scholarly journals Important Aspects of Testing Knowledge and Skills of Third Grade Students in Light of Omnibus Survey: Polish Experience

2018 ◽  
Vol 8 (1) ◽  
pp. 40-53
Author(s):  
Beata Szurowska ◽  
Monika Czajkowska
Keyword(s):  
Third Graders ◽  
Third Grade ◽  
Test Results ◽  
Difficult Situation ◽  
Knowledge And Skills ◽  
Third Grade Students ◽  
Polish Experience ◽  
Children And Parents ◽  
Key Skills ◽  
And Mathematics

AbstractThis article deals with important aspects regarding the checking and assessment of the knowledge and skills of third-graders (more specifically pupils ending the third grade of primary school). The text makes use of the Omnibus research reports: M. Czajkowska, B. Szurowska (2016). It is worth noting that conducting tests in children of this age should be different than in adults (for example due to their emotional development, motivation, and self-esteem). The article is innovative in nature, because the authors pay attention to certain behaviors of the teachers and the children which have not been considered noteworthy before, such as: preparation of students, consisting not only of the key skills and knowledge determined by the requirements of the obligatory educational program but also providing emotional support, providing a pleasant atmosphere, indicating ways and methods of talking with children and parents about test results and supporting the children’s development in the specific areas that need improvement. The behavior of the children during tests, e.g. the possibility of using the available tools (e.g. ruler, scissors, dictionary, etc.) and the ability to solve the problem and apply different strategies in an emotionally difficult situation. The data presented in the article allows to determine both the amount of skills and knowledge that third grade students have in the field of Polish and mathematics as well as to open a discussion about a new approach to conducting tests among young students (focused on the child, its needs and feelings, and understanding how important teacher-parent cooperation is for the development of children at this age).

scholarly journals Freshmen and Third Grade Students Perceptions on Their Soft Skills Acquirement in The Use of Collaborative Learning in English Classroom

2018 ◽  
Vol 10 (2) ◽  
pp. 45
Author(s):  
Nia Nuryanti Permata
Keyword(s):  
Collaborative Learning ◽  
Soft Skills ◽  
Third Graders ◽  
Third Grade ◽  
Classroom Activity ◽  
The Third ◽  
Qualitative Research Design ◽  
Third Grade Students ◽  
English Classroom

It is said that soft skills are needed to have a successful life and career for students and can be trained in classroom by conducting collaborative learning. Then, polytechnic students have collaboration learning in their English classroom activity which is useful for their soft skills achivements. However, the students which have different level can have different perceptions on it. This research tries to compare students’ perceptions on their soft skills acquirement in the use of collaborative learning in English classroom in a state polytechnic. The first group is the freshmen, meanwhile the second group is the third grade students of Diploma 3. The study employs a qualitative research design, which is a case study. The data are gained from questionnaire, then observation and interviews are used to triangulate the data. The findings show that the freshmen perceive that they acquire soft skills in 90.9%, meanwhile the third graders are in 84.9%. This concludes that freshmen soft skills acquirement is higher than the third graders. It is recommended that collaborative learning method should be continued to develop the students’ soft skills, and the type of collaborative learning should be more appropriate for different grades of students. 

scholarly journals Morphological awareness and reading abilities in second- and third-grade Hebrew readers

2018 ◽  
Vol 39 (5) ◽  
pp. 989-1009 ◽  
Author(s):  
VERED VAKNIN-NUSBAUM
Keyword(s):  
Reading Comprehension ◽  
Morphological Awareness ◽  
Second Graders ◽  
Third Graders ◽  
Vocabulary Knowledge ◽  
Third Grade ◽  
Unique Contribution ◽  
Phonological Decoding ◽  
Third Grade Students ◽  
Reading Abilities

ABSTRACTThe contribution of morphological awareness to reading comprehension in Hebrew was tested in 100 second- and third-grade students on three types of morphology: inflections, derivations, and construct formation, controlling for vocabulary knowledge. Third graders performed better than second graders on inflectional and construct formation awareness, but only derivations and construct formation predicted success in reading comprehension. Significant differences in reading comprehension but not in orthographic word recognition and phonological decoding were found between students with low and high morphological awareness. The results highlight the importance of examining the unique contribution of different components of morphological awareness to reading comprehension.

Ask and It Will Be Given to You

1994 ◽  
Vol 30 (3) ◽  
pp. 311-330 ◽  
Author(s):  
Michael J. Murray ◽  
Kurt Meyers
Keyword(s):  
Third Graders ◽  
The Other ◽  
Third Grade ◽  
The Third ◽  
Third Grade Students ◽  
Grade Teacher ◽  
The Family

Consider the following situation. It is the first day of school, and the new third-grade students file into the classroom to be shown to their seats for the coming year. As they enter, the third-grade teacher notices one small boy who is particularly unkempt. He looks to be in desperate need of bathing, and his clothes are dirty, torn and tight-fitting. During recess, the teacher pulls aside the boy's previous teacher and asks about his wretched condition. The other teacher informs her that he always looks that way, even though the boy's family is quite wealthy. The reason he appears as he does, she continues, is that the family observes an odd practice according to which the children do not receive many important things – food, clothing, bathing, even shelter – unless they specifically request them. Since the boy, like many third-graders, has little interest in bathing and clean clothes, he just never asks for them.

scholarly journals Third Graders’ Identities as “Persons Who Understand Nature of Science” through an Electricity Unit

2020 ◽  
Vol 8 (1) ◽  
pp. 44
Author(s):  
Naime Elcan Kaynak ◽  
Valarie L. Akerson ◽  
Emel Cevik
Keyword(s):  
At Risk ◽  
Elementary Students ◽  
Nature Of Science ◽  
Third Graders ◽  
Third Grade ◽  
State Regulations ◽  
Third Grade Students ◽  
Class Discussions ◽  
Great Development

The purpose of this study is to explore third grade elementary students’ Nature of Science (NOS) identities as a result of participating in a unit on electricity. The study took place in the context of a diverse third grade “at risk” (as identified by state regulations) classroom. Videotapes were made of all aspects of the electricity lessons, including pre-lesson class discussions, activities engaged in by students, and follow-up class discussions at the conclusion of each lesson. Findings revealed that third graders began to develop identities of persons who conceptualize NOS. Even though through one unit they did not address all aspects of NOS, they showed great development in their identities for young third grade students.

Third Graders’ Motivational Preferences for Reading and Writing Tasks

2000 ◽  
Vol 1 (1) ◽  
pp. 78-99
Author(s):  
Samuel L. Miller ◽  
Judith D. Meece
Keyword(s):  
Positive Emotions ◽  
Third Graders ◽  
Third Grade ◽  
Reading And Writing ◽  
Third Grade Students ◽  
Performance Judgments ◽  
Metacognitive Abilities ◽  
Achievement Levels

In this study we evaluated 24 third-grade students’ preferences for reading and writing tasks. Tasks were identified according to challenge level based on the amount of required writing, whether students studied collaboratively, and duration. Students gave performance judgments and value ratings for 2 high- and 2 low-challenge tasks and explained their ratings. Students who had frequent opportunities to complete high-challenge tasks preferred them because they felt creative, experienced positive emotions, and worked hard. Students with less exposure to high-challenge tasks questioned whether they had the appropriate metacognitive abilities to complete them. Overall, students expressed a dislike for low-challenge tasks because they were boring and required minimal thought. Discussion focuses on how teachers can scaffold instruction for students at different achievement levels.

Impact of Small-Group Tutoring Interventions on the Mathematical Problem Solving and Achievement of Third-Grade Students With Mathematics Difficulties

2012 ◽  
Vol 36 (1) ◽  
pp. 21-35 ◽  
Author(s):  
Asha K. Jitendra ◽  
Michael Rodriguez ◽  
Rebecca Kanive ◽  
Ju-Ping Huang ◽  
Chris Church ◽  
...  
Keyword(s):  
At Risk ◽  
Problem Solving ◽  
Small Group ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
At Risk Students ◽  
Mathematical Structure ◽  
Third Grade ◽  
Third Grade Students ◽  
And Mathematics

This intervention study compared the efficacy of small-group tutoring on the mathematics learning of third-grade students at risk for mathematics difficulty using either a school-provided standards-based curriculum (SBC) or a schema-based instruction (SBI) curriculum. The SBI curriculum placed particular emphasis on the underlying mathematical structure of additive problems to represent and solve word problems. At-risk students ( N = 136) from 35 classrooms scoring below a proficiency level on their district accountability assessment were assigned randomly to treatment groups. Results indicated interaction effects on the word problem-solving (WPS) posttest and retention tests such that SBI students with higher incoming (pretest) WPS scores outperformed SBC students with higher pretest scores, whereas SBC students with lower pretest scores outperformed SBI students with lower pretest scores. No effects were found on number combinations automaticity, and mathematics and reading achievement. Implications to improve the problem-solving performance of at-risk students are discussed.

THE DEVELOPMENT OF ALGORITHMIC CULTURE AND PROGRAMMING CULTURE OF STUDENTS IN PROFILE CLASSES WHILE STUDING THE BASIS OF PROGRAMMING IN C++

2020 ◽  
pp. 24-33
Author(s):  
K. V. Rozov
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Process ◽  
Writing Programs ◽  
School Students ◽  
Knowledge And Skills ◽  
C Programming ◽  
And Mathematics ◽  
Basic Level ◽  
Special Control

The article presents the structure, content and results of approbation of the C++ programming course developed for the 10th grade students of physics and mathematics profile and implemented as part of the academic subject “Informatics”. The aim of the course is to develop in the student not only knowledge and skills in programming, but also his algorithmic culture and programming culture as important qualities of a potential IT-specialist. This is facilitated by special control of educational process by the teacher, which consists in monitoring the activities of students in writing programs and timely correction of this activity. The assessment of the level of development of student algorithmic culture and programming culture relative to the basic level of their formation (when mastering the basics of algorithmization and programming in the 9th grade) was carried out on the basis of a number of criteria presented in the article. The results of approbation showed that the specially organized teacher activity makes it possible to increase the level of algorithmic culture and programming culture of high school students when studying the basics of programming in C++.

PENERAPAN MODEL PEMBALAJARAN KOOPERATIF TIPE QUICK ON THE DRAW UNTUK MENINGKATKAN MOTIVASI BELAJAR MATEMATIKA PADA MATERI PECAHAN SISWA KELAS III SDN 001 PAGARAN TAPAH DARUSSALAM KABUPATEN ROKAN HULU

2017 ◽  
Vol 6 (1) ◽  
pp. 165
Author(s):  
Maidar Maidar
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Model ◽  
Third Grade ◽  
Motivation To Learn ◽  
Class Iii ◽  
Third Grade Students ◽  
Classroom Action Research

This study aims to determine whether there is an increased motivation to learn mathematics of third grade students of SDN 001 Pagaran Tapah Darussalam Rokan Hulu after application of cooperative learning model of quick on the draw. The problems of the research is "What type of cooperative learning model of application quick on the draw can Increase the motivation to learn mathematics 001 third grade students of SDN Pagaran Tapah Darussalam Rokan Hulu?" This research is a classroom action research conducted in SDN 001 Pagarah Tapah Darussalam. The subjects were students of class III is 31 students. Collecting the data in this study using sheets of observations made every meeting. Based on the results of this study concluded that using cooperative learning model of the type of quick on the draw can Increase the motivation to learn mathematics 001 third grade students of SDN Pagaran Tapah Darussalam Rokan Hulu.Keywords: cooperative quick on the draw, the motivation to learn math

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