Word Association and Formal Training of the Written Language: B. Changes in Syntactic and Semantic Relationships of Associates

1979 ◽  
Vol 45 (3) ◽  
pp. 743-752
Author(s):  
Roy B. Mefferd ◽  
Joanne H. Dufilho ◽  
Nancy E. Dawson
Keyword(s):  
Grade Level ◽  
Word Association ◽  
Time Frame ◽  
Written Language ◽  
Cross Sectional ◽  
Semantic Relationships ◽  
Grade Levels ◽  
Grade 5 ◽  
Longitudinal Approach ◽  
Free Word

This study combined a cross-sectional and a longitudinal approach with children from kindergarten through Grade 5 responding in free word association on four occasions to stimulus words introduced at each of the first six grade levels. These responses were analyzed for meaningfulness, syntagmatic-paradigmatic relationship, and for idiodynamic response set. As previously reported with grade level the meaningfulness of responses increased, and the syntagmatic-paradigmatic shift was observed. This “shift” was complex and the idiodynamic set scores showed that it is largely a function of the didactic techniques and of the grade of introduction of written words in our elementary schools. The longitudinal data indicated marked individual differences in the time and course of the changes. Some children were strongly influenced by these didactic procedures while others were not influenced at all or were only transiently influenced. Most children entered school with a pre-established set but a few developed no set within the time frame of the study. It was emphasized that the correlation between word associations and didactic techniques and sequencing may reflect teachers' experience of maturational readiness in children of different ages.

scholarly journals Comparing self-perceived global self-esteem and physical self-esteem among children and adolescents in Southeastern Sweden, investigated in 2000 and 2017

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Anders Raustorp ◽  
Andreas Fröberg
Keyword(s):  
Children And Adolescents ◽  
Self Esteem ◽  
Cross Sectional Study ◽  
Children And Youth ◽  
Sectional Study ◽  
Self Perception ◽  
Cross Sectional ◽  
Grade Levels ◽  
Grade 5 ◽  
Grade 8

AbstractObjectivesTo compare self-perceived global self-esteem (GSE) and physical self-esteem (PSE) among children and adolescents aged 11 and 14 years in Southeastern Sweden, investigated in 2000 and 2017.MethodsThe present study consists of two independent cross-sectional study-cohorts from Southeastern Sweden, investigated in 2000 and 2017. The same protocol, procedures, and instruments were used in 2000 and 2017. In October 2000, data for self-perceived GSE and PSE, and anthropometry were collected from 11-years old children (Grade 5) (n=74) and 14-years old adolescents (Grade 8) (n=84). In October 2017, children (n=186) and adolescents (n=140) from the same grade-levels, schools and classrooms provided data for the same variables as in 2000. GSE and PSE were assessed with the Children and Youth Physical Self-Perception Profile (CY-PSPP).ResultsSelf-perceived GSE was higher in 2017 as compared to 2000 among both 11-years old boys (p<0.001) and girls (p<0.001) and 14-years old boys (p=0.008) and girls (p<0.001). Similarly, self-perceived PSE was higher in 2017 as compared to 2000 among both 11-years old boys (p<0.001) and girls (p=0.023) and 14-years old boys (p=0.025) and girls (p=0.002).ConclusionsSelf-perceived GSE and PSE among children and adolescents aged 11 and 14 years in Southeastern Sweden were higher in 2017 as compared to 2000. These results are not in agreement with the increased psychological ill-health as being reported among children and adolescents during the last decade in Sweden.

Sun-Smart Practices Amongst School Students (Grades 5, 7, and 9) in Alberta, Canada

2017 ◽  
Vol 21 (2) ◽  
pp. 137-144 ◽  
Author(s):  
Divya Jha ◽  
Shankar Jha ◽  
Sunita Ghosh ◽  
Michael Smylie ◽  
Muba Taher
Keyword(s):  
Grade Level ◽  
Current Knowledge ◽  
Sun Exposure ◽  
School Students ◽  
Grade Levels ◽  
Protective Behaviour ◽  
Grade 5 ◽  
Skin Cancers ◽  
Smart Education ◽  
Caucasian Students

Objectives: The aim of this study was to assess the current knowledge children possess on melanoma and sun-protective behaviour. Methods: A one-page survey was administered to students in grades 5, 7, and 9. Results: Three hundred ninety-two students from 11 schools in Edmonton were surveyed. Seventy-one percent of students knew that sun exposure can cause skin cancers. Sixty-nine percent were taught by their parents about sun protection, but only 44% of students received similar instructions from teachers. Twenty percent of students indicated that they never or rarely wore sunscreen. Twenty-five percent of students had experienced painful sunburns, and only 46% were willing to use sunscreen if it were available at school. More Caucasian students reported painful or peeling sunburns in each grade level than their non-Caucasian peers (for grade 5, P = .003; for grade 7, P < .0001; for grade 9, P = .001). For all grade levels, the percentage of Caucasian students who indicated that they would not wear sunscreen when going out in the sun was greater than among their non-Caucasian peers (for grade 5, P < .001; for grade 7, P = .003; for grade 9, P = .015). Conclusions: A comprehensive and focused approach to sun-smart education is recommended for students.

scholarly journals Teacher Retention: Why They Stay

2018 ◽  
Author(s):  
Michael Kurtz ◽  
Henry St. Maurice
Keyword(s):  
Teacher Retention ◽  
Teaching Experience ◽  
Likert Scale ◽  
Time Frame ◽  
Background Characteristics ◽  
Cross Sectional ◽  
Grade Levels ◽  
School Teaching ◽  
Human Participants ◽  
Short Time

<p> This quantitative study was based on national studies of teacher retention. A survey modified from Wiegand (2003) was completed by 425 practicing teachers from four Wisconsin school districts. Perception data were gathered from 319 participants who reportedly planned to continue teaching at their current schools. The survey was cross-sectional: data were collected in a short time frame. Data analysis was conducted in five stages: 1) Background characteristics of respondents; 2) Analysis of future plans; 3) Analysis of Likert scale items for all teachers that plan to remain; 4) Analysis of Likert scale items by teacher subgroups; 5) Analysis of open-ended items.</p><p> </p><p> Findings showed that their decisions were influenced by gender, age, current school teaching experience, and grade levels. Analyses of responses found significant relationships among intrinsic motivation, school organizational characteristics, and school climate.</p><p> This study received Exempt Review from the Edgewood College Human Participants Review Board based on an appropriate risk/benefit ratio and a project design wherein the risks have been minimized.</p><p></p><p> </p>

scholarly journals Kemampuan Problem-solving Skills Calon Guru PAI Berdasarkan Gender dan Grade Levels

2019 ◽  
Vol 17 (2) ◽  
pp. 121-130
Author(s):  
Adi Fadli
Keyword(s):  
Problem Solving ◽  
Teacher Candidates ◽  
Random Sampling ◽  
Grade Level ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Problem Solving Skills ◽  
Grade Levels ◽  
Essay Test ◽  
Cluster Random Sampling

Abstrak Penelitian ini bertujuan untuk mendeskripsikan kemampuan problem-solving skills (PSS) calon guru Pendidikan Agama Islam (PAI) berdasarkan gender dan grade levels. Sampel penelitian terdiri dari 100 orang calon guru PAI (60 wanita dan 40 laki-laki) yang ditentukan melalui teknik cluster random sampling. Design penelitian menggunakan cross-sectional survey dan dianalisis dengan uji MANOVA. Instrumen penelitian yang digunakan untuk mengukur kemampuan problem-solving skills (PSS) dengan mengacu pada Instrumen problem solving essay test (PSET) yang dikembangkan oleh Polya. Hasil penelitian membuktikan bahwa; (1) tidak terdapat perbedaan kemampuan problem-solving skills (PSS) calon guru PAI berdasarkan gender; (2) terdapat perbedaan kemampuan problem-solving skills (PSS) calon guru PAI berdasarkan grade levels; (3) grades junior memiliki level PSS yang paling tinggi dibandingkan pada grades freshman dan sophomore. Abstract This study aims to describe the ability of problem-solving skills (PSS) preservice Islamic teachers (PAI) based on gender and grade level. The research sample consisted of 100 PAI teacher candidates (60 women and 40 men) determined through cluster random sampling techniques. The study design used a cross-sectional survey and analyzed it with the MANOVA test. The research instrument used to measure the ability of problem-solving skills (PSS) with reference to the problem-solving instrument essay test (PSET) developed by Polya. The results of the study prove that; (1) there is no difference in the ability of PAI teacher candidates to solve their problem-solving skills based on gender; (2) there are differences in the ability of PAI teacher candidates to solve problem-solving skills (PSS) based on grade levels; (3) junior grades have the highest PSS level compared to freshman and sophomore grades.

Word Association and Formal Training of the Written Language: Consolidation of the Response Base

1979 ◽  
Vol 45 (2) ◽  
pp. 615-628 ◽  
Author(s):  
Roy B. Mefferd ◽  
Joanne H. Dufilho ◽  
Nancy E. Dawson
Keyword(s):  
Grade Level ◽  
Word Association ◽  
Sixth Grade ◽  
Written Language ◽  
Fifth Grade ◽  
Second Grade ◽  
Formal Training ◽  
School Grade ◽  
Written Form ◽  
Associate Type

Commonalities of adult word associations with 659 stimulus words were examined as a function of the elementary school grade level at which the words are formally introduced in their written form. There was a systematic decrease in the commonality of associates as a function of the grade level at which a stimulus word is introduced. A random sample of 20 words from each grade level showed that 64% of the primary responses to these words had been introduced in written form before the second grade. This suggests that early experiential associates of the spoken language become consolidated into more succinct networks. To investigate a possible paired-associate type of learning as an explanation for the high commonality of words learned early, associations of children in kindergarten through the fifth grade were obtained with 70 of the 659 words (10 from each grade level from kindergarten through sixth grade). Three significant effects of commonality were noted: (1) words introduced in the second grade had the highest commonalities regardless of the grade of the child, (2) the commonality of a word had a tendency to increase in the grade when it was introduced (even though responses by children in preceding grades indicated familiarity with the word), (3) the commonality of a given word increased at each succeeding grade level even though the children's vocabulary was steadily expanding. The commonalities observed for children and adults are discussed in terms of time and manner of formal introduction of the written words.

scholarly journals Teacher Retention: Why They Stay

2018 ◽  
Author(s):  
Michael Kurtz ◽  
Henry St. Maurice
Keyword(s):  
Teacher Retention ◽  
Teaching Experience ◽  
Likert Scale ◽  
Time Frame ◽  
Background Characteristics ◽  
Cross Sectional ◽  
Grade Levels ◽  
School Teaching ◽  
Human Participants ◽  
Short Time

<p> This quantitative study was based on national studies of teacher retention. A survey modified from Wiegand (2003) was completed by 425 practicing teachers from four Wisconsin school districts. Perception data were gathered from 319 participants who reportedly planned to continue teaching at their current schools. The survey was cross-sectional: data were collected in a short time frame. Data analysis was conducted in five stages: 1) Background characteristics of respondents; 2) Analysis of future plans; 3) Analysis of Likert scale items for all teachers that plan to remain; 4) Analysis of Likert scale items by teacher subgroups; 5) Analysis of open-ended items.</p><p> </p><p> Findings showed that their decisions were influenced by gender, age, current school teaching experience, and grade levels. Analyses of responses found significant relationships among intrinsic motivation, school organizational characteristics, and school climate.</p><p> This study received Exempt Review from the Edgewood College Human Participants Review Board based on an appropriate risk/benefit ratio and a project design wherein the risks have been minimized.</p><p></p><p> </p>

Prevalence and Implementation Practices of School Salad Bars Across Grade Levels

2017 ◽  
Vol 32 (6) ◽  
pp. 1375-1382 ◽  
Author(s):  
Meg Bruening ◽  
Marc A. Adams ◽  
Punam Ohri-Vachaspati ◽  
Jane Hurley
Keyword(s):  
Grade Level ◽  
Vegetable Consumption ◽  
School Nutrition ◽  
Fisher Exact Test ◽  
Cross Sectional ◽  
Test Analysis ◽  
Exact Test ◽  
Grade Levels ◽  
Implementation Practices ◽  
K 12

Purpose: To assess the prevalence of school salad bars in Arizona and to describe common practices of salad bar use among school nutrition managers across grade level. Design: Cross-sectional web-based surveys. Participants: School nutrition managers from elementary, middle, high, and K-12 schools (N = 648). Measures: Prevalence of salad bars; implementation practices such as years with salad bar, salad bar type, location, monitor, and reimbursement practices; and food-related components of salad bars including frequency of items, popular items, and sources of food. Analysis: Descriptive analyses were conducted including Fisher exact test, analysis of variance, and the Kruskal-Wallis test comparing practices across grade level (elementary, middle, high, and K-12 schools). Results: Overall, 61.1% of respondents had a salad bar; there were significant differences in the prevalence across grade level: elementary, middle, high, and K-12 schools had prevalence of 67.3%, 75.0%, 45.5%, and 51.1%, respectively ( P < .001). We observed significant differences in the implementation and food-related components of salad bars across grade levels including type, salad bar location, sources of food, and frequency of serving cut vegetables. Conclusion: This study provides insights on the prevalence of salad bars and is the first to report on implementation practices of school salad bars. These results may also guide the development of interventions for nutrition educators to use for the promotion fruit and vegetable consumption via school salad bars.

Meta-Analysis of Criterion Validity for Curriculum-Based Measurement in Written Language

2016 ◽  
Vol 51 (2) ◽  
pp. 72-82 ◽  
Author(s):  
John Elwood Romig ◽  
William J. Therrien ◽  
John W. Lloyd
Keyword(s):  
Grade Level ◽  
Meta Analysis ◽  
Criterion Validity ◽  
Written Language ◽  
Curriculum Based Measurement ◽  
Inclusion Criteria ◽  
Correct Word

We used meta-analysis to examine the criterion validity of four scoring procedures used in curriculum-based measurement of written language. A total of 22 articles representing 21 studies ( N = 21) met the inclusion criteria. Results indicated that two scoring procedures, correct word sequences and correct minus incorrect sequences, have acceptable criterion validity with commercially developed and state- or locally developed criterion assessments. Results indicated trends for scoring procedures at each grade level. Implications for researchers and practitioners 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 Students’ Word Associations with Different Terms Related to the Wadden Sea: Does the Place of Residence (Coast or Inland) Have an Influence?

2021 ◽  
Vol 11 (6) ◽  
pp. 284
Author(s):  
Till Schmäing ◽  
Norbert Grotjohann
Keyword(s):  
Wadden Sea ◽  
Word Association ◽  
Place Of Residence ◽  
Word Associations ◽  
Quantitative Content ◽  
Visitation Frequency ◽  
Written Form ◽  
Free Word ◽  
Different Levels ◽  
Out Of School

This paper presents students’ word associations with terms regarding the Wadden Sea. A continuous free word-association method was used in which the students from secondary schools (n = 3119, average age: 13.54 years) reported their associations with the stimulus words Wadden Sea, mudflat hiking tour, and tides in written form. Data were collected from students living close to the Wadden Sea and from students living inland. We performed a quantitative content analysis including the corresponding formation of categories. In addition, students’ school, out-of-school with the class, and private experiences the Wadden Sea ecosystem were recorded. The study shows that not only subject-related concepts should be considered at different levels, but non-subject-related aspects as well. The associations of the inland and non-inland students are statistically significantly different. The Wadden Sea and its biome were found to be completely unknown to some students. Students’ school, out-of-school with the class, and private experiences of the wetlands are also very mixed, regarding their Wadden Sea visitation frequency, and surprisingly cannot be directly derived from their place of residence. This research makes an important contribution towards the design of future biology didactic studies on the Wadden Sea.

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