Algebra in the Fourth Grade

1960 ◽  
Vol 7 (2) ◽  
pp. 77-79
Author(s):  
Cynthia Parsons
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Fourth Graders ◽  
Fourth Grade ◽  
Seventh Graders ◽  
Syracuse University ◽  
Basic Course ◽  
11Th Grade ◽  
Madison Project

Some fourth graders are really learning algebra. As a matter of fact, so are third, fifth, sixth, and seventh graders. A basic course in algebra has been prepared under the direction of Dr. Robert Davis of Syracuse University. This course consists of a modified form of 9th and 11th grade algebra arranged for presentation to elementary school children. It got its name—The Madison Project—from the Madison School in Syracuse where it was first introduced in 1957.

scholarly journals Libraries and Reading Habits Among Elementary School Children: The Concept of the Classroom Collection

2021 ◽  
pp. 265-271
Author(s):  
Snunith Shoham
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Reading Skills ◽  
Fourth Grade ◽  
Elementary Grades ◽  
Reading Habits ◽  
Class Library ◽  
Fourth Grade Students ◽  
Books And Reading

The elementary school regards the development of reading skills and the cultivation of free reading among students as one of its tasks. one of its ways of achieving this is to operate libraries in the school. Some schools provide only a central library. Some societies or locales, however, also believe in operating classroom collections in the elementary grades, so as to increase children' a exposure to books and reading. The reading habits of 301 fourth-grade students in Israel were examined. The sample included: (a) children who participated in a class library project in grades 2-3, with a central library also existing in the school; (b) children who participated in a class-library project in grades 2-3, with no central library in the school; and (c) children who did not participate in a class-library project, while having a central library in the school. Certain contribution of the class library project emerges, but the realization of this contribution depends on the existence of a central library in the school. A class library is not a substitute for a central collection. It can only constitute one approach among different approaches that can encourage children reading.

Children's Perceptions of Age and Physical Attractiveness

1983 ◽  
Vol 56 (3) ◽  
pp. 895-900 ◽  
Author(s):  
Kathleen M. Korthase ◽  
Irene Trenholme
Keyword(s):  
Elementary School ◽  
School Children ◽  
Physical Attractiveness ◽  
Elementary School Children ◽  
Fourth Grade ◽  
Male And Female ◽  
Children's Perceptions ◽  
Facial Stimuli ◽  
Ranking Task ◽  
Perceived Age

To determine the extent to which third- and fourth-grade children relate perceived age and perceived physical attractiveness when performing a ranking task using two sets of photographic facial stimuli, 40 elementary school children, 20 boys (aged 7 to 9 yr., M = 8.4 yr.) and 20 girls (aged 8 to 9 yr., M = 8.6 yr.) were asked to rank male and female photographs according to the dimensions of age and physical attractiveness. The rho of –.94 was negative; as perceived age increased perceived physical attractiveness decreased. This result is consistent with that of a previous study by Korthase and Trenholme in which adults and adolescents performed the same task. The pervasiveness of the stereotypes for age and physical attractiveness is evident. By the time children reach third or fourth grade, they have assimilated these biases.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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