Experimental Programs: The Effect of Modified Programmed Lectures and Mathematical Games upon Achievement and Attitude of Ninth-Grade Low Achievers in Mathematics

1968 ◽  
Vol 61 (6) ◽  
pp. 603-607
Author(s):  
Thomas Jones
Keyword(s):  
Ninth Grade ◽  
Low Achievers ◽  
Mathematics Students ◽  
Research Project ◽  
Effective Learning ◽  
Classroom Techniques ◽  
Grade Levels ◽  
Summer Session ◽  
Subject Areas ◽  
Regular Session

MOST educators will agree that more should be done to attenuate student failures at all grade levels and in all subject areas. The research project to be discussed here was designed to explore classroom techniques that would be conducive to more effective learning. The present research focuses upon ninth-grade general mathematics students who had underperformed in the regular session, necessitating their participation in a summer session.

Multimodal Literacy and Creative Computing Badges in a Teacher Quality Partnership Residency Program

2022 ◽  
pp. 300-312
Author(s):  
Harriet Fayne ◽  
Tom Bijesse ◽  
Paul Allison ◽  
Anne Rothstein
Keyword(s):  
Student Learning ◽  
Teacher Quality ◽  
Residency Program ◽  
Computational Thinking ◽  
Multimodal Literacy ◽  
Literacy Strategies ◽  
Grade Levels ◽  
Creative Computing ◽  
Subject Areas ◽  
Teacher Residency

Introducing micro-credentialing into Lehman College's teacher residency program provides candidates with opportunities not afforded in Master's courses of study. Through the micro-credential offerings, residents learn to integrate literacy strategies and computational thinking across subject areas and grade levels. This chapter explores how micro-credentials validate non-credit “course” structures by linking content knowledge with pedagogy and theory with practice. The design and execution of both the micro-credentials described in the chapter make explicit connection between competencies and student learning.

Readability of Waiver of Liability Forms Used in Collegiate Intramural and Recreational Sports Programs

2003 ◽  
Vol 27 (2) ◽  
pp. 37-46 ◽  
Author(s):  
Benjamin J. White ◽  
Bradley J. Cardinal
Keyword(s):  
Grade Level ◽  
Ninth Grade ◽  
Reading Level ◽  
Recreational Sports ◽  
Intended Audience ◽  
Moderating Variables ◽  
Grade Levels ◽  
Sports Programs ◽  
Micro Power ◽  
Grade Reading Level

Waiver of liability forms should be written at a reading level consistent with that of the intended audience. On average, students read three grade levels below the last grade they completed in school. Therefore, waivers should be written no higher then the ninth-grade level. The main goal of this study was to assess the reading level of intramural and recreational sport waiver of liability forms, compared to the ninth-grade level. Nine NIRSA member schools and nine non-NIRSA member schools were randomly selected from each of NIRSA's six regions. Readability was assessed using the Readability Calculation software (Micro Power & Light, Dallas, TX) for MacIntosh. A one-sample t-test was performed to compare the forms to the ninth-grade reading level. Forms were written significantly higher than the ninth-grade level (t[26]=14.53, p<.0001). An analysis of variance was performed to assess possible moderating variables. No significant differences were found. Font size was also measured, and forms were found to have been written at a significantly higher level then the recommended 12-point font (t[28]=-2.88, p<.01). This study brings into question the efficacy of waiver of liability forms used in many collegiate/university intramural and recreational sports programs.

The Hidden Potential of Low Achievers

1966 ◽  
Vol 59 (6) ◽  
pp. 551-557
Author(s):  
Herbert Fremont ◽  
Neal Ehrenberg
Keyword(s):  
Ninth Grade ◽  
Low Achievers

A NINTH-GRADE class is considering a topic in algebra. Tables of information on the blackboard seem to refer to the results of some experiment in science (Figure 1).

Why Elementary Algebra Can, Should, and Must Be an Eighth-Grade Course for Average Students

1987 ◽  
Vol 80 (6) ◽  
pp. 428-438 ◽  
Author(s):  
Zalman Usiskin
Keyword(s):  
Mathematics Education ◽  
Secondary Mathematics ◽  
Ninth Grade ◽  
Eighth Grade ◽  
First Year ◽  
National Council ◽  
Seventh Grade ◽  
Elementary Algebra ◽  
Grade Levels ◽  
One Year

Elementary or first-year algebra is the keystone subject in all of secondary mathematics. It is formally studied by students from grade levels as early as seventh grade and as late as college, but begun and completed more often in ninth grade than at any other time. The main purpose of this article is to question that timing. The conclusion to be argued here is that most students should begin the study of algebra one year earlier than they now do. This conclusion is contrary to a recommendation currently subscribed to by the National Council of Teachers of Mathematics and to the views of a number of leaders in mathematics education. I attempt to show here that these leaders have been misguided.

A Teacher's Journal: 100 Activities for the 100th Day

2000 ◽  
Vol 6 (5) ◽  
pp. 276-280
Author(s):  
Cynthia S. Thomas
Keyword(s):  
Primary Grade ◽  
Whole School ◽  
Grade Levels ◽  
Subject Areas ◽  
To Come ◽  
Faculty Meeting ◽  
To Receive

As February approached, I heard several primary-grade teachers talking about activities for the 100th day of school. This sounded like a worthwhile celebration for our whole school, which has about 220 students in grades pre-K—6. At a faculty meeting, I suggested that everyone join in the festivities. Of course, we had to come up with a variety of activities that would be appropriate for all grade levels and subject areas. When the 100th day arrived, we were ready! Everyone in the entire school participated. The secretary made a badge for each student who had been present for 100 days, the cafeteria workers marked each 100th tray to receive a special treat, the principal rang the school bell on the 100th minute, and the custodian just smiled as we put sticky-note estimates everywhere in the school.

Comment on “The Effects of Modified Programmed Lectures and Mathematical Games upon Achievement and Attitude of Ninth-Grade Low Achievers in Mathematics”

1970 ◽  
Vol 26 (2) ◽  
pp. 545-546
Author(s):  
Joe E. Shively ◽  
William Asher
Keyword(s):  
Statistical Methods ◽  
Research Study ◽  
Measurement Techniques ◽  
Ninth Grade ◽  
Low Achievers ◽  
Research Paradigms

Caution should be used in accepting conclusions from a research study with problems of research paradigms, measurement techniques, and statistical methods (Jones, 1968).

scholarly journals Reviewing the literature on the student learning experience in higher education

2008 ◽  
Author(s):  
Hubert Ertl ◽  
Susannah Wright
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Environments ◽  
Learning Experience ◽  
Effective Learning ◽  
The Future ◽  
Teaching Curriculum ◽  
Subject Areas ◽  
Methodological Approaches

Education Academy which aimed at mapping the research base around the student learning experience in higher education (HE). The project aimed to 1) provide an overview of the ways in which the student learning experience in HE has been and is conceptualised; 2) provide an overview of interventions aimed at producing a more effective learning experience; and 3) review the methodological approaches adopted to investigate the student learning experience. The paper outlines the review approach adopted by this project and presents an analytical map in which reviewed studies are categorised in terms of the methods they adopt and the area of investigation. Selected findings in the areas of inventory-based studies, assessment and feedback and teaching, curriculum and learning environments are discussed. The project identified a large, but broad, heterogeneous and somewhat scattered research base, dominated by a tradition of studies using inventory methods, and otherwise by small and localised studies often conducted by practitioners researching their own subject areas. The paper concludes with a discussion of the strengths and weaknesses of the project's methods, and recommendations for developing the student learning experience research base in the future.

scholarly journals What's Lost, What's Left, What's Next: Lessons Learned from the Lived Experiences of Teachers during the 2020 Novel Coronavirus Pandemic

2020 ◽  
Author(s):  
Justin Reich ◽  
Christopher J. Buttimer ◽  
Dan Coleman ◽  
Richard D Colwell ◽  
Farah Faruqi ◽  
...  
Keyword(s):  
Student Motivation ◽  
Lessons Learned ◽  
Relationship Building ◽  
School Closures ◽  
Teacher Interviews ◽  
Professional Experiences ◽  
Design Considerations ◽  
Grade Levels ◽  
Subject Areas ◽  
Novel Coronavirus

To more deeply understand the practice and professional experiences of educators during the 2020 extended school closures, we interviewed 40 teachers from across the country in public, charter, and private schools, at different grade levels, and in different subject areas. From our conversations, three key themes emerged: 1) Student Motivation: Teachers struggled to motivate their students through two layers of computer screens; 2) Professional Loss and Burnout: As they lost familiar means of teaching, teachers also lost a fundamental sense of their own efficacy and professional identity;and, 3) Exacerbated Inequities: This sense of loss grew deeper as teachers witnessed the dramatic intensification of the societal inequalities that had always shaped their students’ lives. Effective planning for school reopening in Fall 2020 will require understanding and addressing these challenges facets of teachers’ experience. We propose five design considerations to plan for resilience: center equity, focus on relationship-building, address student motivation, address staff motivation and burnout, and mitigate uncertainty.Full, de-identified transcripts of most teacher interviews are available at https://osf.io/2fjtc/. Other researchers who have interviewed teachers this spring and summer are encouraged to share their data there as well.

A Multiple Perspective Framework to Differentiate Curricula

2022 ◽  
pp. 78-87
Author(s):  
Sandra N. Kaplan
Keyword(s):  
Gifted Students ◽  
Educational Expectations ◽  
Learning Processes ◽  
Multiple Perspective ◽  
Perceived Needs ◽  
Grade Levels ◽  
Subject Areas ◽  
Teaching Learning

A framework presenting the multiple definitions of options to differentiate the curriculum for gifted students is outlined. The framework also conveys the accompanying characteristics to consider to facilitate the appropriate selection and implementation of these options across grade levels and subject areas. The framework enables teachers to examine each of the options to determine their feasibility to differentiate curriculum to meet the educational expectations for gifted students and the perceived needs of the teaching/learning processes.

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