainties. In line with the revolutionary traditions of western millenarianism, the Aquarian Age is counter-cultural and opposed to political and religious authorities.

scholarly journals Motivational and Emotional Orientation, Engagement, and Achievement in Mathematics. A Case Study With One Sixth-Grade Classroom Working With an Electronic Textbook on Fractions

2021 ◽  
Vol 6 ◽  
Author(s):  
Frank Reinhold ◽  
Stefan Hoch ◽  
Anja Schiepe-Tiska ◽  
Anselm R. Strohmaier ◽  
Kristina Reiss
Keyword(s):  
Learning Outcomes ◽  
Prior Knowledge ◽  
Cognitive Learning ◽  
Sixth Grade ◽  
Emotional Engagement ◽  
Behavioral Engagement ◽  
Electronic Textbook ◽  
The Relationship ◽  
Grade Classroom

Interactive and adaptive scaffolds implemented in electronic mathematics textbooks bear high potential for supporting students individually in learning mathematics. In this paper, we argue that emotional and behavioral engagement may account for the effectiveness of such digital curriculum resources. Following the general model for determinants and course of motivated action, we investigated the relationship between students’ domain-specific motivational and emotional orientations (person)—while working with an electronic textbook on fractions (situation), their emotional and behavioral engagement while learning (action), and their achievement after tuition (outcome). We conducted a case-study with N = 27 students from one sixth-grade classroom, asking about the relationship between students’ motivational and emotional orientations and their emotional and behavioral engagement, and whether emotional and behavioral engagement are unique predictors of students’ cognitive learning outcomes while working with an e-textbook. For that, we designed a four-week-intervention on fractions using an e-textbook on iPads. Utilizing self-reports and process data referring to students’ interactions with the e-textbook we aimed to describe if and how students make use of the offered learning opportunities. Despite being taught in the same classroom, results indicated large variance in students’ motivational and emotional orientations before the intervention, as well as in their emotional and behavioral engagement during the intervention. We found substantial correlations between motivational and emotional orientations (i.e., anxiety, self-concept, and enjoyment) and emotional engagement (i.e., intrinsic motivation, competence and autonomy support, situational interest, and perceived demand)—with positive orientations being associated with positive emotional engagement, as expected. Although the correlations between orientations and behavioral engagement (i.e., task, exercise, and hint count, problem solving time, and feedback time) also showed the expected directions, effect sizes were smaller than for emotional engagement. Generalized linear mixed models revealed that emotional engagement predicted cognitive learning outcomes uniquely, while for behavioral engagement the interaction with prior knowledge was a significant predictor. Taken together, they accounted for a variance change of 44% in addition to prior knowledge. We conclude that when designing digital learning environments, promoting engagement—in particular in students who share less-promizing prerequisites—should be considered a key feature.

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