The Match between Music Excerpts and Written Descriptions by Fifth and Sixth Graders

2000 ◽  
Vol 48 (3) ◽  
pp. 262-277 ◽  
Author(s):  
Patricia J. Flowers
Keyword(s):  
Grade Level ◽  
Fifth Graders ◽  
Sixth Graders ◽  
Original Music ◽  
Grade Levels ◽  
Written Descriptions ◽  
Temporal Language ◽  
Musical Elements

The purpose of this study was to examine the effect of instruction in writing about music on descriptions of music excerpts. Fifth and sixth graders received 4 days of instruction in music description focusing on metaphor and emotion, analytic music elements, and temporal language. Then, they wrote brief descriptions of six excerpts that were counterbalanced for instrumentation and style. Their descriptions were compared to those of students who did not receive instruction. There were no significant differences between children receiving and not receiving instruction within each grade level, except that the taught fifth graders mentioned significantly more musical elements than did fifth graders who did not receive instruction. There were no significant differences within grade levels in the rate at which expert readers matched descriptions to the original music excerpt, but sixth graders significantly outperformed the fifth graders. When excerpts were not correctly matched, they were usually misassigned to the excerpt with the same instrumentation, corroborating the priority of naming instruments in music description tasks.

A Developmental View of Children's Behavioral Tolerance

1985 ◽  
Vol 10 (2) ◽  
pp. 87-94 ◽  
Author(s):  
Joan S. Safran ◽  
Stephen P. Safran
Keyword(s):  
Problem Behaviors ◽  
Grade Level ◽  
Specific Problem ◽  
Sixth Graders ◽  
Future Research ◽  
Behavioral Tolerance ◽  
Older Children ◽  
Behaviorally Disordered ◽  
Grade Levels ◽  
Grade Level Differences

The purpose of this study was to assess children's tolerance of specific problem behaviors and to determine if differences in grade levels existed. The Children's Tolerance Scale (CTS) was completed by 469 third to sixth graders. A one-way multivariate analysis of variance yielded significant grade level differences (p < .001), with older children generally the most tolerant. The more outer-directed behaviors (Negative Aggressive and Poor Peer Cooperation) were rated as most disturbing. Implications for mainstreaming behaviorally disordered students and future research are discussed.

Variability in Age and Experience among Blind Students Using Basal Reading Materials

1980 ◽  
Vol 74 (4) ◽  
pp. 147-150
Author(s):  
Hilda Caton ◽  
Earl Rankin
Keyword(s):  
Grade Level ◽  
Reading Programs ◽  
Chronological Age ◽  
Basal Reading ◽  
Basal Reader ◽  
Significant Variability ◽  
Grade Levels ◽  
Reading Materials ◽  
Blind Children ◽  
Blind Students

This study was designed to identify various problems encountered by children who read braille and use conventional basal reading programs transcribed into that medium. It was hoped that this information could be used to improve methods of teaching blind children to read and to help design more suitable reading materials for them. The results showed educationally significant variability in chronological age, years in school and grade level for blind children using basal reader materials designed for sighted readers at specific grade levels.

scholarly journals Effects of Classroom Activities on Affective State—A Comparison of Third and Fifth Graders

2016 ◽  
Vol 6 (2) ◽  
pp. 1 ◽  
Author(s):  
Michael Fartoukh ◽  
Lucile Chanquoy
Keyword(s):  
Academic Performance ◽  
Educational Psychology ◽  
Grade Level ◽  
Fifth Graders ◽  
Affective State ◽  
Third Graders ◽  
Cognitive Resources ◽  
Affective States ◽  
Classroom Activities ◽  
School Day

<p>We analysed the influence of classroom activities on children’s affective states. Children perform many different activities in the course of an ordinary school day, some of which may trigger changes in their affective state and thus in the availability of their cognitive resources and their degree of motivation. To observe the effects of two such activities (listening to a text and performing a dictation) on affective state, according to grade, we asked 39 third graders and 40 fifth graders to specify their affective state at several points in the day. Results showed that this state varied from one activity to another, and was also dependent on grade level. Third graders differed from fifth graders in the feelings elicited by the activities. The possible implications of these findings for the field of educational psychology and children’s academic performance are discussed.</p>

scholarly journals Differences and Similarities in Scientists’ Images Among Popular USA Middle Grades Science Textbooks

2021 ◽  
Vol 2 (2) ◽  
pp. 63-83
Author(s):  
Rebecca Hite
Keyword(s):  
Grade Level ◽  
Physical Science ◽  
Earth Science ◽  
Qualitative Content Analysis ◽  
White Male ◽  
Sixth Grade ◽  
School Students ◽  
Science Textbooks ◽  
Grade Levels ◽  
Images Of Scientists

<p style="text-align: justify;">Research on students’ perceptions of scientists is ongoing, starting with early research by Mead and Metraux in the 1950s and continuing in the present. Continued research interest in this area is likely due to scholarship suggesting adolescents’ impressions of scientists are sourced in-part from media, which influence their interests in science and identity in becoming a scientist. A significant source of images, in which adolescents (or middle school students) view science and scientists, is in their science textbooks. A qualitative content analysis explored images of scientists in three of the major U.S.-based middle grade science textbooks published in the new millennium: sixth grade biology, seventh grade earth science, and eighth grade physical science. The Draw A Scientist Test (DAST) Checklist was employed to assess scientists’ images and the stereotypes therein. From nine textbooks, 435 images of scientists were coded and analyzed by publisher and grade level / area by DAST constructs of appearance, location, careers, and scientific activities. Statistical analyses showed significant variances between grade levels and textbook publishers of scientists. Despite scientists portrayed in active endeavors, traditional tropes of the scowling, older, solitary, white male scientist persist. This study offers insight in leveraging improved images of scientists in textbooks.</p>

Enhancing Rural Students1 Attitudes Toward Peers with Disabilities: A Comparison of Interventions

1994 ◽  
Vol 13 (2) ◽  
pp. 34-40 ◽  
Author(s):  
Clifford Baker ◽  
Harvey Rude ◽  
Gary Sasso ◽  
Mel Weishahn
Keyword(s):  
Student Attitudes ◽  
Sixth Graders ◽  
Second Grade ◽  
Future Research ◽  
Rural School Districts ◽  
Grade Levels ◽  
The Disabled ◽  
Post Test ◽  
Acceptance Scale ◽  
The Impact

This study investigated the impact of two widely used commercial programs designed to increase peer understanding and acceptance of elementary school-aged handicapped students. Second, fourth, and sixth graders from six rural school districts were used in the study. The Better Understanding of Disabled Youth (BUDY) program and the Lets Meet the New Kids on the Block (KOB) program were two treatments employed to determine whether positive gains in attitudes toward the disabled could be systematically attained. Furthermore, the two programs were compared to see if one was more effective in this regard. By employing an adaptation of the Acceptance Scale (Voeltz, 1981) as both a pre-test and post-test measure, changes in student attitudes were documented on a variety of survey items. While a variety of variables were tracked, the most meaningful differences occurred between students in different grade levels. It appeared that second grade children increased their acceptance toward their peers with disabilities more positively as a result of undergoing the KOB interventions, while the older intermediate level children increased their acceptance more positively as a result of completing the BUDY interventions. Implications of findings and recommendations for future research are discussed.

Investigating “Problem-Solving With Datasets” as an Implementation of Computational Thinking: A Literature Review

2019 ◽  
Vol 58 (2) ◽  
pp. 502-534
Author(s):  
Burcu Berikan ◽  
Selçuk Özdemir
Keyword(s):  
Problem Solving ◽  
Grade Level ◽  
Instructional Methods ◽  
Computational Thinking ◽  
Conceptual Structure ◽  
Instructional Tools ◽  
New Approach ◽  
Data Literacy ◽  
Grade Levels ◽  
Academic Publications

This study aims to investigate problem-solving with dataset (PSWD) as a computational thinking learning implementation as reflected in academic publications. Specifically, the purpose is to specify the scope of PSWD, which overlaps with the data literacy, thinking with data, big data literacy, and data-based thinking concepts in the literature. Subaims of the study are to identify the conceptual structure of PSWD based on definitions in academic publications and to classify the reasons given in the literature to show the need for PSWD. For the purposes to investigate PSWD conceptually, to classify the reasons given for the need for PSWD, the obtained 54 publications were analyzed via content analysis. Moreover, this study investigates the most frequently suggested or used teaching strategies (in terms of instructional methods, instructional tools, and grade level) for PSWD in the literature. The frequencies of used words in selected publications referring instructional methods, instructional tools, and grade levels were shown in the findings of study. The importance of the study stems from its focus on a new approach to computational thinking instructional implementation.

Comparison of Pen and Keyboard Transcription Modes in Children with and without Learning Disabilities

2009 ◽  
Vol 32 (3) ◽  
pp. 123-141 ◽  
Author(s):  
Virginia W. Berninger ◽  
Robert D. Abbott ◽  
Amy Augsburger ◽  
Noelia Garcia
Keyword(s):  
Learning Disabilities ◽  
Grade Level ◽  
Fourth Graders ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Relative Advantage ◽  
Typically Developing ◽  
Spelling Ability ◽  
Students With Ld ◽  
Larger Sample

Fourth graders with learning disabilities in transcription (handwriting and spelling), LD-TD, and without LD-TD (non-LD), were compared on three writing tasks (letters, sentences, and essays), which differed by level of language, when writing by pen and by keyboard. The two groups did not differ significantly in Verbal IQ but did in handwriting, spelling, and composing achievement. Although LD-TD and non-LD groups did not differ in total time for producing letters by pen or keyboard, both groups took longer to compose sentences and essays by keyboard than by pen. Students in both groups tended to show the same pattern of results for amount written as a larger sample of typically developing fourth graders who composed longer essays by pen. Results for that sample, which also included typically developing second and sixth graders, showed that effects of transcription mode vary with level of language and within level of language by grade level for letters and sentences. However, consistently from second to fourth to sixth grade, children wrote longer essays with faster word production rate by pen than by keyboard. In addition, fourth and sixth graders wrote more complete sentences when writing by pen than by keyboard, and this relative advantage for sentence composing in text was not affected by spelling ability. Implications of the results for using computers for accommodations or specialized instruction for students with LD-TD are discussed.

Readability of Waiver of Liability Forms Used in Collegiate Intramural and Recreational Sports Programs

2003 ◽  
Vol 27 (2) ◽  
pp. 37-46 ◽  
Author(s):  
Benjamin J. White ◽  
Bradley J. Cardinal
Keyword(s):  
Grade Level ◽  
Ninth Grade ◽  
Reading Level ◽  
Recreational Sports ◽  
Intended Audience ◽  
Moderating Variables ◽  
Grade Levels ◽  
Sports Programs ◽  
Micro Power ◽  
Grade Reading Level

Waiver of liability forms should be written at a reading level consistent with that of the intended audience. On average, students read three grade levels below the last grade they completed in school. Therefore, waivers should be written no higher then the ninth-grade level. The main goal of this study was to assess the reading level of intramural and recreational sport waiver of liability forms, compared to the ninth-grade level. Nine NIRSA member schools and nine non-NIRSA member schools were randomly selected from each of NIRSA's six regions. Readability was assessed using the Readability Calculation software (Micro Power & Light, Dallas, TX) for MacIntosh. A one-sample t-test was performed to compare the forms to the ninth-grade reading level. Forms were written significantly higher than the ninth-grade level (t[26]=14.53, p<.0001). An analysis of variance was performed to assess possible moderating variables. No significant differences were found. Font size was also measured, and forms were found to have been written at a significantly higher level then the recommended 12-point font (t[28]=-2.88, p<.01). This study brings into question the efficacy of waiver of liability forms used in many collegiate/university intramural and recreational sports programs.

A Statewide Exploration of the Nature and Use of Curriculum in Special Education

1995 ◽  
Vol 62 (1) ◽  
pp. 68-83 ◽  
Author(s):  
Deanna J. Sands ◽  
Lois Adams ◽  
Donna M. Stout
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Grade Level ◽  
Life Skill ◽  
Beliefs And Practices ◽  
Service Delivery Models ◽  
Grade Levels ◽  
Compensatory Skills ◽  
Delivery Models

This study reports the results of a statewide survey of the beliefs and practices, regarding curriculum, of 341 elementary and secondary special education teachers serving students with a variety of disabilities. Findings indicate that (a) teacher training in curriculum development occurs mostly on the job; (b) teachers want training in teaching compensatory skills and life skills; (c) teachers believe that the IEP constitutes the curriculum for students with disabilities; (d) teacher judgment primarily guides the content of classroom instruction; (e) teachers focus principally on academic remediation versus life-skill or other instruction; (f) curriculum focus varies little across service-delivery models, but does vary by grade level; and (g) minimal articulation of curriculum exists across grade levels.

A Comparative Study on Undergraduate Students' Academic Motivation and Academic Self-Concept

2010 ◽  
Vol 13 (2) ◽  
pp. 572-585 ◽  
Author(s):  
Mine Isiksal
Keyword(s):  
Intrinsic Motivation ◽  
Undergraduate Students ◽  
Grade Level ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
University Education ◽  
Self Concept ◽  
Measuring Instruments ◽  
Grade Levels ◽  
American Students

The purpose of this study was to investigate Turkish and American undergraduate students' academic motivation and academic self-concept scores regarding the years that they spent in university. The analysis was based on 566 (284 Turkish, 282 American) undergraduate students where, Academic Motivation Scale and Academic Self-Concept Scale were used as measuring instruments. The results showed that there was a statistical significant effect of nationality and number of years spent in university on undergraduate students' intrinsic motivation, extrinsic motivation, and self-concept scores. Turkish students had higher intrinsic scores whereas American students had higher extrinsic scores and more positive academic-self concept compared to Turkish partners. Regarding grade level, senior students from both cultures had higher intrinsic motivation and academic self-concept scores compared to other grade levels. In terms of extrinsic motivation, there is steady decline in American students' scores as grade level increases. On the other hand, Turkish undergraduates' extrinsic scores decrease in the second year but increase in the third and fourth year of university education. Results were discussed by taking into consideration the social and cultural differences between two nations.

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