scholarly journals Effort, Ability, or Difficulties? Parents’ and Teachers’ Explanations of the Malleability of Children’s Competences

2017 ◽  
Vol 7 (1) ◽  
pp. 146 ◽  
Author(s):  
Riitta Rautiainen ◽  
Hannu Raty ◽  
Kati Kasanen

This study set out to examine parents’ and teachers’ explanations of the malleability of children’s competences. Parents and teachers were asked in which aspect of schoolwork the child could improve his/her competence most and to explain why. The participants were parents and teachers of third- and sixth-grade boys and girls (n=97). The parents and teachers were found to refer to the amount of effort, motivation, and ability in their explanations of the malleability of children’s competences. The explanations concerning ability divided into those in which the child was seen as possessing ability and those in which the child was seen as lacking ability or having difficulties that prevented her/him from succeeding. The teachers perceived sixth-graders as needing more effort and motivation than third-graders did, and girls as somewhat more competent and motivated than boys. The teachers also seemed to explain children’s potential for improvement in more complex ways than the parents did.

1993 ◽  
Vol 76 (2) ◽  
pp. 547-553 ◽  
Author(s):  
Lori Folk ◽  
Jan Pedersen ◽  
Salvatore Cullari

Pubertal development has been implicated as the point of origin for decreased body satisfaction and self-concept for girls from prepubertal levels and an increase in body satisfaction and self-concept for boys. Two groups of boys and girls in Grades 3 and 6 completed a Body Satisfaction Questionnaire and the Piers-Harris Self-concept Scale to test this assumption. The third graders were considered to be prepubertal and sixth graders as early pubertal. The sixth-grade boys scored lower on body satisfaction than third-grade boys, and their self-concept scores were positively correlated with body satisfaction scores. For girls, body satisfaction scores were correlated with self-concept in both grades, and few significant differences were found between grades. For girls apparently the relationship between body satisfaction and self-concept may be present before the onset of puberty.


1970 ◽  
Vol 27 (2) ◽  
pp. 551-557 ◽  
Author(s):  
Wolfgang W. Riedel ◽  
Norman A. Milgram

An exploratory study compared 49 educable retardates with 20 third and 19 sixth grade normal children on measures of locus of control, level of aspiration, and n-Achievement. The results were consistent with a developmental progression, sixth graders scoring more internal in locus of control and more realistic in level of aspiration than third graders. The retardates who were chronologically older than the sixth graders tended to resemble third graders on these various measures.


2016 ◽  
Vol 4 (1) ◽  
pp. 101
Author(s):  
Athanasios Aidinis ◽  
Evaggelia Daoula

The relationship between oral and reading comprehension has been studied by a number of studies and it has been found, especially in adult research, that there are significant and high correlations between the two types of comprehension. The aim of the present study was to examine oral and reading comprehension skills in relation to text type, either narrative or not. 136 children participated in the study from third and sixth grade of primary school. For different authentic texts were used to measure comprehension, three narrative and three non narrative. On of the narrative and on of the expository texts was given to both third and sixth grade children whereas on narrative and on expository text was given only to third graders and one narrative and one expository text was given only to sixth graders. All the children were examined in two narrative and two expository texts either in oral or reading comprehension. Children had to answer into 8 questions, 2 of them required information that could be found in a part of the text, three of them required bridging inferences and three of them required elaboration inferences. Results showed that differences between oral and reading comprehension are not constant and they depend on text type and question type. Keywords: reading comprehension, oral comprehension, narrative, expository text, inferences.


2015 ◽  
pp. 399-412
Author(s):  
Robert J. Werner ◽  
Yu Kobayashi

This paper discusses theory and practice related to self-access and metacognitive awareness in young learners. While still an emerging field, the paper presents several studies that describe young learners’ self-access through playing online multi-player digital games, watching TV/films, and reading various types of texts. The teaching of metacognitive awareness, or ‘learning how to learn’, is also discussed, and examples illustrate how this knowledge is applied to learning both in class and beyond. The latter part of this paper describes elementary English instruction in Japan and includes practical applications of learning how to learn through examples from a Japanese sixth grade English class. The students discuss motivating factors beyond the classroom, how they access metacognitive knowledge, and strategies they apply to better learn English.


2018 ◽  
Vol 18 (2) ◽  
pp. 355
Author(s):  
Zainal Abidin

This study aims to improve the learning outcomes of sixth grade students at SDN. No. 058/XI Koto Dumo on mathematics subject, especially on integer operation material by using cooperative learning model of Teams Games Tournament type. This research is a classroom action research conducted in three cycles and each cycle is done with four activities, namely planning, implementation, observation, and reflection. This study was conducted from August to November of 2016. The study involved 16 sixth graders. Data were collected by observation and test. Data were analyzed by using descriptive analysis and simple statistical test. The results showed that the activities and learning outcomes of students before and after the given action (Cycle I, Cycle II, and Cycle III) improved. Thus, the use of cooperative learning model type Teams Games Tournament in SDN. No. 058/XI Koto Dumo can improve student learning outcomes in mathematics subjects, especially on the subject matter of integer counting operations.


2020 ◽  
Vol 4 (2) ◽  
pp. 152-162
Author(s):  
G.A.P. Suprianti ◽  

In this global era, everything changes into technology-based likewise teaching method. In teaching, technology can be used as teaching variation and this study was aimed to develop technology-based English language learning media for sixth grade elementary students by using Powtoon animation video. This study’s objectives was for developing the prototype product. This study used Design and Development (D&D) method by three steps based on ADDIE model. The stages are analysis, design, develop. Since the steps used were only three, then the product was only in the form of prototype product. In order to develop the prototype product, need analysis, designing the product based on the analysis, and then development were done. The product was quantitatively analyzed by using expert judgment. The result of the experts judgment showed that the prototype product was categorized as an excellent media after some revisions and suggestions from material and IT expert.


2018 ◽  
Vol 120 (7) ◽  
pp. 1-44
Author(s):  
Adam Howard ◽  
Katy Swalwell ◽  
Karlyn Adler

Background/Context Though there has been attention to how class differences impact children's experiences in schools and how young people perceive racial and gender differences, very little research to date has examined how young people make sense of social class differences. Purpose In this article, the authors examine young children's conceptualizations of differences between the rich and the poor to better understand children's process of classmaking. Research Design To access young children's ideas about social class, the authors examined kindergartners’, third graders’, and sixth graders’ (N = 133) drawings depicting differences between rich and poor people and their corresponding explanations of their drawings. These children attended two schools, one public serving a majority working- class population, and one private serving a majority affluent population. Findings/Results Children understand social class to be inclusive emotions, social distinctions, and social status. Children's drawings and explanations show that perpetuated ideology-justifying status quo of poverty and economic inequality. Children have complex sociocultural insights into how social class operates that manifest themselves through four domains: material, intersectional, emotional, and spatial. Conclusions/Recommendations Educators should provide more opportunities for teaching about social class, and can do so in ways that engages students in processes of classmaking that do not reinforce stereotypes and that interrupts inequality.


2009 ◽  
Vol 32 (3) ◽  
pp. 123-141 ◽  
Author(s):  
Virginia W. Berninger ◽  
Robert D. Abbott ◽  
Amy Augsburger ◽  
Noelia Garcia

Fourth graders with learning disabilities in transcription (handwriting and spelling), LD-TD, and without LD-TD (non-LD), were compared on three writing tasks (letters, sentences, and essays), which differed by level of language, when writing by pen and by keyboard. The two groups did not differ significantly in Verbal IQ but did in handwriting, spelling, and composing achievement. Although LD-TD and non-LD groups did not differ in total time for producing letters by pen or keyboard, both groups took longer to compose sentences and essays by keyboard than by pen. Students in both groups tended to show the same pattern of results for amount written as a larger sample of typically developing fourth graders who composed longer essays by pen. Results for that sample, which also included typically developing second and sixth graders, showed that effects of transcription mode vary with level of language and within level of language by grade level for letters and sentences. However, consistently from second to fourth to sixth grade, children wrote longer essays with faster word production rate by pen than by keyboard. In addition, fourth and sixth graders wrote more complete sentences when writing by pen than by keyboard, and this relative advantage for sentence composing in text was not affected by spelling ability. Implications of the results for using computers for accommodations or specialized instruction for students with LD-TD are discussed.


1986 ◽  
Vol 16 (2) ◽  
pp. 121-133 ◽  
Author(s):  
Ted T. L. Chen ◽  
Alvin E. Winder

When is the critical moment to provide smoking education for public school students? This study is designed to address this problem. Five hundred and twelve students, sixth, ninth, and twelfth graders in the Northampton, Massachusetts school system were studied. Their responses to a sixty-two item questionnaire revealed that sixth grade is the optimal time to provide education for smoking prevention. Sixth graders are characterized by a relative absence of peer pressure, a relative lack of knowledge of the effects of smoking, unfamiliarity with their parents' attitudes toward smoking and evidence that many students in this grade intend to smoke within the next five years.


1996 ◽  
Vol 8 (2) ◽  
pp. 65-73 ◽  
Author(s):  
Barbara Hunt

The primary purpose of this study was to identify the effect on mathematics achievement and attitude of homogeneous and heterogeneous grouping of gifted sixth grade students. The secondary purpose was to find the effect on mathematics achievement and attitude of homogeneous and heterogeneous grouping on average- and low-ability students. There were 208 subjects in the study. The results indicated that there was a positive effect for achievement in mathematics for identified gifted sixth graders in homogeneous grouping when compared to gifted students in heterogeneous grouping using the TOMA (Test of Mathematical Abilities) – Computation Subtest. No statistically significant difference was found for mathematics achievement for average and low ability students based on grouping. Quantitative and qualitative results will be shared related to students' attitudes toward grouping.


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