Early Home Background Features in Relation to Imaginative and Creative Expression in Third Grade

1983 ◽  
Vol 2 (4) ◽  
pp. 311-321 ◽  
Author(s):  
Diana Shmukler
Keyword(s):  
Third Graders ◽  
Creative Expression ◽  
Third Grade ◽  
Original Sample ◽  
Optimal Balance ◽  
Home Background

A follow-up investigation was carried out on seventy-three third graders from an original sample of 114 mother-child pairs, who were observed and tested when the children were preschoolers. Four third grade criteria of imaginative and creative expression were shown to be related to earlier measures and assessments of imaginative predisposition. Each criterion related to differential features of the early home background. This study endorsed the finding, however, that an optimal balance between involvement, caring and warmth on the part of the preschooler's mother and a willingness to let the child explore at his/her own pace leads to future creative and imaginative expression.

scholarly journals Third Graders’ Identities as “Persons Who Understand Nature of Science” through an Electricity Unit

2020 ◽  
Vol 8 (1) ◽  
pp. 44
Author(s):  
Naime Elcan Kaynak ◽  
Valarie L. Akerson ◽  
Emel Cevik
Keyword(s):  
At Risk ◽  
Elementary Students ◽  
Nature Of Science ◽  
Third Graders ◽  
Third Grade ◽  
State Regulations ◽  
Third Grade Students ◽  
Class Discussions ◽  
Great Development

The purpose of this study is to explore third grade elementary students’ Nature of Science (NOS) identities as a result of participating in a unit on electricity. The study took place in the context of a diverse third grade “at risk” (as identified by state regulations) classroom. Videotapes were made of all aspects of the electricity lessons, including pre-lesson class discussions, activities engaged in by students, and follow-up class discussions at the conclusion of each lesson. Findings revealed that third graders began to develop identities of persons who conceptualize NOS. Even though through one unit they did not address all aspects of NOS, they showed great development in their identities for young third grade students.

Language-Based Spelling Instruction: Teaching Children to Make Multiple Connections between Spoken and Written Words

2000 ◽  
Vol 23 (2) ◽  
pp. 117-135 ◽  
Author(s):  
Virginia W. Berninger ◽  
Katherine Vaughan ◽  
Robert D. Abbott ◽  
Allison Brooks ◽  
Kristin Begayis ◽  
...  
Keyword(s):  
Early Intervention ◽  
Combined Treatment ◽  
Third Graders ◽  
Third Grade ◽  
Second Grade ◽  
Awareness Training ◽  
Spelling Instruction ◽  
Practice Trials ◽  
Second Tier

Two studies addressed issues related to multiple instructional components in early intervention for at-risk spellers learning to spell polysyllabic words. The first study was a follow-up to a prior second-grade intervention. The fast responders in that study, who were monitored at the beginning and end of third grade ( n=61), maintained their earlier gains during third grade when treatment was withdrawn. Thirty-two of the slower responders received continuing tutoring (12 individual tutorials over 6 to 8 weeks in late fall of third grade), which showed that children who received only alphabet principle training did as well as those who received combined alphabet principle and syllable awareness training (syllable types in English), but that these children required 24 practice trials for short-term mastery of spelling specific words. The second study with a new sample of 48 third graders also evaluated the effectiveness of alphabet principle training only versus combined alphabet principle and syllable awareness training. In these 24 individual tutorials over a 4-month period beginning in the fifth month of third grade, the combined treatment was more effective for (a) spelling untrained transfer words, (b) spelling taught polysyllabic words with a final, silent e syllable, and (c) transfer to phonological awareness. A two-tier model for early intervention to prevent spelling disabilities is proposed. In the first tier alphabet principle is taught (along with other sound-spelling connections for words including syllable awareness) and applied to practice in spelling words singly and in text (teacher-directed dictation and child-generated composition). In the second tier children are monitored in the year following early intervention and continuing tutoring is provided if necessary.

Successful Careers and Cognitive Style: A Follow-up Study of Childhood Family Discontinuity

1991 ◽  
Vol 69 (3_suppl) ◽  
pp. 1071-1074
Author(s):  
Virginia Z. Gordon
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Career Path ◽  
Cognitive Styles ◽  
Original Research ◽  
Original Sample ◽  
Follow Up Study ◽  
Successful Career ◽  
Problem Solving Style

It was predicted that those participants who experienced discontinuity (death, divorce, and separations) from their parent(s) in childhood and who had successful careers in adulthood would manifest more innovative than adaptive cognitive styles on the Kirton Adaption-Innovation Inventory. The original research showed 61% of the sample members ( n = 41) experienced family discontinuity. Ninety percent ( n = 37) of the previous participants responded and showed 59% family discontinuity. Fifty-four percent in the follow-up study chose an alternative career path (counterstriving), the same percentage as in the original sample. When both family discontinuity and counterstriving were present, statistically significant innovation scores occurred. Family discontinuity in childhood and a successful career in adulthood are likely to be associated with high striving-motivation and an innovative (paradigm-breaking) problem-solving style.

scholarly journals Freshmen and Third Grade Students Perceptions on Their Soft Skills Acquirement in The Use of Collaborative Learning in English Classroom

2018 ◽  
Vol 10 (2) ◽  
pp. 45
Author(s):  
Nia Nuryanti Permata
Keyword(s):  
Collaborative Learning ◽  
Soft Skills ◽  
Third Graders ◽  
Third Grade ◽  
Classroom Activity ◽  
The Third ◽  
Qualitative Research Design ◽  
Third Grade Students ◽  
English Classroom

It is said that soft skills are needed to have a successful life and career for students and can be trained in classroom by conducting collaborative learning. Then, polytechnic students have collaboration learning in their English classroom activity which is useful for their soft skills achivements. However, the students which have different level can have different perceptions on it. This research tries to compare students’ perceptions on their soft skills acquirement in the use of collaborative learning in English classroom in a state polytechnic. The first group is the freshmen, meanwhile the second group is the third grade students of Diploma 3. The study employs a qualitative research design, which is a case study. The data are gained from questionnaire, then observation and interviews are used to triangulate the data. The findings show that the freshmen perceive that they acquire soft skills in 90.9%, meanwhile the third graders are in 84.9%. This concludes that freshmen soft skills acquirement is higher than the third graders. It is recommended that collaborative learning method should be continued to develop the students’ soft skills, and the type of collaborative learning should be more appropriate for different grades of students. 

Using Multimedia to Reduce Bullying and Victimization in Third-Grade Urban Schools

2006 ◽  
Vol 10 (2) ◽  
pp. 2156759X0601000
Author(s):  
Laura McLaughlin ◽  
John M. Laux ◽  
Lisa Pescara-Kovach
Keyword(s):  
Urban Schools ◽  
School Counselors ◽  
Behavioral Treatment ◽  
Third Graders ◽  
Cognitive Behavioral ◽  
Third Grade ◽  
Cognitive Behavioral Treatment ◽  
Bully Victimization ◽  
Cd Rom ◽  
Multimedia Intervention

This study investigated the effects of increasing levels of multimedia interventions (cognitive behavioral treatment, videotapes, and CD-ROM modules) on self-reported bullying and victimization among urban third graders. Students’ self-ratings were assessed using Reynolds’ Bully Victimization Scale (Reynolds, 2003). The results indicated that the interventions did produce statistically significant reductions in bullying and victimization scores; however, these reductions were not universally associated with multimedia intervention type. Implications for school counselors and future researchers are offered.

scholarly journals Locating Longitudinal Respondents After a 50-Year Hiatus

2014 ◽  
Vol 30 (2) ◽  
pp. 311-334 ◽  
Author(s):  
Celeste Stone ◽  
Leslie Scott ◽  
Danielle Battle ◽  
Patricia Maher
Keyword(s):  
Pilot Study ◽  
Cognitive Abilities ◽  
Original Sample ◽  
Chi Square ◽  
Administrative Records ◽  
Interaction Detection ◽  
Geographically Dispersed ◽  
Follow Up Studies ◽  
Study Participants

Abstract Many longitudinal and follow-up studies face a common challenge: locating study participants. This study examines the extent to which a geographically dispersed subsample of participants can be relocated after 37 to 51 years of noncontact. Relying mostly on commercially available databases and administrative records, the 2011-12 Project Talent Follow-up Pilot Study (PTPS12) located nearly 85 percent of the original sample members, many of whom had not participated in the study since 1960. This study uses data collected in the base year to examine which subpopulations were the hardest to find after this extended hiatus. The results indicate that females were located at significantly lower rates than males. As expected, sample members with lower cognitive abilities were among the hardest-to-reach subpopulations. We next evaluate the extent to which biases introduced during the tracking phase can be minimized by using the multivariate chi-square automatic interaction detection (CHAID) technique to calculate tracking loss adjustments. Unlike a 1995 study that found that these adjustments reduced statistical biases among its sample of located females, our results suggest that statistical adjustments were not as effective in PTPS12, where many participants had not been contacted in nearly 50 years and the tracking rates varied so greatly across subgroups.

Development and Application of a Writing Attitude Survey for Grades 1 to 3

1992 ◽  
Vol 70 (3) ◽  
pp. 711-720 ◽  
Author(s):  
Ruth E. Knudson
Keyword(s):  
Fifth Graders ◽  
Third Graders ◽  
Attitude Survey ◽  
Instructional Treatment ◽  
Positive Attitudes ◽  
Attitudes Toward Writing ◽  
Main Effect ◽  
Students Attitudes ◽  
Main Effects

The purpose of these studies was to develop and use a writing attitude survey for students in Grades 1 to 3 modeled after the survey developed and used with students in Grades 4 to 8 in 1991. A 19-item survey was administered to 394 children in Grades 1, 2, and 3. The instrument was then used in an experiment to assess the effect of instructional treatment, grade, and participation on 112 students' attitudes toward writing. There were no significant main effects for treatment or for time of measurement. There were no significant interactions, but there was a significant main effect for grade. Follow-up of significant main effects using Tukey tests indicated that 52 third graders had significantly more positive attitudes toward writing than 60 fifth graders.

scholarly journals Development of Finnish Elementary Pupils’ Problem- Solving Skills in Mathematics

2014 ◽  
Vol 4 (3) ◽  
pp. 111-129
Author(s):  
Anu Laine ◽  
Liisa Näveri ◽  
Maija Ahtee ◽  
Erkki Pehkonen
Keyword(s):  
Third Graders ◽  
Research Data ◽  
Test Material ◽  
Number Of Solutions ◽  
Problem Solving Skills ◽  
Follow Up Study ◽  
Standard Problem ◽  
Post Test ◽  
5Th Grade

The purpose of this study is to determine how Finnish pupils’ problemsolving skills develop from the 3rd to 5th grade. As research data, we use one non-standard problem from pre- and post-test material from a three-year follow-up study, in the area of Helsinki, Finland. The problems in both tests consisted of four questions related to each other. The purpose of the formulation of the problem was to help the pupils to find how many solutions for a certain answer exist. The participants in the study were 348 third-graders and 356 fifth-graders. Pupils’ fluency, i.e. ability to develop different solutions, was found to correlate with their ability to solve the problem. However, the proportions of the pupils (17% of the 3rd graders and 21% of the 5th graders) who answered that there were an infinite number of solutions are of the same magnitude. Thus, the pupils’ ability to solve this kind of problem does not seem to have developed from the 3rd to the 5th grade. The lack and insufficiency of pupils’ justifications reveal the importance of the teacher carefully listening to the pupils’ ideas in order to be able to promote pupils’ understanding of the concept of infinity, as well as the basic calculations. 

scholarly journals Clinical and functional ultra-long-term outcome of patients with a clinical high risk (CHR) for psychosis

2019 ◽  
Vol 62 ◽  
pp. 30-37 ◽  
Author(s):  
Katharina Beck ◽  
Erich Studerus ◽  
Christina Andreou ◽  
Laura Egloff ◽  
Letizia Leanza ◽  
...  
Keyword(s):  
High Risk ◽  
Psychosocial Functioning ◽  
Original Sample ◽  
Clinical High Risk ◽  
Term Outcome ◽  
Risk Status ◽  
Long Term Outcome ◽  
Long Term Follow Up

Abstract Background: Few studies have followed up patients with a clinical high risk (CHR) for psychosis for more than 2–3 years. We aimed to investigate the rates and baseline predictors for remission from CHR and transition to psychosis over a follow-up period of up to 16 years. Additionally, we examined the clinical and functional long-term outcome of CHR patients who did not transition. Methods: We analyzed the long-term course of CHR patients that had been included in the longitudinal studies “Früherkennung von Psychosen” (FePsy) or “Bruderholz” (BHS). Those patients who had not transitioned to psychosis during the initial follow-up periods (2/5 years), were invited for additional follow-ups. Results: Originally, 255 CHR patients had been included. Of these, 47 had transitioned to psychosis during the initial follow-ups. Thus, 208 were contacted for the long-term follow-up, of which 72 (34.6%) participated. From the original sample of 255, 26%, 31%, 35%, and 38% were estimated to have transitioned after 3, 5, 10, and 16 years, respectively, and 51% had remitted from their high risk status at the latest follow-up. Better psychosocial functioning at baseline was associated with a higher rate of remission. Of the 72 CHR patients re-assessed at long-term follow-up, 60 had not transitioned, but only 28% of those were fully recovered clinically and functionally. Conclusions: Our study shows the need for follow-ups and clinical attention longer than the usual 2–3 years as there are several CHR patients with later transitions and only a minority of CHR those without transition fully recovers.

Mastering the “Distribution of Fruits and Seeds” Theme (Lesson on the “World Around Us” Discipline at the Third Grade of Primary School)

2015 ◽  
Vol 3 (4) ◽  
pp. 37-40
Author(s):  
Ткаченко ◽  
I. Tkachenko
Keyword(s):  
Primary School ◽  
Intellectual Development ◽  
Third Graders ◽  
Third Grade ◽  
Active Teaching ◽  
The Third ◽  
The World ◽  
Teaching Technique ◽  
The Way

The paper presents the way to give third-graders a lesson for mastering the theme of “Fruits and Seeds of Plants” within the “Nature Kingdom” Section of the “World Around Us” learning Course. The teacher is to involve active teaching technique by means of inviting students to play the role of explorers. Embracing the active cognitive stance helps to boost intellectual development, that is, to master the skills of analysis, comparison and generalization.

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