scholarly journals Children’s Performance Estimation in Mathematics and Science Tests over a School Year: A Pilot Study

2017 ◽  
Vol 11 (29) ◽  
Author(s):  
Thomas Roderer ◽  
Claudia M. Roebers
Keyword(s):  
Pilot Study ◽  
Performance Estimation ◽  
Science Tests ◽  
School Year ◽  
Mathematics And Science

Introducción. La habilidad para estimar metacognitivamente el rendimiento de uno/a mismo/a se considera que tiene una importancia crucial para la iniciación de un esfuerzo dirigido a la tarea, así como para activar estragias adecuadas de resolución de problemas y para participar en la detección y en la corrección eficiente del error. Mientras que la habilidad para estimar el propio rendimiento en niños en edad escolar ha sido estudiada ampliamente, esta investigación se ha realizado casi exclusivamente en contextos experimentales altamente controlados, los cuales han considerado únicamente un ensayo experimental.Método. El objetivo de este estudio fue el de investigar esta habilidad metacognitiva en el contexto real de unas pruebas de aptitud en matemáticas. Estas pruebas fueron desarrolladas y administradas por un profesor de quinto grado (10 años de edad), a lo largo del año escolar. Las estimaciones del rendimiento permiten explorar el impacto que tiene la dificultad de las pruebas en la variabilidad de la estimación del rendimiento.Resultados. Las estimaciones medias del rendimiento estaban generalmente más próximas a la ejecución real, presentando menos variabilidad, en relación con la ejecución de la prueba. Cuando los participantes se agruparon en distintos niveles de rendimiento, los resultados revelaron una mayor precisión en la estimación de la ejecución en aquellos participantes que mostraron un rendimiento alto, en comparación con los participantes con un rendimiento mediano y bajo. Con el fin de explorar si estos hallazgos se podrían generalizar, se analizaron además las pruebas en ciencia de los mismos participantes, los cuales revelaron un patrón de resultados muy similar al del dominio de las matemáticas.Discusión y Conclusión. De modo general, este estudio naturalista confirma otros hallazgos previos del laboratorio, pero además ofrece información adicional por lo que se refiere a la validad ecológica de las pruebas y a la dependencia de las pruebas de las estimaciones del rendimiento de los estudiantes.

Early Identification of Handicapped Children through a Frequency Sampling Technique

1977 ◽  
Vol 43 (7) ◽  
pp. 414-420 ◽  
Author(s):  
Larry A. Magliocca ◽  
Robert T. Rinaldi ◽  
John L. Crew ◽  
Harold P. Kunzelmann
Keyword(s):  
At Risk ◽  
Pilot Study ◽  
Early Identification ◽  
Sampling Technique ◽  
Academic Behavior ◽  
Handicapped Children ◽  
School Year ◽  
Learning Tasks ◽  
At Risk Children ◽  
Frequency Sampling

A pilot study was initiated with three regular preschool classes (65 children) to determine the validity of identifying preschool handicapped children (3½ to 5½ years of age) through a frequency sampling technique. Seven 1 minute samples of academic behavior were developed for 4 year olds and nine 1 minute samples for 5 year olds. The 1 minute samples involved learning tasks all children were expected to achieve during the school year (e.g., matching colors). The frequency of correct responses of each child on the tasks was compared with other students in the school at the same age level. By noting all children performing in the lower 25% of frequency scores, a list of at risk learners was developed. When comparing the list of children identified through the frequency sampling technique with teacher identification of at risk children at the end of the school year, a correlation above .9 was found.

scholarly journals INFORMATION TECHNOLOGY USE AND ACADEMIC ACHIEVEMENTS OF STUDENTS IN PRIMARY SCHOOLS

2014 ◽  
Vol 43 (5) ◽  
pp. 40-55
Author(s):  
Khalid Said Rabayah
Keyword(s):  
Technology Use ◽  
Primary Schools ◽  
International Association ◽  
International Study ◽  
Science Tests ◽  
Academic Achievements ◽  
Math And Science ◽  
Major Factors ◽  
The Impact ◽  
Mathematics And Science

The association between ICT diffusion and education is a subject of hot debate in both ICT and educational circles. Stances range from positive enthusiast, to skeptics, to disbelievers vis-a-vis the impact of ICT on students’ achievements. The purpose of this paper is to investigate the presence of any correlation between students’ academic achievements as recorded by Trends in International Mathematics and Science (TIMMS 2011) and the penetration of ICT in their schools and households, with focus primarily on computers and the Internet. The paper relies on the analysis of the data published by the Trends in International Mathematics and Science Study (TIMMS 2011), international study center and the international association for the evaluation of educational achievements. Statistical data analysis will be employed to figure out whether there is any correlation between the penetration level of ICT and the students’ score in math and science tests as recorded by the TIMMS 2011 international scale. The analysis conducted within the scope of this research indicates the lack of any association between ICT use and students achievements in math and science subjects. Though the linkage between students’ achievements is not a straightforward issue that can be uncovered via simple regression analysis, however, the results definitely indicate that employment of ICT in both schools and homes is an insignificant factor that can be easily offset by other major factors, like socio-economic conditions, instruction resources, teachers’ capabilities, or cultural factors.

scholarly journals Parents' Choice of Early Childhood Education Services in Hong Kong: A Pilot Study about Vouchers

2009 ◽  
Vol 10 (3) ◽  
pp. 263-279 ◽  
Author(s):  
Gail Yuen ◽  
Susan Grieshaber
Keyword(s):  
Early Childhood ◽  
Hong Kong ◽  
Pilot Study ◽  
Early Childhood Education ◽  
Voucher Scheme ◽  
Public And Private ◽  
Non Profit ◽  
Childhood Education ◽  
School Year ◽  
The Impact

The introduction of a voucher scheme for early childhood education in Hong Kong has resulted in significant changes in the field. This article reports data from a pilot study that aimed at understanding better how parents chose an early childhood education service following the introduction of a voucher scheme in Hong Kong. Eighty-six Chinese parents with children aged three participated in interviews and focus group discussions. This group of parents had just undergone the process of selecting a kindergarten or nursery for their children for the school year 2007–2008. The participants were from a range of socioeconomic circumstances and educational levels who had selected non-profit-making kindergartens and nurseries in public and private housing estates. The results showed that what parents looked for in their choice of service closely matched how they defined quality. Moreover, their views on quality greatly resembled the specific notion of quality that the recent reform policy has been heavily promoting. The findings point to the complex interactions among policy, choice, and practices of early childhood education. The new voucher scheme is intensifying the governing of both the self and the field, the impact of which is worrisome.

Technology Tips: Teachers' Technology Class Continues Discussion of Pitfalls

2006 ◽  
Vol 99 (5) ◽  
pp. 340-342
Keyword(s):  
Graphing Calculators ◽  
Large Collection ◽  
Microsoft Excel ◽  
Course Materials ◽  
School Year ◽  
Mathematics And Science

You may recall the “April Fool's” Technology Tips column published during the 2004-2005 school year in which Todd Lee and his colleagues described some pranks that technology regularly plays on its users. In this month's tip, Larry Lesser and his students respond to these tips and add more possible technology pitfalls to the list. Lesser's examples use TI graphing calculators, Microsoft Excel, Mathematica, and InFocus projection devices. The “Surfing Note” this month includes a link to a large collection of interactive Java-based course materials for exploration in mathematics and science.—Eds.

Disentangling the Effects of the School Year from the School Day: Evidence from the TIMSS Assessments

2020 ◽  
Vol 15 (1) ◽  
pp. 104-135 ◽  
Author(s):  
Derek Wu
Keyword(s):  
Student Achievement ◽  
Spillover Effects ◽  
Instructional Time ◽  
Science Study ◽  
Student Groups ◽  
Positive Effects ◽  
School Year ◽  
School Day ◽  
Marginal Returns ◽  
Mathematics And Science

Schools often have to decide between extending the length of the school year or the school day. This paper examines the effects of changes in the distribution of instructional time on eighth-grade student achievement through a methodological framework that disaggregates total yearly instructional time into separate inputs for days per year and hours per day. This study's dataset brings together nearly 900,000 student observations across eighty countries and four quadrennial testing cycles of the Trends in International Mathematics and Science Study (TIMSS) Assessments (1995–2007). I find that the positive effects of instructional time on student achievement are driven largely by the length of the school day and not by the length of the school year, with diminishing marginal returns to the former. Socioeconomically underprivileged students are most likely to realize gains from a longer school day. Furthermore, isolating the amount of instructional time spent on TIMSS-tested subjects from the rest of the school day reveals spillover effects from time spent in non-tested subjects that are especially meaningful for underprivileged students. In contrast, the effects of time spent in tested subjects are more homogeneous across student groups.

scholarly journals Learning to make informed health choices: Protocol for a pilot study in schools in Barcelona

F1000Research ◽  
2020 ◽  
Vol 8 ◽  
pp. 2018
Author(s):  
Laura Martínez García ◽  
Pablo Alonso-Coello ◽  
Laia Asso Ministral ◽  
Clara Ballesté-Delpierre ◽  
Carlos Canelo Aybar ◽  
...  
Keyword(s):  
Pilot Study ◽  
Primary School ◽  
Ad Hoc ◽  
Randomised Trial ◽  
Primary School Children ◽  
Cluster Randomised Trial ◽  
Structured Interviews ◽  
School Students ◽  
School Year ◽  
Health Choices

Introduction: The Informed Health Choices (IHC) project has developed learning resources to teach primary school children (10 to 12-year-olds) to assess treatment claims and make informed health choices. The aim of our study is to explore both the students’ and teachers’ experience when using these resources in the context of Barcelona (Spain). Methods: During the 2019-2020 school year, we will conduct a pilot study with 4 th and 5 th-year primary school students (9 to 11-year-olds) from three schools in Barcelona. The intervention in the schools will include: 1) a workshop with the teachers, and 2) lessons to the students. The data collection will include: 1) assessment of the IHC resources by the teachers before the lessons, 2) non-participatory observations during the lessons, 3) semi-structured interviews with the students after a lesson, 4) assessment of the lessons by the teachers after a lesson, 5) treatment claim assessment by the students at the end of the lessons, and 6) assessment of the IHC resources by the teachers at the end of the lessons. We will use ad hoc questionnaires and guides to register the data. We will perform a quantitative and qualitative analysis of the data to explore understandability, desirability, suitability, usefulness, facilitators and barriers of the resources. The most relevant results will be discussed and some recommendations on how to use, how to adapt (if needed), and how to implement the IHC resources to this context will be agreed. The findings of the contextualization activities could inform the design of a cluster-randomised trial, to determine the effectiveness of the IHC resources in this context prior to scaling-up its use. Ethical considerations: The study protocol has obtained an approval exemption from the Ethics Committee of the Hospital de la Santa Creu i Sant Pau (Barcelona, Spain).

scholarly journals Learning to make informed health choices: Protocol for a pilot study in schools in Barcelona

F1000Research ◽  
2020 ◽  
Vol 8 ◽  
pp. 2018
Author(s):  
Laura Martínez García ◽  
Pablo Alonso-Coello ◽  
Laia Asso Ministral ◽  
Clara Ballesté-Delpierre ◽  
Carlos Canelo Aybar ◽  
...  
Keyword(s):  
Pilot Study ◽  
Primary School ◽  
Ad Hoc ◽  
Randomised Trial ◽  
Primary School Children ◽  
Cluster Randomised Trial ◽  
Structured Interviews ◽  
School Students ◽  
School Year ◽  
Health Choices

Introduction: The Informed Health Choices (IHC) project has developed learning resources to teach primary school children (10 to 12-year-olds) to assess treatment claims and make informed health choices. The aim of our study is to explore both the students’ and teachers’ experience when using these resources in the context of Barcelona (Spain). Methods: During the 2019-2020 school year, we will conduct a pilot study with 4 th and 5 th-year primary school students (9 to 11-year-olds) from three schools in Barcelona. The intervention in the schools will include: 1) assessment of the IHC resources by the teachers before the lessons, 2) non-participatory observations during the lessons, 3) semi-structured interviews with the students after a lesson, 4) assessment of the lessons by the teachers after a lesson, 5) treatment claim assessment by the students at the end of the lessons, and 6) assessment of the IHC resources by the teachers at the end of the lessons. We will use ad hoc questionnaires and guides to register the data. We will perform a quantitative and qualitative analysis of the data to explore understandability, desirability, suitability, usefulness, facilitators and barriers of the resources. The most relevant results will be discussed and some recommendations on how to use, how to adapt (if needed), and how to implement the IHC resources to this context will be agreed. The findings of the contextualization activities could inform the design of a cluster-randomised trial, to determine the effectiveness of the IHC resources in this context prior to scaling-up its use. Ethical considerations: The study protocol has obtained an approval exemption from the Ethics Committee of the Hospital de la Santa Creu i Sant Pau (Barcelona, Spain).

CSMP: A New Alternative in Elementary School Mathematics

1980 ◽  
Vol 27 (6) ◽  
pp. 20-26
Author(s):  
Ernest Woodward
Keyword(s):  
Elementary School ◽  
Pilot Study ◽  
District Of Columbia ◽  
First Grade ◽  
School Mathematics ◽  
School Students ◽  
Final Version ◽  
Elementary School Mathematics ◽  
School Year ◽  
Mathematics Program

The Comprehensive School Mathematics Program (CSMP) is in the eighth year of the pilot study of its elementary school mathematics program. For the first two years, only elementary schools in the area of Carbondale, Illinois, were involved. In the extended pilot study, approximately 170 schools in eighteen states and the District of Columbia, with over one thousand teachers and over thirty thousand elementary school students have participated. For the extended pilot schools, sequential materials are available for grades kindergarten through four. Sequential materials for grades five and six were planned for use in the falls of 1978 and of 1979, respectively. Thirdand fourth-grade entry programs also have been completed for students who have not previously studied from CSMP. CSMP is asking teachers to evaluate its program and is revising as a result of teacher feedback. The final version of the kindergarten materials was completed in the fa ll of 1976. Completion of the final version of the first-grade materials was scheduled for the 1978 79 school year, with the materials for other grades to be completed one grade at a time on an annual basis.

scholarly journals Children’s Camps as a Tourism Product – A Case Study

2016 ◽  
Vol 5 (2) ◽  
pp. 189-202
Author(s):  
Halina Kotíková ◽  
Eva Schwartzhoffová
Keyword(s):  
Pilot Study ◽  
School Children ◽  
Free Time ◽  
Summer Camps ◽  
Face To Face ◽  
School Year ◽  
Tourism Product ◽  
Children’S Participation ◽  
Children's Participation

Abstract This article focuses on the issues of organized tourism, more specifically, on children’s summer camps, in which Czech children spend free time during their holidays. T he purpose of this paper is to present results of a pilot study on children’s participation in summer camps. On the basis of the research carried out in the form of a face-to-face survey conducted with a sample of 479 pupils – grades five and seven, selected criteria, which characterize these camps, were analysed in relation to the choice of the camps and children’s participation in them. T he results show that the majority of school children participate in summer children’s camps. T he most popular camps are overnight camps and sports camps run by the organizations which children attend during the school year.

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