The Perceived Work Ethic of K-12 Teachers by Grade Level Taught (K-6, 7-9, 10-12)

2013 ◽  
pp. 553-564
Author(s):  
Gregory C. Petty
Keyword(s):  
Factor Analysis ◽  
Grade Level ◽  
Work Ethic ◽  
Sixth Grade ◽  
Educational Practices ◽  
Seventh Grade ◽  
Professional Educators ◽  
Grade Levels ◽  
Twelfth Grade ◽  
K 12

Most professional educators agree that K – 20 educators have difficult jobs. However, there has been little research conducted on whether the work ethic of teachers of the different grade levels is common to all levels of teachers. Knowledge of any differences could affect training strategies and educational practices. The science of pedagogy implies that all teaching structures and curriculum are the same for teaching children. However, this chapter shows that there are significant differences between teachers of kindergarten through sixth grade from their counterparts teaching seventh grade through twelfth grade. Specific components that are the result of a factor analysis reveal definitive work ethic constructs that differ between levels of teachers. This information could be used to develop more appropriate curriculum for teachers at all levels of teaching.

scholarly journals Differences and Similarities in Scientists’ Images Among Popular USA Middle Grades Science Textbooks

2021 ◽  
Vol 2 (2) ◽  
pp. 63-83
Author(s):  
Rebecca Hite
Keyword(s):  
Grade Level ◽  
Physical Science ◽  
Earth Science ◽  
Qualitative Content Analysis ◽  
White Male ◽  
Sixth Grade ◽  
School Students ◽  
Science Textbooks ◽  
Grade Levels ◽  
Images Of Scientists

<p style="text-align: justify;">Research on students’ perceptions of scientists is ongoing, starting with early research by Mead and Metraux in the 1950s and continuing in the present. Continued research interest in this area is likely due to scholarship suggesting adolescents’ impressions of scientists are sourced in-part from media, which influence their interests in science and identity in becoming a scientist. A significant source of images, in which adolescents (or middle school students) view science and scientists, is in their science textbooks. A qualitative content analysis explored images of scientists in three of the major U.S.-based middle grade science textbooks published in the new millennium: sixth grade biology, seventh grade earth science, and eighth grade physical science. The Draw A Scientist Test (DAST) Checklist was employed to assess scientists’ images and the stereotypes therein. From nine textbooks, 435 images of scientists were coded and analyzed by publisher and grade level / area by DAST constructs of appearance, location, careers, and scientific activities. Statistical analyses showed significant variances between grade levels and textbook publishers of scientists. Despite scientists portrayed in active endeavors, traditional tropes of the scowling, older, solitary, white male scientist persist. This study offers insight in leveraging improved images of scientists in textbooks.</p>

The Impacts of the Voice Change, Grade Level, and Experience on the Singing Self-Efficacy of Emerging Adolescent Males

2014 ◽  
Vol 62 (3) ◽  
pp. 277-290 ◽  
Author(s):  
Ryan A. Fisher
Keyword(s):  
Classification System ◽  
Self Efficacy ◽  
Grade Level ◽  
Sixth Grade ◽  
Adolescent Males ◽  
Eighth Grade ◽  
Seventh Grade ◽  
Voice Change ◽  
Main Effect ◽  
The Voice

The purposes of the study are to describe characteristics of the voice change in sixth-, seventh-, and eighth-grade choir students using Cooksey’s voice-change classification system and to determine if the singing self-efficacy of adolescent males is affected by the voice change, grade level, and experience. Participants ( N = 80) consisted of volunteer sixth-grade, seventh-grade, and eighth-grade males enrolled in a public school choral program. Participants completed the Singing Self-Efficacy Scale for Emerging Adolescent Males (SSES). After completing the SSES, participants were individually audio-recorded performing simple vocal exercises to attain each boy’s vocal range. Results revealed that 45% of sixth-grade participants, 48.15% of seventh-grade participants, and 87.88% of eighth-grade participants were classified as changing voices. Results of a three-way between-subjects ANOVA revealed no main effect for voice-change stage or grade level. A main effect was found for experience, favoring participants with 3 or more years of experience in choir. No statistically significant interactions were found.

So Difficult to Understand : Readability Index Analysis of Online Patient Information on Lymphoma from NCI- Designated Cancer Center.

Blood ◽  
2016 ◽  
Vol 128 (22) ◽  
pp. 3567-3567
Author(s):  
Supreet Kaur ◽  
Abhishek Kumar ◽  
Dhruv Mehta ◽  
Michael Maroules
Keyword(s):  
Patient Information ◽  
Grade Level ◽  
Medical Information ◽  
Conflicts Of Interest ◽  
Sixth Grade ◽  
Cancer Center ◽  
Flesch Reading Ease ◽  
Tenth Grade ◽  
Twelfth Grade ◽  
The Mean

Abstract Objectives - In current era of information technology, there is abundance of medical information for the patients and families. It is recommended that the online patient information (OPI) should be written no greater than sixth grade as per The National Institute of Health (NIH), American Medical Association, Department of Health & Human Services. We aim is to assess whether OPI on lymphoma from NCI-Designated Cancer Center (NCIDCC) and various cancer associations websites meet the current recommendations on a panel of readability indexes. Methods - OPI from patient only section of NCIDCC and cancer associations websites were collected. This text was analyzed by 7 commonly used readability tests - Flesch Reading Ease score(FRE), Gunning Fog(GF), Flesch-Kincaid Grade Level(FKGL), The Coleman-Liau Index(CLI), The Simple Measure of Gobbledygook (SMOG) Index, Automated Readability Index(ARI) and Linsear Write Formula(LWF). Text from each article was pasted into Microsoft Word and analyzed using the online software Readability formulas. Results - The mean FRE score is 55.4 (range 37.4-67.9) which corresponded to difficult level grade. The mean GF score is 12.9 (range 10.8-15.2) that comes between difficult and hard. The FKGL score is 9.9 (range 7.2-11.9) that corresponds to above the level of ninth grader.The mean CLI score is 11.09 (range 9-12) which represented text of twelfth grade. The mean SMOG index is 9.6 (range 8.1-11.1) which corresponded to greater than seventh grade level. While the mean ARI score was 10.5 (range 7.7-12.5) which represents readability suitable for people more than tenth grade. The mean LWF was 11.29 (range 7.8-14.4) that corresponds to tenth grade level of text. Conclusion - The currently available OPI on lymphoma did not met the set national recommendations level on seven different validated readability indexes. Currently, available literature is difficult to understand and comprehend for average patient and their kins. There is a dire need to revise the currently available material for easy comprehension and understanding by the general patient population. Disclosures No relevant conflicts of interest to declare.

Anaphora in Basal Reader Selections: How Frequently do They Occur?

1987 ◽  
Vol 19 (2) ◽  
pp. 141-158 ◽  
Author(s):  
James F. Baumann
Keyword(s):  
Grade Level ◽  
Expository Text ◽  
Sixth Grade ◽  
Descriptive Statistics ◽  
Personal Pronouns ◽  
Inferential Statistics ◽  
Basal Reader ◽  
Descriptive Research ◽  
Grade Levels ◽  
Total Pool

Basal reader excerpts were examined for the frequency with which various forms of anaphora occur. Two 1,000-word narrative and two 1,000-word expository excerpts were selected from the second-, fourth-, and sixth-grade levels of four popular basal reader series. This resulted in a total pool of 48,000 running words (12,000 for each publisher, 16,000 at each grade level, and 24,000 for each genre). A slightly modified version of the Baumann and Stevenson (1986a) taxonomy of anaphora was used to calculate frequencies per 1,000-word excerpt for various types of noun, verb, and clause substitutes. Inferential statistics indicated that (a) anaphora frequency did not differ as a function of grade level of text, (b) anaphora occurred more frequently in narrative than in expository text, (c) anaphora differed as a function of publisher, and (d) grade level, genre, and publisher did not interact in any way. Descriptive statistics revealed that (a) noun substitutes comprised the majority of all anaphora forms, (b) pronouns constituted the most frequently occurring form of noun substitute, and (c) personal pronouns accounted for the majority of all anaphora. These findings were interpreted in relation to prior descriptive research on anaphora. Implications for research are discussed.

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.

scholarly journals Readability of Patient Education Materials From High-Impact Medical Journals: A 20-Year Analysis

2021 ◽  
Vol 8 ◽  
pp. 237437352199884
Author(s):  
Michael K Rooney ◽  
Gaia Santiago ◽  
Subha Perni ◽  
David P Horowitz ◽  
Anne R McCall ◽  
...  
Keyword(s):  
Patient Education ◽  
Grade Level ◽  
Treatment Options ◽  
Sixth Grade ◽  
High Impact ◽  
Reading Level ◽  
Eighth Grade ◽  
Medical Journals ◽  
Grade Levels ◽  
Grade Reading Level

Comprehensive patient education is necessary for shared decision-making. While patient–provider conversations primarily drive patient education, patients also use published materials to enhance their understanding. In this investigation, we evaluated the readability of 2585 patient education materials published in high-impact medical journals from 1998 to 2018 and compared our findings to readability recommendations from national groups. For all materials, mean readability grade levels ranged from 11.2 to 13.8 by various metrics. Fifty-four (2.1%) materials met the American Medical Association recommendation of sixth grade reading level, and 215 (8.2%) met the National Institutes of Health recommendation of eighth grade level. When stratified by journal and material type, general medical education materials from Annals of Internal Medicine were the most readable ( P < .001), with 79.8% meeting the eighth grade level. Readability did not differ significantly over time. Efforts to standardize publication practice with the incorporation of readability evaluation during the review process may improve patients’ understanding of their disease processes and treatment options.

scholarly journals Quantitative Research on Gifted Students’ Scientific Epistemological Beliefs

2021 ◽  
pp. 252-268
Author(s):  
Ilker Ugulu
Keyword(s):  
Grade Level ◽  
Quantitative Research ◽  
Epistemological Beliefs ◽  
Gifted Students ◽  
Sixth Grade ◽  
Male Students ◽  
Study Group ◽  
Grade Levels ◽  
Sixth Grade Students ◽  
The Difference

This study explores the scientific epistemological beliefs of gifted students. It attempts to investigate gender, age and grade level-based differences in scientific epistemological beliefs. The study group comprised 120 gifted students (67 girls, 53 boys). To determine the scientific epistemological beliefs of these students, the Scientific Epistemological Beliefs Survey was employed. The results reveal that while the average scores of fifth and sixth-grade students were close to each other, the highest mean epistemological beliefs score was at the seventh and eighth-grade levels. Thus, there is a positive change in the scientific epistemological beliefs of gifted students who receive more science education. Statistically, the results showed that the difference between the epistemological beliefs scores of the female and male students was not statistically significant.

scholarly journals Universal ESL Scaffolding for the K-12 Teacher: A Literature Review

2020 ◽  
pp. 57-62
Author(s):  
Marlynn Nicole Tatum ◽  
Tonya Huber
Keyword(s):  
Best Practices ◽  
Esl Students ◽  
Review Of The Literature ◽  
Esl Teachers ◽  
Professional Educators ◽  
Grade Levels ◽  
Instructional Scaffolding ◽  
Temporary Support ◽  
K 12 ◽  
The Impact

This review of the literature analyzes scaffolding as it relates to best practices in the English as a second language (ESL) classroom, grades K-12. As defined by many professional educators, instructional scaffolding is temporary support provided to students on an individual basis based on their needs. Despite the ever-increasing population of ESL students in K-12 classrooms, the ESL instructional approach lacks consistency from country to country, state to state, and classroom to classroom. There is a wealth of research on ESL instructional techniques, but a lack of studies on the impact of various approaches to instructional scaffolding. The articles in question address instructional scaffolding in different ways for different grade levels spanning K-12. Did one prevail as a potential universal scaffold? How might we, as educators, stop reinventing the wheel and rely on a sound methodology? Studies on scaffolding as it relates specifically to ESL student’s comprehension is limited. These findings have important implications for the practices of current and future ESL teachers.

The Effect of Earlier or Later Transition into Middle School on Students' Psychosocial Adjustment and Drug Use

1986 ◽  
Vol 16 (3) ◽  
pp. 221-232 ◽  
Author(s):  
L. Douglas Ried ◽  
O. B. Martinson ◽  
L. C. Weaver
Keyword(s):  
Middle School ◽  
Drug Use ◽  
Psychosocial Adjustment ◽  
Grade Level ◽  
School Organization ◽  
Sixth Grade ◽  
Eighth Grade ◽  
Seventh Grade ◽  
Eighth Grade Students

This study compared the psychosocial adjustment and drug use of eighth grade students beginning middle school in the fifth, sixth, or seventh grade. Eighth grade students beginning middle school in the fifth and sixth grade had more favorable drug use attitudes, had more drug using friends, and felt their friends were less opposed to using drugs than did students beginning middle school in the seventh grade. Eighth grade students beginning middle school in the sixth grade used drugs more frequently than students beginning in the seventh grade. The school organization variables were not statistically significant in a model which accounted for 67 percent of the variance in the drug use variable. The significance of the grade-level organization of schools is 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.

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