The Composing Processes of Twelfth Graders

Two groups each containing 24 deaf subjects were compared with 24 fifth graders and 24 twelfth graders with normal hearing on the learning of segments of written English. Eight subjects from each group learned phrasally defined segments such as “paid the tall lady,” eight more learned the same words in nonphrases having acceptable English word order such as “lady paid the tall,” and the remaining eight in each group learned the same words scrambled, “lady tall the paid.” The task consisted of 12 study-test trials. Analyses of the mean number of words recalled correctly and the probability of recalling the whole phrase correctly, given that one word of it was recalled, indicated that both ages of hearing subjects showed facilitation on the phrasally defined segments, interference on the scrambled segments. The deaf groups showed no differential recall as a function of phrasal structure. It was concluded that the deaf do not possess the same perceptual or memory processes with regard to English as do the hearing subjects.

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School-Based Mind–Body Interventions: A Research Review

Human Arenas ◽

10.1007/s42087-020-00163-1 ◽

2021 ◽

Author(s):

Mauro Cozzolino ◽

Deborah R. Vivo ◽

Giovanna Celia

Keyword(s):

English Language ◽

Well Being ◽

Third Graders ◽

Research Review ◽

Negative Effects ◽

Twelfth Graders ◽

School Based ◽

Current Review ◽

School Based Interventions ◽

School Curricula

AbstractThis paper contains a narrative review of the literature in the field of school-based mind–body interventions (MBIs). The aim of the current review is to verify whether the school-based MBI programs implemented in primary and secondary schools over the past 5 years are effective in helping schoolchildren cope with stress-related, behavioral, and affective issues, as well as improve stress response and school performance. All articles were retrieved using a number of databases. Inclusion criteria comprised qualitative and quantitative, English language, and peer-reviewed studies among third graders (8–9 years old) to twelfth graders (17–18 years old), including special needs pupils. Qualitative studies were limited to pupils’ experience only. Ten studies meeting the criteria for this review were assessed. The school-based interventions included yoga-based programs and mindfulness training. Evidence was evaluated and summarized. Across the reviewed studies, we found support for MBIs as part of school curricula to reduce negative effects of stress and promote overall well-being with caveats to consider in choosing specific programs. The practical implications of the current review include considerations related to the incorporation of MBIs in school curricula, which would likely benefit schoolchildren.

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Comments on Vivian Zamel's "The Composing Processes of Advanced ESL Students: Six Case Studies". The Author Responds

TESOL Quarterly ◽

10.2307/3586345 ◽

1984 ◽

Vol 18 (1) ◽

pp. 154 ◽

Cited By ~ 7

Author(s):

Vivian Zamel

Keyword(s):

Case Studies ◽

Esl Students ◽

Composing Processes

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Modern Poetry in the Classroom: Surprised into Knowing: Twelfth Graders Reading Marge Piercy

The English Journal ◽

10.2307/819806 ◽

1993 ◽

Vol 82 (7) ◽

pp. 87

Author(s):

Georgia Rhoades

Keyword(s):

Modern Poetry ◽

Twelfth Graders ◽

Marge Piercy

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Virtual Environments, Online Racial Discrimination, and Adjustment among a Diverse, School-Based Sample of Adolescents

Psychology and Mental Health ◽

10.4018/978-1-5225-0159-6.ch045 ◽

2016 ◽

pp. 1077-1093

Author(s):

Brendesha M. Tynes ◽

Chad A. Rose ◽

Sophia Hiss ◽

Adriana J. Umaña-Taylor ◽

Kimberly Mitchell ◽

...

Keyword(s):

Virtual Environments ◽

Racial Discrimination ◽

Externalizing Behaviors ◽

Cross Sectional Study ◽

Adolescent Adjustment ◽

Cross Sectional ◽

Twelfth Graders ◽

Race And Gender ◽

Educational Professionals ◽

And Gender

Given the recent rise in online hate activity and the increased amount of time adolescents spend with media, more research is needed on their experiences with racial discrimination in virtual environments. This cross-sectional study examines the association between amount of time spent online, traditional and online racial discrimination and adolescent adjustment, including depressive symptoms, anxiety and externalizing behaviors. The study also explores the role that social identities, including race and gender, play in these associations. Online surveys were administered to 627 sixth through twelfth graders in K-8, middle and high schools. Multiple regression results revealed that discrimination online was associated with all three outcome variables. Additionally, a significant interaction between online discrimination by time online was found for externalizing behaviors indicating that increased time online and higher levels of online discrimination are associated with more problem behavior. This study highlights the need for clinicians, educational professionals and researchers to attend to race-related experiences online as well as in traditional environments.

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