Preschool Experiences of Advantaged Children

1995 ◽  
Vol 77 (1) ◽  
pp. 89-90 ◽  
Author(s):  
Bobbie Gibson Warash ◽  
Carol Markstrom-Adams
Keyword(s):  
Public School ◽  
Day Care ◽  
First Grade ◽  
Self Esteem ◽  
The Other ◽  
Third Grade ◽  
Second Grade ◽  
Care Group ◽  
Care Groups

Experiences of advantaged children were examined among 85 kindergarten, 72 first-grade, 61 second-grade, and 66 third-grade boys and girls. Preschool and nonpreschool/nonday-care groups scored significantly higher on academic self-esteem than a day-care group. The preschool group scored higher on CTBS Mathematics than the other two groups, and the preschool and day-care groups had significantly fewer absences in public school than the nonpreschool/nonday-care group.

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

Specific Visual Perceptual Skills as Long-Term Predictors of Academic Success

1975 ◽  
Vol 8 (10) ◽  
pp. 651-655 ◽  
Author(s):  
Ronald P. Colarusso ◽  
Hannah Martin ◽  
Joseph Hartung
Keyword(s):  
Academic Success ◽  
School Achievement ◽  
First Grade ◽  
Third Grade ◽  
Second Grade ◽  
Primary Concern ◽  
Research Association ◽  
Perceptual Skills

The primary concern of this study was the determination of the degree of relationship between the Frostig DTVP and academic achievement as measured by the Scholastic Research Association Achievement Test Battery (SRA). The DTVP was administered to kindergarten and first grade subjects while the SRA was administered to the same subjects at second and third grade. Product-moment correlations were then computed along with step-wise multiple regression analyses. None of the DTVP scores were useful predictors of second grade school achievement, while only Position in Space predicted SRA Language Arts and Math Concept achievement at the third grade level.

Math is Beautiful

2015 ◽  
Vol 22 (2) ◽  
pp. 71-73 ◽  
Keyword(s):  
Public School ◽  
Third Grade ◽  
Second Grade ◽  
Stained Glass ◽  
Different Types ◽  
Different Shapes ◽  
Mathematics Class ◽  
Family Vacation

Two different solution contexts for the Math Is Beautiful investigation are described here: Ali Duncan's third-grade class at Prueter Public School in Kitchener, Ontario, solved the problem during a mathematics class; and Cynthia Hockman-Chupp's son in the second grade explored the investigation while on a plane trip during a family vacation. In both cases, students were asked to design a stained-glass window using specific criteria related to quadrilaterals. To meet the criteria, students had to consider how many shapes would fill a designated space, how different shapes can fit together to tile a surface, and the properties and attributes of different types of quadrilaterals.

scholarly journals The reciprocal relation between morphological awareness and spelling in Chinese: A longitudinal study of primary school students

PLoS ONE ◽  
2020 ◽  
Vol 15 (12) ◽  
pp. e0243050 ◽  
Author(s):  
Liping Li ◽  
Ruiying Li ◽  
Xinchun Wu
Keyword(s):  
Longitudinal Study ◽  
Primary Schools ◽  
Structural Equation ◽  
Morphological Awareness ◽  
First Grade ◽  
Third Grade ◽  
Literacy Skill ◽  
Second Grade ◽  
Reciprocal Relation ◽  
Bidirectional Association

Spelling is a literacy skill that must be mastered during children’s academic development. It involves a variety of cognitive factors, including morphological awareness. Studies in the alphabet and Chinese systems have shown that there is a close relationship between morphological awareness and spelling. Although there is clearly a significant unidirectional effect of morphological awareness on spelling significantly, few studies have explored the bidirectional relationship between morphological awareness and spelling. This three-time point longitudinal study was designed to investigate the reciprocal effects of morphological awareness and character spelling in Chinese. Participants included 124 children from two primary schools in Mainland China. The students were tracked from first grade to third grade and were administered a battery of tests to measure morphological awareness (e.g., homophone awareness, homograph awareness, and compounding awareness) and spelling to dictation, controlling for IQ, phonological awareness, and orthographic awareness. A structural equation model was utilized to examine the reciprocal relation between the students’ morphological awareness and character spelling. Results showed that earlier morphological awareness predicted subsequent spelling abilities from first grade to third grade and spelling in first grade predicted morphological awareness in second grade; however, spelling in second grade did not predict the subsequent morphological awareness in third grade. This study suggests that there is a bidirectional association between morphological awareness and spelling from first grade to second grade in Chinese, and a unidirectional association between morphological awareness and spelling from second grade to third grade. Future studies could examine the causal relationship between morphological awareness and character spelling by using an instructional intervention.

scholarly journals A proposed proposal for the development of mathematics learning calendar for intermediate stage in Saudi Arabia in the light of alternative assessment strategies

2017 ◽  
Vol 1 (10) ◽  
Author(s):  
Nourah Awadh Al Asmari
Keyword(s):  
Saudi Arabia ◽  
Alternative Assessment ◽  
Mathematics Curriculum ◽  
Intermediate Stage ◽  
First Grade ◽  
Third Grade ◽  
Second Grade ◽  
Alternative Evaluation ◽  
Evaluation Strategies ◽  
Assessment Strategies

The present study aimed to identify appropriate alternative evaluation strategies for learning mathematics in the intermediate stage and the evaluation activities of each strategy. The study was applied to the descriptive descriptive method. The sample of the study consisted of the mathematics curriculum in the intermediate stage included in: (teacher's guides, assessment guides), the teacher's copy of the first, second, and third grades for the first and second semesters, For analysis, in accordance with the amended edition 1435 H / 2014. In addition to the alternative assessment strategies, which were designed after reviewing the studies on alternative evaluation strategies in the field of mathematics and the characteristics of middle school students, the tool was developed for the middle stage. The list consisted of thirty-two paragraphs. The process of analyzing the curriculum was carried out in three steps: First, a table was prepared containing the units included in the mathematics textbooks for the intermediate stage, the alternative evaluation strategies and the paragraphs of each strategy. Second: The results of the analysis are abstracted by calculating the frequency of each paragraph in the list and included in the mathematics curriculum in the form of descriptive quantitative analysis. Third: Calculate the frequency of each strategy and the percentage of the extent to which each alternative assessment clause is included in the mathematics curriculum. The results of the study were as follows: 1 The percentages of inclusion of the mathematics curriculum for the activities of the alternative evaluation strategies varied. The higher observation strategy was 28% in the first grade, 30% in the intermediate second grade, and 38% in the third grade. Paper and pencil assessment strategy, 12% lower in the average grade 1 curriculum, 13% in the intermediate second grade curriculum, and 11% in the average third grade curriculum. 2 There is convergence but not balanced in the level of inclusion of alternative assessment activities for all strategies in the mathematics curriculum of the intermediate stage. 3 - There are deficiencies in the inclusion of alternative assessment strategies and their activities in the mathematics curriculum for the intermediate stage, which means that they do not achieve the structural philosophy that calls for the elimination of tests in traditional form, and attention to the original calendar such as: files of achievement, interviews, self-evaluation, The study recommended the importance of the need for the attention of the planners and developers of mathematics curricula for the intermediate stage in the Kingdom of Saudi Arabia to find a kind of balance in the inclusion of these curricula alternative evaluation strategies, and the activities of each strategy.

scholarly journals Learning English Motivation By Students of SMK UISU Medan

2019 ◽  
Author(s):  
Susi Ekalestari ◽  
Febriyola Putri ◽  
Abdurrozzaq Hasibuan
Keyword(s):  
Mixed Method ◽  
First Grade ◽  
Likert Scale ◽  
Third Grade ◽  
Second Grade ◽  
Main Factor ◽  
Learning English

This research is aimed to determine the type of motivation and factors that influence the motivation of the students of SMK UISU Medan. The sample of this study is all students of SMK UISU Medan. The total respondents in the sample are 52 students from first grade, second grade, and third grade of the school. This researach uses mixed method so that the data will be analyzed quantitatively and qualitatively using Likert scale. The instruments used in this reseaarch are questionnaire and interview. Therefore, the data are collected by sharing questionnaire and conducting. The research finds that the motivation most possessed by the respondents is instrumental motivation, furthermore, teacher’s factor is the main factor that influences student motivation in learning English.

scholarly journals Performance of The Active Siaga Vilages at The Area Sukodono Community Health Centre

2017 ◽  
Vol 3 (2) ◽  
pp. 70
Author(s):  
Ayu Cahyani Noviana
Keyword(s):  
Human Resources ◽  
Community Health ◽  
Health Centre ◽  
First Grade ◽  
Community Health Centre ◽  
Third Grade ◽  
Second Grade ◽  
The Village

In relation to be built “Healthy District”. Sukodono Community Health Centre wanted to evaluate all of the Siaga Villages performance at the area and tried to be upgraded the rank , if possible to be at the best rank. The result showed that at 2013 there was no more first grade Siaga Villages, 52.63% became second grade and 10,53% became third grade but the highest grade was none. To achived the highest grade was very difficult due to limited human resources at the village, so Sukodono Community Health Centre has to do some workshops and gives some rewards to the villagers to attrack them to become the participants

scholarly journals Teaching Arts Using the Project Method. Students’ Views Towards the Subject of Arts

2015 ◽  
Vol 2 (2) ◽  
pp. 72
Author(s):  
Maria Kampouropoulou
Keyword(s):  
High School ◽  
First Grade ◽  
Third Grade ◽  
Second Grade ◽  
Project Method ◽  
School Year ◽  
Before And After ◽  
The Subject ◽  
Teaching Interventions ◽  
Students Attitudes

<p class="2M-body">The paper refers to the use of project method by students who were attending the first, second and third grade of High School in Greece. We designed and realized a research in order to examine the improvement of students’ attitudes and views towards the subject of Arts using the project method. The subject of the project in the first grade of High School was “the traditional village of Lindos”, the subject of the project in the second grade was “the medieval city of Rhodes” and the subject of the project in the third grade was "the acropolis of Filerimos". All the areas under study were in Rhodes, Greece. Questionnaires were given to the students before and after the teaching interventions which was realized during the first quarter of the school year 2014-2015. The results showed that the use of project method vindicated the goals of the research and improved significantly the students' views and attitudes towards the subject of Arts.</p>

scholarly journals Examining the STEM Awareness and Entrepreneurship Levels of Pre-Service Science Teachers

2019 ◽  
Vol 7 (3) ◽  
pp. 142 ◽  
Author(s):  
Selcen Süheyla Ergün
Keyword(s):  
Science Teachers ◽  
Stem Education ◽  
Holistic Approach ◽  
First Grade ◽  
Service Science ◽  
The Other ◽  
Survey Method ◽  
Second Grade ◽  
Science Technology ◽  
And Mathematics

The scientific and technological developments in today's world require countries to raise entrepreneurial, productive, critical, problem-solving, and entrepreneurial individuals. Therefore, STEM (Science, Technology, Engineering, and Mathematics) education has gained importance today. STEM education is defined as an approach that takes an interdisciplinary relationship and takes a holistic approach to science, technology, engineering, and mathematics. STEM education includes the activities that will increase the students' interest and orientations towards science, technology, engineering, and mathematics fields using the skills that should be possessed today. The aim of this study was to examine the STEM awareness and entrepreneurship levels of pre-service science teachers. The sample of the study consisted of 93 female and 20 male students studying in the Science Education Department at Afyon Kocatepe University. As a quantitative research type, survey method was used in this study. “STEM Awareness Scale” (SAS) developed by Buyruk and Korkmaz (2016) and “Entrepreneurship Scale for Teacher Candidates” developed by Deveci and Cepni (2015) were used as data collection tools. As a result of analyses, it was seen that science teachers' attitudes towards STEM education were positive. Females’ STEM awareness was significantly higher than males’ in both positive and negative sub-factors. STEM awareness of the first grade students was significantly lower than the other classes in the positive sub-factor, and significant differences were found between the first grade and second grade, and the second grade and the fourth grade in the negative sub-factor. There were no significant differences of entrepreneurship levels in terms of gender. Also, the entrepreneurship characteristics of the second grade were significantly higher than the other grade levels.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

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