Grouping by arithmetic ability—an experiment in the teaching of arithmetic

1961 ◽  
Vol 8 (3) ◽  
pp. 120-123
Author(s):  
Grant C. Pinney
Keyword(s):  
Elementary School ◽  
Grade Level ◽  
Sixth Grade ◽  
Achievement Tests ◽  
Elementary Classroom ◽  
Grade Placement

That children in the regular elementary classroom at every grade level vary widely in their interest and achievement in arithmetic is a well-known and accepted fact. With this fact in mind, the staff at Vieweg Elementary School felt that most of the difficulty in teaching arithmetic was due to the great span of ability found in a heterogeneous classroom of fifth- or sixth-grade children.1 In a sixth-grade class the grade placement ability on achievement tests ranged from 2.0 grade level to 10.0 grade level—eight full years. The problem, as we saw it, was to reduce the range of arithmetic achievement ability in each classroom.

An analysis of individual differences in arithmetic

1964 ◽  
Vol 11 (7) ◽  
pp. 471-473
Author(s):  
Oscar T. Jarvis
Keyword(s):  
Elementary School ◽  
Individual Differences ◽  
Grade Level ◽  
Common Knowledge ◽  
Sixth Grade ◽  
First Grade ◽  
Level 1 ◽  
Level 2

It is common knowledge among teachers of arithmetic that individual pupil differences in the elementary school are very pronounced at every grade level. It is equally apparent that the range of individual differences increases from grade level to grade level. Wrightstone has stated that these differences may be as great as three to four years in the first-grade, five to six years in the fourth-gmde, and seven to eight years at the sixth-grade level.1 Beck, Cook and Kearney have observed, however, that normally in “arithmetic reasoning and computation the range is … between six and seven years at the sixth-grade level.”2

Disfluency Behavior of Elementary School Stutterers and Non-Stutterers: The Adaptation Effect

1968 ◽  
Vol 11 (3) ◽  
pp. 622-630 ◽  
Author(s):  
Dean E. Williams ◽  
Franklin H. Silverman ◽  
Joseph A. Kools
Keyword(s):  
Elementary School ◽  
School Children ◽  
Grade Level ◽  
Elementary School Children ◽  
Sixth Grade ◽  
First Grade ◽  
Adaptation Effect ◽  
Speaking Task

A group of 184 elementary school children, 92 stutterers and 92 matched nonstutterers, performed a speaking task three times consecutively. Kindergarten and first grade children repeated a series of sentences, and the second through sixth grade children read a passage. Both the stutterers and the nonstutterers exhibited the adaptation effect. Both adapted proportionally to approximately the same degree. There was no tendency in either group for the degree of adaptation to vary as a function of grade level. Whether or not a child exhibited the adaptation effect appeared to be more closely related to how disfluent he was on his first performance of the task than to whether he had been labeled as a stutterer or a nonstutterer. Our results indictate that adaptation is not unique to stutterers, but is to be found also in normal speakers. Several implications are discussed.

Mathematics, Quantitative and Attitudinal Measures for Elementary School Boys and Girls

1982 ◽  
Vol 51 (1) ◽  
pp. 155-162
Author(s):  
Gail Fendrich-Salowey ◽  
Mary Buchanan ◽  
Clifford J. Drew
Keyword(s):  
Elementary School ◽  
Sex Differences ◽  
Locus Of Control ◽  
Grade Level ◽  
Sixth Grade ◽  
Mathematical Achievement ◽  
Intellectual Ability ◽  
Independent Group ◽  
Sixth Grade Students ◽  
Below Grade Level

This study examined sex differences in quantitative ability, attitude toward arithmetic, and locus of control as variables that may affect mathematical learning. Subjects were 48 fifth and sixth grade students in one school. Intellectual ability and mathematical achievement levels were controlled. Independent group comparisons with sex and mathematical achievement grade level were examined to determine if significant differences existed between groups. Significant differences were evident on only a single comparison. Subjects below grade level in mathematics scored significantly lower than those at grade level on the operations portion of the Stanford Diagnostic Arithmetic Test.

Calculators in the Elementary Classroom

1978 ◽  
Vol 25 (6) ◽  
pp. 47-48
Author(s):  
Paula M. Drake
Keyword(s):  
Elementary School ◽  
Sixth Grade ◽  
Elementary Classroom ◽  
Controversial Issue ◽  
The Subject

Should hand-held calcu lators be used in elementary school classrooms? The question has become a controversial issue and the subject of much discussion. I discussed the question with my sixth-grade class, and they have put the issue to rest. We have formed a Calculator Club.

Attitudes of Elementary School Pupils and Their Parents toward Mathematics and Other Subjects of Instruction

1972 ◽  
Vol 3 (1) ◽  
pp. 51-58
Author(s):  
George Levine
Keyword(s):  
Elementary School ◽  
Social Studies ◽  
Grade Level ◽  
Parental Attitudes ◽  
Sixth Grade ◽  
Forced Choice ◽  
The Other

A forced-choice questionnaire was administered to a sample of 144 third-, fourth-, and sixth-grade pupils, and a similar questionnaire was completed by the parents of these pupils, to investigate the attitudes of pupils and their parents toward mathematics, English, science, and social studies. Analysis of the data was made on the basis of the grade level and sex of the children. Among pupils, mathematics was ranked higher than the other 3 areas with respect to importance, enjoyment, success, and additional criteria related to pupils' conception of parental attitudes. Parents recalled enjoying and doing best in English, but they ranked mathematics and English equally high in importance, and as the subjects in which they hoped their children would do best.

The Effects of Harmonic Accompaniment on the Tonal Improvisations of Students in First Through Sixth Grade

2009 ◽  
Vol 57 (2) ◽  
pp. 81-91 ◽  
Author(s):  
Denise Marie Guilbault
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Grade Level ◽  
Statistical Difference ◽  
Sixth Grade ◽  
School Students ◽  
Main Effect

The purpose of this research was to examine the effects of harmonic accompaniment on the tonal improvisations of elementary school students. Specifically, this study was designed to (a) determine if the addition of a root melody accompaniment to song instruction affects the implied harmonic changes and harmonic rhythm in the tonal improvisations of students in first through sixth grade and (b) determine whether age affects the tonal improvisation scores of students in first through sixth grade. Results indicated that students who received song instruction with root melody accompaniment received significantly higher tonal improvisation rating scores than those students who did not have such instruction. No statistical difference was found for the main effect of grade level.

scholarly journals The Function of Metaphor in Children's Recall of Expository Passages

1981 ◽  
Vol 13 (3) ◽  
pp. 249-261 ◽  
Author(s):  
P. David Pearson ◽  
Taffy E. Raphael ◽  
Norma Tepaske ◽  
Charles Hyser
Keyword(s):  
Grade Level ◽  
Sixth Grade ◽  
Third Grade ◽  
Target Structure ◽  
Better Than

In a series of three studies, the facultative effect of metaphors on children's recall of expository passages was evaluated. In Experiment 1, with sixth grade subjects and an unfamiliar passage, metaphor target structures were recalled better than their literal paraphrases. In Experiment II, using third grade subjects and a more familiar passage, there were no differences between metaphor and literal versions of passage in terms of the recall of target structures. In Experiment III, which was designed to eliminate the passage familiarity × grade level × experiment confounding, there was a significant passage familiarity by version (metaphor or literal) interaction. Metaphors facilitated target structure recall only for unfamiliar passages. These data were interpreted as supporting the view that metaphors can serve the function of bridging new and old information in unfamiliar textual settings.

Social Position and Speaking Competence of Stuttering and Normally Fluent Boys

1974 ◽  
Vol 17 (4) ◽  
pp. 740-747 ◽  
Author(s):  
C. Lee Woods
Keyword(s):  
Elementary School ◽  
Social Role ◽  
Sixth Grade ◽  
Social Position ◽  
Peer Evaluation ◽  
Minor Importance ◽  
School Age ◽  
Peer Ratings ◽  
Elementary School Age ◽  
The Third

To assess the relation of social position to speaking competence and to determine the stuttering child’s awareness of peer evaluation, ratings of social position and speaking competence were obtained from 24 stuttering boys (12 mild and 12 moderate or severe) in each the third and sixth grade and from 562 of their normally fluent male classmates. Peer ratings, self-estimates of ratings, and reasons for certain ratings also were obtained. No significant differences between groups of stuttering boys were found. Upon comparison with fluent boys, stuttering boys both expected to be and were rated significantly poorer as speakers than were the normally fluent. No significant differences were found, however, between stuttering and fluent boys on social position measures, suggesting that whether or not an elementary-school-age boy stuttered was of minor importance in determining his social role among his peers.

Disfluency Behavior of Elementary-School Stutterers and Nonstutterers: Loci of Instances of Disfluency

1969 ◽  
Vol 12 (2) ◽  
pp. 308-318 ◽  
Author(s):  
Dean E. Williams ◽  
Franklin H. Silverman ◽  
Joseph A. Kools
Keyword(s):  
Elementary School ◽  
Word Length ◽  
Sixth Grade ◽  
First Grade ◽  
Grammatical Function ◽  
Initial Phoneme ◽  
Speech Task ◽  
Sentence Position ◽  
Word Attributes

One hundred fifty-two children from kindergarten and grades one through six, 76 stutterers and 76 nonstutterers, performed a speech task. Each of the kindergarten and first-grade children repeated 10 sentences after the experimenter, and each of the second- through sixth-grade children read a passage. All words judged to have been spoken disfluently were analyzed for the presence of each of Brown’s four word attributes—initial phoneme, grammatical function, sentence position, and word length. Disfluencies were not randomly distributed in the speech of these children. For both stutterers and nonstutterers, disfluencies occurred most frequently on words possessing the same attributes as those reported by Brown to be troublesome for adult stutterers. The findings of this study demonstrate the essential similarity in the loci of instances of disfluency in the speech of (1) children and adults and (2) stutterers and nonstutterers.

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>

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