Mnemonic Instruction of LD Students: A Field-Based Evaluation

1989 ◽  
Vol 12 (2) ◽  
pp. 119-125 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Margo A. Mastropieri
Keyword(s):  
High School ◽  
Junior High School ◽  
Test Scores ◽  
Learning Disabled ◽  
Teacher Ratings ◽  
Future Research ◽  
School Age ◽  
Research And Practice ◽  
Mnemonic Instruction ◽  
Sizeable Number

A sizeable number of research studies have demonstrated the potential of mnemonic instruction with learning disabled (LD) students. However, reports of actual classroom applications of this type of instruction are lacking. In the present investigation, three classrooms of LD junior-high-school-age students were taught U.S. history content over an 8-week period, in which mnemonic and nonmnemonic materials were alternated. Evaluation of chapter test scores indicated that students learned significantly (and substantially) more information when instructed mnemonically, and that they were assigned higher grades for chapters which had been instructed mnemonically. Furthermore, teacher ratings indicated that mnemonic materials were significantly more appropriate for the needs of LD students than traditional textbook-based materials. Implications for future research and practice are addressed.

scholarly journals Development and Validation of the Emotion Regulation Ability Test for Chinese Youth

2020 ◽  
Vol 14 ◽  
Author(s):  
Yi Ming Li ◽  
Jian Li ◽  
Hong Zou ◽  
Shengnan Wei
Keyword(s):  
Emotion Regulation ◽  
Test Scores ◽  
Discriminant Validity ◽  
Reliability And Validity ◽  
Future Research ◽  
Ability Test ◽  
Chinese Youth ◽  
Research And Practice ◽  
9Th Grade ◽  
11Th Grade

Abstract A culture- and age-appropriate instrument for measuring emotion regulation ability is needed for the research and practice of Chinese adolescents’ emotion regulation. This study developed and validated a situational judgment test of emotion regulation ability for Chinese youth (STER-CY). Three samples were recruited, and approximately 4380 5th- to 11th-grade students (but no 9th-grade students) participated in the study. Researchers collected emotional situations and responses based on the life of indigenous samples and examined the reliability and validity of the test scores. The results showed that Cronbach’s alpha and test–retest correlations provided evidence for the reliability of the test scores. Exploratory and confirmatory factor analysis supported unidimensionality. Construct validity was further verified by convergent and discriminant validity. Criteria-related validity was confirmed by the correlations between this test and some outcome variables related to emotion regulation. It was also found that girls scored higher on this test than boys did and that emotion regulation ability significantly increased from 5th to 7th grade, but it did not improve from 7th to 11th grade. Considered together, these findings showed that the STER-CY is a psychometrically sound measure of emotion regulation ability and can be used in future research and practice.

Comparison of Differential Aptitude Test Scores for Junior High School Students

1959 ◽  
Vol 5 (3) ◽  
pp. 765-768
Author(s):  
Kiah Stockstill ◽  
Roland L. Frye ◽  
Thomas M. Stritch
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Test Scores ◽  
Junior High ◽  
Junior High School Students ◽  
Aptitude Test ◽  
School Students

Review: Life in the Fast Lane

1986 ◽  
Vol 17 (1) ◽  
pp. 69-75
Author(s):  
Peggy A. House
Keyword(s):  
United States ◽  
High School ◽  
Junior High School ◽  
Junior High ◽  
The United States ◽  
School Age ◽  
Mathematics Students ◽  
Johns Hopkins University ◽  
Symposium Series ◽  
Fast Lane

Since its official beginning on 1 September 1971, the Study of Mathematically Precocious Youth (SMPY) at Johns Hopkins University has received considerable attention as a model for the education of extremely talented young mathematics students, usually of junior high school age. Articles and books have been written about the project as it evolved and as it was replicated elsewhere in the United States. So it was appropriate that in November 1980 a symposium at Johns Hopkins was devoted to discovering what had been learned during the first decade of the SMPY. Academic Precocity, Volume 10 in the Hyman Blumberg Symposium series, reports the findings and conclusions of that symposium.

scholarly journals The Effectiveness of Collaborative Writing Strategy (CWS) in Writing Lesson Regarded to The Students’ Creativity

2016 ◽  
Vol 10 (2) ◽  
pp. 63
Author(s):  
Kiky Soraya
Keyword(s):  
High School ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Collaborative Writing ◽  
Research Result ◽  
Sampling Technique ◽  
Eighth Grade ◽  
Future Research ◽  
Writing Strategy

This study is aimed at finding out what appropriate methods to be usedin writing lesson seen from the students’ creativity especially for studentswho have high creativityand low creativity. This study used quasi experimental research. The population of the research was the eighth grade of a Junior High School in Wonosari in the academic year of 2013/2014. The sampling technique used was cluster random sampling. The sample in this study was 64 students covering 32 students of E as experimental class and 32 students of C as control class. The data or the students’ writing scores were analyzed in terms of their frequency distribution, normality, homogeneity, then ANOVA and Tuckey tests to test the research hypotheses. Based on the result, the research findings are: CWS is more effective than MWS in writing lesson; the high creativity students produced better writing rather than the low creativity student; and the interaction of teaching methods and the students’ creativity is existing in this writing lesson. In short, Collaborative Writing Strategy (CWS) is effective to teach writing for the eighth grade of a Junior High School in Wonosari, Gunungkidul. Then, the research result implies that it is better for the teachers to apply CWS in teaching and learning process of writing, to improve the students’ writing achievement, CWS needs to be used in the classroom activities, then future research can conduct the similar research with different sample and different students’ condition.

scholarly journals Meninjau Kemampuan Penalaran Matematis Siswa SMP melalui Wawancara Berbasis Tugas Geometri

2018 ◽  
Vol 5 (2) ◽  
pp. 128-137 ◽  
Author(s):  
Nurfadilah Siregar
Keyword(s):  
High School ◽  
Pilot Study ◽  
Junior High School ◽  
Junior High ◽  
Mathematical Reasoning ◽  
Eighth Grade ◽  
Future Research ◽  
Research Projects

ABSTRAKStudi awal atau biasa disebut dengan pilot study merupakan studi pendahuluan yang dilakukan oleh kebanyakan peneliti sebagai suatu hal yang penting dalam proyek penelitian selanjutnya. Pada tulisan ini, penulis memaparkan hasil wawancara yang dilakukan dengan dua orang siswa kelas VIII pada salah satu sekolah menengah pertama di Kabupaten Bandung Barat terkait dengan menggali penalaran matematis siswa SMP. Wawancara dilakukan dengan menggunakan pedoman wawancara berbasis tugas geometri. Diperoleh hasil bahwa penalaran matematis kedua siswa tersebut terkait penyelesaian tugas geometri masih rendah. Siswa lebih cenderung menyelesaikan tugas secara langsung tanpa mengetahui alasan mereka menjawab tugas geometri tersebut.ABSTRACTPreliminary study or commonly called the pilot study is a study conducted by most researchers as an important issue in future research projects. In this paper, the author present results of interviews conducted with two students in eighth grade at one of junior high school in West Bandung regency about digging their mathematical reasoning. Interviews were conducted by using a task-based geometry. The results indicate that mathematical reasoning of the students’ related to the completion of geometry task still low. Students more likely to complete tasks directly without knowing the reason they answered the geometry tasks.

The Identification of Students Who Are Gifted and Have a Learning Disability: A Comparison of Different Diagnostic Criteria

2018 ◽  
Vol 62 (2) ◽  
pp. 175-192 ◽  
Author(s):  
Danika L. S. Maddocks
Keyword(s):  
Learning Disability ◽  
Gifted Students ◽  
Learning Disabled ◽  
School Age ◽  
Research And Practice ◽  
Order Processing ◽  
Processing Abilities ◽  
Dual Differentiation ◽  
Nationally Representative ◽  
Gifted Youth

Students who are gifted and have a learning disability (GLD) may not be identified, in part because of disagreement regarding appropriate identification criteria. In this study, suggested GLD identification criteria were applied to a nationally representative sample of school-age students to determine the number and characteristics of students identified by each set of GLD criteria. Many but not all students identified as potentially GLD had relative weaknesses in lower order processing abilities and achievement, as hypothesized for this population. Students also exhibited academic strengths, which suggests dual differentiation would be appropriate. Commonly used intraindividual discrepancy criteria identified most potentially gifted students as potentially learning disabled; therefore, these are not valid stand-alone criteria to identify learning disabilities in gifted youth. Results suggest it may be best to combine alternative gifted criteria, an intraindividual LD criterion, and examination of absolute deficits in processing and achievement. Additional implications for research and practice are discussed.

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