Attributions of Success, Grade Level, and Gender as Factors in Choral Students' Perceptions of Teacher Feedback

1995 ◽  
Vol 43 (4) ◽  
pp. 313 ◽  
Author(s):  
Charles P. Schmidt
Keyword(s):  
Grade Level ◽  
Teacher Feedback ◽  
And Gender ◽  
Choral Students

The Prevalence of Attention Deficit Hyperactivity Disorder (ADHD) Among Elementary School Children: The Effect of Certain Demographic Variables

2021 ◽  
pp. 75-90
Author(s):  
Tagreed Ameen Zagzoog ◽  
Rehab Mohammed Samy Elshazly ◽  
Mohammad Sayed Said Soliman
Keyword(s):  
Grade Level ◽  
Survey Methodology ◽  
Demographic Variables ◽  
Adhd Symptoms ◽  
Jeddah City ◽  
Hyperactivity Disorder ◽  
Dsm V ◽  
And Gender ◽  
Teacher's Knowledge ◽  
Item Scale

The study aimed to determine the prevalence of ADHD symptoms in Saudi children aged 6 to 13 years in Jeddah city. The study also explored the effect of variables namely teacher's knowledge, years of experience and teachers' gender on reported ADHD symptoms among primary grade students. A questionnaire survey methodology was adopted for the study. 550 children were included in the teachers' survey. Teachers assessed the ADHD symptoms in children using an 18-item scale based on DSM-V. The results indicated that the prevalence rates of ADHD among school-age differed according to ADHD subtypes. The Inattention type was rated by 35.34%, Hyperactivity/Impulsivity type was rated by 28.60%, and ADHD-C type was rated by 21.3% of the respondents. According to gender, for the Inattention subtype, the ratio between boys and girls was 1.7:1, for the Hyperactivity/Impulsivity subtype, the ratio between boys and girls was 2.03:1, and for combined subtype, the ratio between boys and girls was 2.2:1. According to the grade level, the highest prevalence of ADHD overall was found in grade three and the lowest prevalence was in grade six in all ADHD types. The present findings indicated that teachers' knowledge and gender (female) successfully predicted teacher-rated ADHD status.

Adolescents' use of reading comprehension strategies: Differences related to reading proficiency, grade level, and gender

2015 ◽  
Vol 37 ◽  
pp. 81-95 ◽  
Author(s):  
Carolyn A. Denton ◽  
Christopher A. Wolters ◽  
Mary J. York ◽  
Elizabeth Swanson ◽  
Paulina A. Kulesz ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Grade Level ◽  
Reading Proficiency ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
And Gender

Gender Discrepancies and Victimization of Students With Disabilities

2016 ◽  
Vol 37 (5) ◽  
pp. 296-307 ◽  
Author(s):  
Cynthia G. Simpson ◽  
Chad A. Rose ◽  
Stephanie K. Ellis
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
Relational Aggression ◽  
Grade Level ◽  
School Level ◽  
Online Victimization ◽  
Disability Status ◽  
Perpetrators And Victims ◽  
And Gender ◽  
Gender Discrepancies

Students with disabilities have been recognized as disproportionately involved within the bullying dynamic. However, few studies have examined the interaction between disability status, gender, and grade level. The current study explored the gender discrepancies among students with and without disabilities in middle and high school on bullying, fighting, relational aggression perpetration, victimization, online victimization, and relational aggression victimizations. Results suggest that students with disabilities are more likely to be involved as victims and perpetrators. In addition, males are more likely to be perpetrators and victims, whereas females are more likely to experience online victimization and relational victimization. Furthermore, students in high school are more likely to report bullying, whereas students in middle school are more likely to report fighting. Interactions between school level, disability status, and gender were significant for victimization and perpetration.

scholarly journals The Investigation of Pre Service Science Teachers’ Epistemological Beliefs According to Some Variables

2017 ◽  
Vol 5 (10) ◽  
pp. 207
Author(s):  
Mehmet Yalcin ◽  
Fatma Aggul Yalcin
Keyword(s):  
Science Teachers ◽  
Scientific Knowledge ◽  
Grade Level ◽  
Epistemological Beliefs ◽  
Service Science ◽  
Survey Method ◽  
Research Approach ◽  
Pooled Data ◽  
Significant Difference ◽  
And Gender

The present study aimed to investigate the relationship between pre service science teachers’ scientific epistemological beliefs and academic achievements and change of the beliefs with regard to the variables such as, grade level and gender. In the research in which survey method as research approach, the sample consisted of total 258 pre service teachers. Data was collected by “Epistemological beliefs scale” with 26 items developed by Conley et al. (2004). The data collected were analyzed using two way variance analysis. The statistical analysis showed that there is no a statistically significant difference in pre-service science teachers’ epistemological beliefs with regard to grade level and gender in the pooled data without considering sub dimensions of scale. But, in certainty of scientific knowledge sub dimension, no statistically significant difference was found according to gender, but a significant difference for grade level. Moreover, for justification of scientific knowledge sub dimension, the results showed that no pre service teachers’ epistemological beliefs differ with respect to gender, while there was statistically significant difference according to grade level. Again, it was found that the there is no statistically significant correlation between pre-service science teachers’ scientific epistemological beliefs and academic

The Analysis of Interpersonal Conflict Resolution Approaches of University Students by Grade Level and Gender

2015 ◽  
Vol 3 (2) ◽  
pp. 50
Author(s):  
Abdülkadir Avcı ◽  
Bilge Aydaş ◽  
Özgür Arlı
Keyword(s):  
University Students ◽  
Grade Level ◽  
Interpersonal Conflict ◽  
Fourth Grade ◽  
Communication Styles ◽  
Private Behavior ◽  
Study Results ◽  
Fourth Grade Students ◽  
Approach Avoidance ◽  
And Gender

Purposes of this study are to examine the interpersonal conflict solving approaches of university students and to detect whether these preferences changes according to grade level and gender. The sample of the study involves data obtained from 200 students from Mehmet Akif Ersoy University, Faculty of Education in 2009-2010 academic year spring term. Survey is used as data collection method of the study and "conflict communication scale" made by Goldstein (1999) is revised to Turkish by Arslan,2005 as "interpersonal conflict solving approach scale" is used as scale instrument. According to this, interactions in conflict process consist of Confrontation, Public/Private Behavior, Emotional Expression, Conflict Approach/ Avoidance, Self- Disclosure approaches which focus on communication styles in communication process. ANOVA and t-test statistics analysis are made to investigate the alteration of students interpersonal conflict management approaches according to grade level and gender. Study results point out that "confrontation" approach scores are the highest and "Public/Private Behavior" approach scores are the lowest according to others. There are significant differences between "conflict approach/avoidance" approach scores of first and fourth grade students and "Public/Private Behavior" approach scores between second and third grade and third and fourth grade students. When it was analyzed with the perspective of gender, it is concluded that there is a significant differences in favor of male students in approach scores of "Public/Private Behavior" and "confrontation".

scholarly journals Attitudes toward Chemistry, Self-Efficacy, and Learning Experiences of Pre-Service Chemistry Teachers: Grade Level and Gender Differences

2020 ◽  
Vol 13 (1) ◽  
pp. 235-254
Author(s):  
Dwi Wahyudiati ◽  
◽  
Eli Rohaeti ◽  
Irwanto Irwanto ◽  
Antuni Wiyarsi ◽  
...  
Keyword(s):  
Gender Differences ◽  
Self Efficacy ◽  
Grade Level ◽  
Learning Experiences ◽  
Chemistry Teachers ◽  
And Gender ◽  
Attitudes Toward Chemistry

Grade Level and Gender Differences in the Writing Self-Beliefs of Middle School Students

1999 ◽  
Vol 24 (4) ◽  
pp. 390-405 ◽  
Author(s):  
Frank Pajares ◽  
Giovanni Valiante
Keyword(s):  
Middle School ◽  
Gender Differences ◽  
Middle School Students ◽  
Grade Level ◽  
School Students ◽  
And Gender

Students' Self-Reported Substance Use by Grade Level and Gender

1996 ◽  
Vol 26 (1) ◽  
pp. 49-56 ◽  
Author(s):  
Liza Nagel ◽  
Dennis McDougall ◽  
Cheryl Granby
Keyword(s):  
Substance Use ◽  
Drug Use ◽  
Grade Level ◽  
Prevention Programs ◽  
Drug Prevention ◽  
Alcohol And Drug Use ◽  
Grade Levels ◽  
Tenth Grade ◽  
And Gender ◽  
Statistical Results

Over 900 students in the rural northwest at the fourth, sixth, eighth, and tenth grade levels were surveyed for alcohol and drug use. The survey instrument measured self-reported usage of seventeen substances. The descriptive statistical results are reported by gender as well as grade-level usage rates. Discussion includes targeting drug prevention programs for specific grade and gender levels based upon the results.

scholarly journals Investigating Junior High School Students´ Length Estimation Ability and Strategies

2019 ◽  
pp. 223-228
Author(s):  
Hsin-Mei E. Huang
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Grade Level ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Everyday Objects ◽  
Length Estimation ◽  
And Gender

This study investigated junior high school students’ length estimation ability with respect to everyday objects with lengths between 1 millimetre and 1 meter. Students’ strategies used for estimating the length of the longer side of a basketball court in school were analysed. A total of 240 Grade 7-9 students from cities in northern Taiwan completed a paper-and-pencil test assessing length estimation abilities. Results showed a significant gender effect on length estimation, but neither effects of grade level nor any interaction between grade level and gender on length estimation. About 40% of the students used effective strategies for estimating length measures, including visualizing, utilizing body parts, applying previous experiences, using a mental ruler, and making use of objects nearby. Still, about 60% of the students used ineffective strategies such as guessing. Implications for research and education practices are discussed.

Students' Self-Reported Substance Use by Grade Level and Gender

1996 ◽  
Vol 26 (3) ◽  
pp. 289-294 ◽  
Author(s):  
Liza Nagel ◽  
Dennis McDougall ◽  
Cheryl Granby
Keyword(s):  
Substance Use ◽  
Drug Use ◽  
Grade Level ◽  
Prevention Programs ◽  
Drug Prevention ◽  
Alcohol And Drug Use ◽  
Grade Levels ◽  
Tenth Grade ◽  
And Gender ◽  
Statistical Results

Over 900 students in the rural northwest at the fourth, sixth, eighth, and tenth grade levels were surveyed for alcohol and drug use. The survey instrument measured self-reported usage of seventeen substances. The descriptive statistical results are reported by gender as well as grade-level usage rates. Discussion includes targeting drug prevention programs for specific grade and gender levels based upon the results.

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