scholarly journals Quantifying and Exploring Elementary School Excellence Gaps Across Schools and Time

2019 ◽  
Vol 30 (4) ◽  
pp. 383-415
Author(s):  
Karen E. Rambo-Hernandez ◽  
Scott J. Peters ◽  
Jonathan A. Plucker
Keyword(s):  
Academic Progress ◽  
Socioeconomic Disparities ◽  
Fifth Grade ◽  
Achievement Data ◽  
The Past ◽  
School Year ◽  
Higher Achieving Schools ◽  
And Mathematics ◽  
K 12 ◽  
Measure Of Academic Progress

Despite considerable reform activity surrounding K-12 education over the past 20 years, racial and socioeconomic disparities among students who achieve at advanced levels have received little attention. This study examined how excellence gaps, defined as differences in performance at the 90th percentile of subgroups, change over time and their potential antecedents. We analyzed Measure of Academic Progress achievement data in reading and mathematics from a cohort of approximately 60,000 students from third to fifth grade in 742 elementary schools. Multilevel modeling results indicate that Black/Hispanic and White/Asian excellence gaps were relatively stable in reading. However, excellence gaps in mathematics increased during the school year and across time, and higher achieving schools demonstrated larger excellence gaps than lower achieving schools.

scholarly journals Quantifying and Exploring Elementary School Excellence Gaps Across Schools and Time

2019 ◽  
Author(s):  
Karen Rambo-Hernandez ◽  
Scott J. Peters ◽  
Jonathan Plucker
Keyword(s):  
Elementary School ◽  
Academic Progress ◽  
Socioeconomic Disparities ◽  
Fifth Grade ◽  
Achievement Data ◽  
Higher Achieving Schools ◽  
And Mathematics ◽  
K 12 ◽  
Measure Of Academic Progress ◽  
Over Time

Despite considerable reform activity surrounding K-12 education over the last 20 years, racialand socioeconomic disparities among students who achieve at advanced levels have receivedlittle attention. This study examined how excellence gaps, defined as differences in performanceat the 90th percentile of subgroups, change over time and their potential antecedents. Weanalyzed Measure of Academic Progress achievement data in reading and mathematics from acohort of approximately 60,000 students from third to fifth grade in 742 elementary schools.Multilevel modeling results indicate Black/Hispanic and White/Asian excellence gaps wererelatively stable in reading. However, excellence gaps in mathematics increased during theschool year and across time, and higher achieving schools demonstrated larger excellence gapsthan lower achieving schools.

Acquiring penmanship and writing skills from the first to fifth grade of primary school: Joined-up writing vs. Comenia Script

2018 ◽  
Vol 6 (2) ◽  
pp. 1-13
Author(s):  
Olga Kučerová ◽  
Anna Kucharská
Keyword(s):  
Primary School ◽  
Error Rate ◽  
Writing Skills ◽  
Fifth Grade ◽  
Point Scale ◽  
The Past ◽  
School Year ◽  
And Gender ◽  
Developmental Dynamics ◽  
The Given

Abstract The project presented here deals with a typical human means of communication – writing. The aim of the project is to map the developmental dynamics of handwriting from the first to the fifth grade of primary school. The question remains topical because of the fact that several systems of writing have been used in the past few years. Our project focuses on comparing the systems of joined-up handwriting (the standard Latin alphabet) and the most widespread form of printed handwriting: Comenia Script. The research can be marked as sectional; pupils took a writing exam at the beginning and at the end of the 2015/2016 school year. The total number of respondents was 624 pupils, evenly distributed according to the school year, system of writing and gender. To evaluate handwriting, the evaluation scale of Veverková and Kucharská (2012) was adjusted to include a description of phenomena related to graphomotor and grammatical aspects of writing, including the overall error rate and work with errors. Each area that was observed included a series of indicators through which it was possible to create a comprehensive image of the form handwriting took in the given period. Each indicator was independently classified on a three-point scale. Thanks to that, a comprehensive image of the form of writing of a contemporary pupil emerged.

Math Is Art

2000 ◽  
Vol 7 (1) ◽  
pp. 10-13
Author(s):  
Tim Granger
Keyword(s):  
Fifth Graders ◽  
Fifth Grade ◽  
Mathematics Lesson ◽  
School Year ◽  
Teachers And Students ◽  
Exciting Time ◽  
And Mathematics ◽  
Negative Feelings

The beginning of the school year is an exciting time for everyone. Teachers and students are filled with enthusiasm about what the new year holds. Unfortunately, when I begin the first mathematics lesson of the year with my fifth graders, this enthusiasm is often replaced by myriad student anxieties. By the time that students reach fifth grade, they carry with them any number of negative feelings about school in general and mathematics in particular. How can I share with my students the beauty of mathematics if they have the mindset that mathematics is nothing more than numbers?

Extending Educational Robot Sensing Capabilities Through Equipping an External Microcontroller

2019 ◽  
Author(s):  
Binsen Qian ◽  
Harry H. Cheng
Keyword(s):  
The Past ◽  
Science Technology ◽  
Educational Robot ◽  
Robotics Concepts ◽  
And Mathematics ◽  
Advanced Robotics ◽  
K 12 ◽  
Senior Students ◽  
Educational Robots ◽  
Line Following

Abstract The popularity of the educational robot in K-12 classroom has dramatically increased in the past decades to engage students studying not only Science, Technology, Engineering and Mathematics (STEM), but also 21st-century skills. Most educational robots tend to be as simple as possible such that the lower grades can benefit from the robotics technologies safely. However, such design consideration makes most educational robots with none or minimal sensing capabilities. However, it is very important for senior students to learn more advanced robotics concepts and applications. This paper presents a concept of extending educational robots’ sensing capabilities through quipping an external microcontroller. The paper also demonstrates how the framework can be easily used in sensor-based applications through a line-following example.

scholarly journals Mental Ability Test as Predictor of Academic Performance of Senior High School Students of a Maritime School

2020 ◽  
Vol 3 (2) ◽  
pp. 111-112
Author(s):  
Loraine D. Laurezo ◽  
Celo I. Magallanes
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Learning Process ◽  
The Philippines ◽  
Mental Ability ◽  
School Students ◽  
Ability Test ◽  
School Year ◽  
And Mathematics ◽  
K 12

The academic performance of the students is where the education system revolves. Moreover, academic performance is the knowledge gained by the students throughout the learning process. In the Philippines, the integration of the K-12 program requires the institutions to implement the Outcome-Based Education (OBE) model of education, which requires the students to demonstrate what they have learned. With this, mental ability tests play a role in determining every student's abilities and potential in the learning process. Hence, the paper describes the students' mental ability and academic performance during the school year 2019-2020. Likewise, it explores the relationship between mental ability and academic performance and the students’ performance in English and Mathematics. Also, it determines whether mental ability can predict the academic performance of students.

scholarly journals Introduction to the Special Section on Designing for Learning in a Pandemic

2021 ◽  
Vol 12 (1) ◽  
pp. 101
Author(s):  
John Baaki
Keyword(s):  
Engineering Education ◽  
Special Section ◽  
International Seminar ◽  
Fifth Grade ◽  
The Past ◽  
Fifth Grade Students ◽  
European Universities ◽  
Education And Outreach ◽  
Online Experience ◽  
And Mathematics

Amid the pandemic, a project team continued educating electrical line workers across four U.S. locations. The Center for Engineering Education and Outreach redesigned an in-person internship program by finding ways to simulate tinkering, design reviews, and troubleshooting activities. A collaborative four-day international seminar networking 10 European universities from eight different countries went virtual. An all-expenses-paid six-day residential summer experience at NASA’s Johnson Space Center was replaced by an online experience. Designers embraced—cancellation is not an option—and found a way to engage fifth grade students to apply science and mathematics concepts related to building a Mars colony. The show did go on in Zoom with a play that integrated students’ emotional struggles due to pandemic isolation. Indeed, the past year, and then some, has been strange.

Designing Evaluations for K-12 Robotics Education Programs

2013 ◽  
pp. 1342-1364
Author(s):  
Kristen Stubbs ◽  
Jennifer Casper ◽  
Holly A. Yanco
Keyword(s):  
Measurement Methods ◽  
Educational Robotics ◽  
Prior Work ◽  
Stem Careers ◽  
Education Programs ◽  
Robotics Education ◽  
Reference Guide ◽  
The Past ◽  
And Mathematics ◽  
K 12

While a large number of robotics programs for K-12 students have been developed and deployed in the past twenty years, the effect that these programs have on students' motivations to enter science, technology, engineering, and mathematics (STEM) careers has yet to be fully determined. In order to demonstrate the value of these programs, researchers must make a concerted effort to measure their impact. Based on prior work in the evaluation of educational robotics programs, the authors of this chapter present frequently-utilized evaluation and measurement methods as well as guidelines for selecting these methods based on factors such as a program's duration, size, and maturity. This chapter is intended for use as a reference guide for designing evaluations of K-12 educational robotics programs.

Designing Evaluations for K-12 Robotics Education Programs

2012 ◽  
pp. 31-53 ◽  
Author(s):  
Kristen Stubbs ◽  
Jennifer Casper ◽  
Holly A. Yanco
Keyword(s):  
Measurement Methods ◽  
Educational Robotics ◽  
Prior Work ◽  
Stem Careers ◽  
Education Programs ◽  
Robotics Education ◽  
Reference Guide ◽  
The Past ◽  
And Mathematics ◽  
K 12

While a large number of robotics programs for K-12 students have been developed and deployed in the past twenty years, the effect that these programs have on students’ motivations to enter science, technology, engineering, and mathematics (STEM) careers has yet to be fully determined. In order to demonstrate the value of these programs, researchers must make a concerted effort to measure their impact. Based on prior work in the evaluation of educational robotics programs, the authors of this chapter present frequently-utilized evaluation and measurement methods as well as guidelines for selecting these methods based on factors such as a program’s duration, size, and maturity. This chapter is intended for use as a reference guide for designing evaluations of K-12 educational robotics programs.

PENGARUH MODEL PEMBELAJARAN PROBING PROMPTING BERBANTUAN MULTIMEDIA TERHADAP HASIL BELAJAR IPA

2018 ◽  
Vol 2 (3) ◽  
pp. 336
Author(s):  
Ni Pt Rasni Karwati ◽  
Km Ngurah Wiyasa ◽  
I Kt Ardana
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Science Learning ◽  
Learning Model ◽  
Test Method ◽  
Fifth Grade ◽  
Control Group ◽  
Fifth Grade Students ◽  
School Year ◽  
Significant Difference

This research aims to determine the significance of the difference in science learning results between the group of fifth-grade students in Gugus I Elementary Schools, North Kuta District, in the school year of 2017/2018, that take lessons with the multimedia-assisted probing-prompting learning model and the group of students that take lessons with the conventional learning. The design of this research is a quasi-experimental research with the nonequivalent control group design. The population of this research are all the fifth-grade students of Gugus I Elementary Schools in North Kuta District that still implement the KTSP, which consists of 10 classes with a total of 339 students. The sampling is conducted using the random sampling technique. The sample in this research are the students of class VB in SD (Elementary School) No.7 Dalung, with 36 students as the experiment group and the students of class VB in SD No.4 Dalung with 28 students as the control group. The data collection is conducted using the test method in the form of the multiple choice objective test. The science learning results are analyzed using the t-test. Based on the average the experiment groups =80,89 > the control group =72,85, which means that the multimedia-assisted probing-prompting learning model has an influence on the science learning result. Based on the hypothesis test, tvalues =4,517> ttable =2,000, with dk=62 and a significance level of 5%. Based on the test criteria, H0 is rejected and Ha is accepted. Thus, it can be interpreted there is a significant difference the science learning result between the group of students that were taught using the multimedia-assisted probing-prompting learning model and the students that were taught using the conventional learning. It can be concluded that the the multimedia-assisted probing-prompting learning model has an influence on the science learning result of the fifth-grade students in Gugus I Elementary School, North Kuta District, in the school year of 2017/2018. Keywords : probing prompting, multimedia, science learning result

Fenny Roshayanti: A Biography of Science Educator for Our Time

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Sampling Technique ◽  
Science Educator ◽  
Data Sources ◽  
Negative Consequences ◽  
Academic Advisor ◽  
External Audit ◽  
Narrative Approaches ◽  
The Past ◽  
Science Technology ◽  
And Mathematics

STEAM is an acronym for Science, Technology, Engineering, Art, Mathematics. STEAM defined as the integration of science, technology, engineering, art, and mathematics into a new cross-disciplinary subject in schools. The concept of integrating subjects in Indonesian schools, generally is not new and has not been very successful in the past. Some people consider STEAM as an opportunity while others view it as having problems. Fenny Roshayanti is science educator and researcher that consider STEAM as an opportunity. She has involved the study of STEAM, as an author, educator, academic advisor, and seminar speaker. This article examines what it has been and continues work from Fenny Roshayanti in the science education. Our exploration uses qualitative methods of narrative approaches in the form of biographical studies. Participants as data sources were selected using a purposive sampling technique which was collected based on retrospective interview and naturalistic observation. Data's validity, reliability, and objectivity checked by using external audit techniques. This work explores the powerful of female’s personal style in developing a form of social influence based on her forms of capital as well as address the positive and negative consequences that may follow while implement and research STEAM in teaching classroom.

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