Learning Geometry: Some Insights Drawn from Teacher Writing

1999 ◽  
Vol 5 (6) ◽  
pp. 360-366
Author(s):  
Deborah Schifter
Keyword(s):  
Second Graders ◽  
Following Instructions ◽  
Construction Paper

One day, each of Jennifer Roth's second graders received an envelope containing twelve shapes—several different kinds of triangles and quadrilaterals—cut from construction paper. Roth gave her students the following instructions: “Take a look at these shapes, and try to find some ways to sort them into groups. Work alone for a few minutes, and then talk with your neighbor about what you've decided.” As the children set to work, some could not wait to begin talking about the shapes with their partners, but others silently emptied their envelopes and began moving their shapes around on the table. After a few minutes, Roth began to listen in on students' conversations, frequently pausing to ask questions.

In the classroom: The use of overlay charts: A device for teaching some number concepts

1961 ◽  
Vol 8 (8) ◽  
pp. 433-435
Author(s):  
Ruth Machlin
Keyword(s):  
Second Graders ◽  
Number Concepts ◽  
Teaching Device ◽  
Teaching Aid ◽  
Construction Paper ◽  
Different Color

The teaching device described is based on a hundred chart and a series of overlays. I used a portable flannel board and inserted several hooks on top from which the overlay papers were suspended. The paper used was 24“ by 18” construction paper. A different color was used for each overlay to make the project attractive to the children. The children were second-graders with an excellent understanding of arithmetic. Counting in multiples, odd and even numbers, and bases other than base 10 were the understandings which were explored with this teaching aid.

Agreeableness, Conflict Resolution Tactics, and School Behavior in Second Graders

2016 ◽  
Vol 37 (3) ◽  
pp. 145-151 ◽  
Author(s):  
Daniel L. Gadke ◽  
Renée M. Tobin ◽  
W. Joel Schneider
Keyword(s):  
Conflict Resolution ◽  
Problem Behaviors ◽  
Second Graders ◽  
Adaptive Behaviors ◽  
Second Grade ◽  
School Behavior ◽  
Multiple Sources ◽  
School Based ◽  
Second Grade Students ◽  
Negotiation Tactics

Abstract. This study examined the association between Agreeableness and children’s selection of conflict resolution tactics and their overt behaviors at school. A total of 157 second graders responded to a series of conflict resolution vignettes and were observed three times during physical education classes at school. We hypothesized that Agreeableness would be inversely related to the endorsement of power assertion tactics and to displays of problem behaviors, and positively related to the endorsement of negotiation tactics and to displays of adaptive behaviors. Consistent with hypotheses, Agreeableness was inversely related to power assertion tactics and to displays of off-task, disruptive, and verbally aggressive behaviors. There was no evidence that Agreeableness was related to more socially sophisticated responses to conflict, such as negotiation, with our sample of second grade students; however, it was related to displays of adaptive behaviors, specifically on-task behaviors. Limitations, including potential reactivity effects and the restriction of observational data collection to one school-based setting, are discussed. Future researchers are encouraged to collect data from multiple sources in more than one setting over time.

Internalizing Behavior During the Transition from Childhood to Adolescence

2010 ◽  
Vol 26 (3) ◽  
pp. 187-193 ◽  
Author(s):  
Marc Vierhaus ◽  
Arnold Lohaus ◽  
Indra Shah
Keyword(s):  
Research Design ◽  
Internalizing Symptoms ◽  
Fourth Graders ◽  
Cross Sectional Study ◽  
Second Graders ◽  
Internalizing Behavior ◽  
Longitudinal Assessment ◽  
Sectional Study ◽  
Cross Sectional ◽  
The One

This investigation focuses on the question whether assessments of the development of internalizing behavior from childhood to adolescence are affected by the kind of research design (longitudinal versus cross-sectional). Two longitudinal samples of 432 second-graders and 366 fourth graders participated in a longitudinal study with subsequent measurements taken 1, 2, and 3 years later. A third sample consisting of 849 children covering the same range of grades participated in a cross-sectional study. The results show that the development of internalizing symptoms in girls – but not in boys – varies systematically with the research design. In girls, there is a decrease of internalizing symptoms (especially between the first two timepoints) in the longitudinal assessment, which may reflect, for example, the influence of strain during the first testing situation. Both longitudinal trajectories converge to a common trajectory from grade 2 to grade 7 when controlling for this “novelty-distress effect.” Moreover, when we control this effect, the slight but significant decrease characterizing the common trajectory becomes similar to the one obtained in the cross-sectional study. Therefore, trajectories based on longitudinal assessments may suggest more changes with regard to internalizing symptoms over time than actually take place, while trajectories based on cross-sectional data may be characterized by an increased level of internalizing symptoms. Theoretical and practical implications of these results are discussed.

Perilaku Birokrat Dalam Pelayanan Publik Di Distrik Asologaima Kabupaten Jayawijaya

2020 ◽  
Vol 12 (2) ◽  
pp. 93-100
Author(s):  
Yoel Tabuni
Keyword(s):  
Consumer Satisfaction ◽  
Rapid Development ◽  
Main Task ◽  
Government Administration ◽  
Following Instructions ◽  
District Government ◽  
The Times ◽  
Rule Governance ◽  
Descriptive Method

In line with the rapid development of the times and the increasingly complex problems faced by the state, there has also been a development in government administration which has been marked by a shift in the paradigm of governance from Rule Governance. This situation makes the bureaucracy rigid, in an environment that is only limited to flowing the instructions or following instructions. The district government in an Asologaima District has the main task of carrying out part of the authority delegated by the district head in the fields of government, economy, and development, society, peace, and order as well as coordination.The method is sed is descriptive method. Bureaucrats as providers of public services must be able to provide quality services, the quality of service of bureaucrats to society is closely related to customer satisfaction or consumer satisfaction as the recipient of the service itself.

Comparing the Effectiveness of Two Oral Reading Practices: Round-Robin Reading and the Shared Book Experience

1996 ◽  
Vol 28 (2) ◽  
pp. 201-225 ◽  
Author(s):  
J. Lloyd Eldredge ◽  
D. Ray Reutzel ◽  
Paul M. Hollingsworth
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Experimental Studies ◽  
Second Graders ◽  
Round Robin ◽  
Shared Reading ◽  
Book Reading ◽  
Reading Practices ◽  
Basal Readers ◽  
Reading Errors

This study compared the effectiveness of two oral reading practices on second graders' reading growth: shared book reading and round-robin reading. The results indicated that the Shared Book Experience was superior to round-robin reading in reducing young children's oral reading errors, improving their reading fluency, increasing their vocabulary acquisition, and improving their reading comprehension. An analysis of the primary-grade basal readers submitted for adoption in 1993 revealed that most had incorporated “shared reading” into their instructional designs. Before “shared reading,” the common practice was “individual reading,” and although the authors of basals did not recommend it, round-robin oral reading was widely used. Although the Shared Book Experience had been widely used in schools prior to its inclusion in basal designs, there were no experimental studies supporting it. The findings of this study are discussed and related to these classroom practices and trends.

Mediation or Production Deficiency in Disabled Readers?

1980 ◽  
Vol 50 (2) ◽  
pp. 519-530
Author(s):  
Lauren Leslie
Keyword(s):  
Short Term Memory ◽  
Fifth Graders ◽  
Memory Capacity ◽  
Second Graders ◽  
Short Term ◽  
Term Memory ◽  
Memory Processing ◽  
Overt Rehearsal ◽  
Covert Rehearsal ◽  
Disabled Readers

Deficiencies in disabled readers’ short-term memory processing were studied. A deficit in memory capacity versus susceptibility to interference was investigated by examining performance over trials. A mediation versus production deficiency in memory processing was examined by testing the effect of instructions for rehearsal on performance of average and disabled readers in Grades 2 and 5. Contrary to prior research, facilitative effects of rehearsal instructions on second graders’ memory were found only on Trial 1. Fifth graders’ memory was adversely affected by overt rehearsal. Requiring children to rehearse overtly at a set rate may account for the results. A second study examined effects of covert rehearsal on the memory of average and disabled readers in Grade 2 over trials. Facilitative effects of covert rehearsal were shown when data of children who spontaneously rehearsed were removed. A deficiency in production by second graders was supported. Disabled readers who did not rehearse were more susceptible to interference.

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