scholarly journals Guiding Sixth Grade Language Development in Mathematical Content Acquisition through Student Centered SIOP Instruction

2016 ◽  
Author(s):  
Leah Callister
Keyword(s):  
Language Development ◽  
Sixth Grade ◽  
Student Centered ◽  
Mathematical Content ◽  
Content Acquisition

Smart Device Clickers

Biotechnology ◽  
2019 ◽  
pp. 1581-1606
Author(s):  
Érika Bertozzi de Aquino Mattos ◽  
Isabelle Mazza Guimarães ◽  
Alexander Gonçalves da Silva ◽  
Claudia Marcia Borges Barreto ◽  
Gerlinde Agate Platais Brasil Teixeira
Keyword(s):  
Teaching And Learning ◽  
Smart Phone ◽  
Faculty Members ◽  
Smart Device ◽  
Full Time ◽  
Student Centered ◽  
Student Centered Learning ◽  
Smart Glasses ◽  
Content Acquisition

In the traditional instructional paradigm, faculty members act like actors on a stage. They memorize their speech and deliver it to the audience, many times with very little to no interaction at all with the audience. On the other hand, in the student-centered learning paradigm, faculty members act like coaches interacting full time with their team. This chapter is based on a study conducted at a Brazilian Federal University. The study depicts the distance between science production and teaching, and reports on experiences using smart phone clickers to track and analyze students' content acquisition. The objective is to improve the interactive quality of teaching and learning, thus promoting steps to shift towards a student-centered instructional paradigm. Although smartphones were used in this study, with wearable technologies continuing to grow, other wearables such as smart glasses and smart watches could be used instead.

scholarly journals Metodologías de enseñanza-aprendizaje y su relación con la motivación e implicación del alumnado en las clases de Educación Física (Teaching-learning methodologies and its relation with students’ motivation and engagement in Physical Education lessons)

2020 ◽  
Vol 15 (46) ◽  
Keyword(s):  
Physical Education ◽  
Elementary Education ◽  
Structural Equation ◽  
Autonomous Motivation ◽  
Sixth Grade ◽  
Cross Sectional ◽  
Student Centered ◽  
Motivation And Engagement ◽  
Cross Sectional Design ◽  
Teaching Learning

Given the low motivation and engagements of some students during the Physical Education (PE) lessons, the main aim of this study is to analyze the relationship between the learning methods adopted by teachers (constructive, productive, reproductive, and laissez-faire) from the students’ perspective, and the motivational processes and the engagement of the students during the PE lessons. Participants were 465 male (n = 223) and female students (n = 242) aged between 10 and 14 years-old (M = 11.36; SD = 0.91) belonged to Elementary Education (fifth and sixth grade, n = 293) and Secondary Education (first and second grade, n = 172). Through a study with a correlational and cross-sectional design, students fulfillment self-reported questionnaires about teaching-learning methodologies, motivation and engagement. A structural equation modelling was used. The results showed that the constructive and reproductive methodologies were associated with the autonomous motivation. In addition, the productive and reproductive methodologies were related to the controlled motivation, whereas the productive methodology were associated with the amotivation. Finally, only the autonomous motivation was significant related to the engagement for PE lessons. Therefore, due to these obtained results, PE teachers should select more student-centered methodologies instead of teacher-centered methodologies, with the aim to get a higher quality student-motivation and engagement in the development of PE lessons.

scholarly journals Stereotypical Views of Beauty and Boys STILL Not Letting Girls Play: A Student-Centered Curriculum for Young Girls Through an After-School Activist Approach

2020 ◽  
pp. 1-8
Author(s):  
Risto Marttinen ◽  
Brianna Meza ◽  
Sara B. Flory
Keyword(s):  
Physical Activity ◽  
Role Models ◽  
Sixth Grade ◽  
After School ◽  
Student Centered ◽  
Media Messages ◽  
Urban Elementary School ◽  
After School Program ◽  
Field Notes ◽  
Member Checks

Purpose: The purpose of this study was to explore how a student-centered curriculum engaged participants in critical analysis of the “female ideal” and to identify perceived barriers to physical activity. Method: Participants were nine fifth and sixth grade Hispanic/Latina or mixed race girls, and two researchers at an urban elementary school in Southern California. Participants met one to two times per week in an after-school program. Data sources included researcher and participant journals, field notes, and semistructured interviews. Trustworthiness and credibility were established through prolonged engagement, member checks, and peer reviewer. Results: Two themes permeated the data. The first theme involved boys acting as a barrier to physical activity. The second theme involved alignment with the ideal female body. Discussion: This study highlights how boys still act as barriers to girls’ physical activity in many school settings, but also identifies how role models for girls have increased girls’ ability to critically examine media messages.

scholarly journals Vocabulary Development in Science: Studying a Middle School Sheltered Classroom

2017 ◽  
Vol 3 (2) ◽  
pp. 83
Author(s):  
Ying Zhang
Keyword(s):  
Language Development ◽  
English Learners ◽  
Science Curriculum ◽  
Science Classroom ◽  
Current Knowledge ◽  
Vocabulary Development ◽  
Sixth Grade ◽  
Literacy Skills ◽  
Ethnographic Study ◽  
Science Vocabulary

This article reports how science literacy development, particularly vocabulary development occurred in a sixth-grade sheltered science classroom as a part of an eight-month ethnographic study. Specifically, the research asks how language development occurs in the science classroom from the perspective of social semiotics. The study takes a multimodal social semiotic perspective to examine how English Learners (ELs) make meaning of science vocabulary. Qualitative methods are used and the data include video and audio recordings of science lessons, field notes, formal and informal interviews with teacher and students, and classroom artifacts. Findings demonstrate that although science vocabulary was embedded in the multimodal science curriculum, actual language development was limited. The study expands the current knowledge base for developing literacy skills in science and challenges researchers and educators to reexamine the current practice on how to incorporate effective literacy education in the content area of science.

Experimental projects and research: The use of programed instruction in teaching an advanced mathematical topic

1962 ◽  
Vol 9 (3) ◽  
pp. 160-162
Author(s):  
Robert Kalin
Keyword(s):  
Elementary Schools ◽  
Secondary School ◽  
Sixth Grade ◽  
Intermediate Grade ◽  
Mathematical Concepts ◽  
Mathematical Content ◽  
Considerable Evidence ◽  
Mathematical Topic

Considerable evidence bas been accumulating that intellectually superior fifth-and sixth-grade pupils have both the ability and the desire to learn important mathematical concepts normally not taught until secondary school. But elementary schools have generally been unable to include advanced mathematical content in their courses of study for their more capable intermediate-grade pupils.

Unpacking Middle School students’ perceptions regarding influences on academic success

2019 ◽  
Vol 41 (2) ◽  
pp. 43-64
Author(s):  
Tracy Worthington
Keyword(s):  
Middle School ◽  
Academic Success ◽  
Teaching And Learning ◽  
Sixth Grade ◽  
First Year ◽  
School Students ◽  
Student Centered ◽  
Teaching And Learning Environment ◽  
Community Influences ◽  
Sixth Grade Students

This single site case study examined influences on student success, as perceived by twelve selected sixth grade students (ages 11-12), at a mid-West U.S. middle school (grades 6-8). Using a strengths-based positivist approach, it examined how and why participants thought they had been academically successful during their first year of secondary school. Analysis of the resulting student-centered narrative applied elements of ecological systems theory to determine home, school, and community influences on academic success. This study reinforces the importance of listening to students, recognising the role student voice can have to improve the overall teaching and learning environment.

Mothers’ depressive symptoms and their children’s Turkish heritage language vocabulary development

2017 ◽  
Vol 23 (1) ◽  
pp. 71-86 ◽  
Author(s):  
Jessica A Willard ◽  
Carol Scheffner Hammer ◽  
Dana Bitetti ◽  
Lauren M Cycyk ◽  
Birgit Leyendecker
Keyword(s):  
Depressive Symptoms ◽  
Language Development ◽  
Heritage Language ◽  
Vocabulary Development ◽  
Fourth Grade ◽  
Sixth Grade ◽  
Receptive Vocabulary ◽  
School Age Children ◽  
School Age ◽  
Educational Professionals

Aims: This study examined associations between mothers’ depressive symptoms and the Turkish heritage vocabulary of their school-age children. We expected that mothers’ depressive symptoms would be associated with lower Turkish vocabulary scores in fourth grade as well as slower growth in vocabulary scores from fourth to sixth grade. Design: We collected longitudinal data on 139 mothers of Turkish origin in Germany and their children in fourth, fifth, and sixth grade. Mothers reported on the level of their depressive symptoms, and children were administered a Turkish receptive vocabulary test. Analysis: Data were analyzed with growth curve modeling. Findings and conclusions: Mothers’ depressive symptoms were not significantly associated with children’s vocabulary in fourth grade. However, mothers’ depressive symptoms did predict slower growth in children’s vocabulary from fourth to sixth grade. The higher a mother’s depressive symptoms score, the slower the growth of her child’s Turkish vocabulary. Originality: To our knowledge, this is the first study to examine the association between mothers’ depressive symptoms and their children’s vocabulary development during the school-age years, and the second to examine it for heritage language development. Significance and implications: Our findings suggest that mothers’ depressive symptoms may be one risk factor limiting parents in successfully passing on the heritage language to their children, even during school-age. Families as well as medical, psychological, and educational professionals should be made aware of the role of mothers’ depressive symptoms in their children’s language development.

Smart Device Clickers

2016 ◽  
pp. 295-320
Author(s):  
Érika Bertozzi de Aquino Mattos ◽  
Isabelle Mazza Guimarães ◽  
Alexander Gonçalves da Silva ◽  
Claudia Marcia Borges Barreto ◽  
Gerlinde Agate Platais Brasil Teixeira
Keyword(s):  
Teaching And Learning ◽  
Smart Phone ◽  
Faculty Members ◽  
Smart Device ◽  
Full Time ◽  
Student Centered ◽  
Student Centered Learning ◽  
Smart Glasses ◽  
Content Acquisition

In the traditional instructional paradigm, faculty members act like actors on a stage. They memorize their speech and deliver it to the audience, many times with very little to no interaction at all with the audience. On the other hand, in the student-centered learning paradigm, faculty members act like coaches interacting full time with their team. This chapter is based on a study conducted at a Brazilian Federal University. The study depicts the distance between science production and teaching, and reports on experiences using smart phone clickers to track and analyze students' content acquisition. The objective is to improve the interactive quality of teaching and learning, thus promoting steps to shift towards a student-centered instructional paradigm. Although smartphones were used in this study, with wearable technologies continuing to grow, other wearables such as smart glasses and smart watches could be used instead.

An Investigation of Sex-Bias in Classroom Teachers' Speech and Language Referrals

1980 ◽  
Vol 11 (3) ◽  
pp. 169-174 ◽  
Author(s):  
Ellen Marie Silverman ◽  
Katherine Van Opens
Keyword(s):  
School Districts ◽  
Voice Disorders ◽  
Communication Disorders ◽  
Sixth Grade ◽  
Sex Bias ◽  
Classroom Teachers ◽  
Communication Disorder ◽  
Primary Procedure ◽  
Teacher Referrals ◽  
Grade Classroom

Kindergarten through sixth grade classroom teachers in four school districts completed questionnaires designed to determine whether they would be more likely to refer a boy than a girl with an identical communication disorder. The teachers were found to be equally likely to refer a girl as a boy who presented a disorder of articulation, language, or voice, but they were more likely to refer a boy for speech-language remediation who presented the disorder of stuttering. The tendency for the teachers to allow the sex of a child to influence their likelihood of referral for stuttering remediation, to overlook a sizeable percentage of children with chronic voice disorders, and to be somewhat inaccurate generally in their referrals suggests that teacher referrals are best used as an adjunct to screening rather than as a primary procedure to locate children with communication disorders.

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